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The basis of this unit is to deter students from making unhealthy choices. Also, to make the student understand that any activity one partakes in only increases the risk of harm or injury. Upon completion, the student should understand the "wellness model" and develop the ability to make safe, sound, independent decisions.
Day 1:
a) Distribute list of chemical compounds.
b) Research compounds in the library or on the Internet
- find out what affect this compound has on the
human body.
- identify where this compound is found and how
humans are exposed to this chemical.
c) Distribute list of bodily organs for the students to research.
- identify the importance of the organ assigned
to human survival.
Day 2:
a) Continue library research on assigned toxin and human organ.
Day 3:
a) Present findings of both toxin and human organ to the class.
Day 4:
a) Have students build a papier-mâché representations of the organ they
have been designed.
Day 5:
a) Decorate the organs with the chemicals that affect that organ and hang
them from the ceiling.
b) Discuss how a certain percentage of the population will always be
affected by certain afflictions.
- identify that human habitual activity increases
susceptibility.
c) Play the 6 cards in the cereal box game with a six sided dice.
- student results will determine their
susceptibility, the key is only revealed at the end of the exercise.
Day 6:
a) Part 1: Write a reflection piece that explores the activity the
student, friends, and family are involved
in and how it affects their susceptibility to a
shorter life span.
b) Part 2: Reflect upon the students responsibility to others around
him/her.
There is no unit test. Mark will be based on research and reflection.
