Debating Daily Health Habits

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Exercise Science

  Course Title:

  Exercise Science

  Course Number:

  8417120

  Career Cluster:

  Health Science

  CIP Number:

  0331050405

  Course Type:

  Career Preparatory

  CTE Standard(s) or benchmarks

  (Which course benchmarks are aligned with the lesson for the case study?)

  31.02 Classify health and fitness standards, including components of wellness, describe health appraisals, fitness assessments, and exercise prescriptions.

  31.03 Compare and contrast lifestyle factors that improve health and increase longevity.

  Integrated benchmarks: ELA or Other:

  (Which ELA or other content benchmarks support students’ work in this lesson?)

  ELA.12.R.3.2 Paraphrase content from grade-level texts.

  ELA.12.C.2.1 Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Hoops Vs. Habits” See CPALMS resource ID# 209643.

• Career Connection

  
  

  In this lesson students will develop skills in active listening, mind mapping, analyzing and organizing data, collaboration, and respecting opposing viewpoints.

• Learning Objectives

  
  

  Students will be able to:

  • Identify different health and lifestyle factors that are considered when creating or developing a health and wellness program.
  • Explain the importance of lifestyle and health habits in relation to general health and injury/illness prevention.
  • Debate the role of lifestyle and health habit factors related to health and longevity.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Basic anatomy and physiology (including ligaments and tendons).
  • Health intake forms.
  • Recognize factors considered in a typical fitness exam or assessment.

• Guiding Questions

  
  
  • Should medical and/or fitness professionals consider lifestyle and health habits when conducting formal examinations?
  • How much information regarding lifestyle and health habits is necessary for appropriate program development?
  • When do lifestyle and health habits begin to influence medical or fitness examinations and assessments?

• Procedure

  
  
  1. To introduce the lesson, list common lifestyle factors and health habits on display for the students to see. Upon entry into the classroom, randomly assign students to the “Hoops” or “Habits” group.
  • Attempt to keep team numbers even for debate construction purposes.
  • Set-Up classroom seating for clear definition between groups.

  2. After groups have been selected ask students to consider the following question:

  • When do lifestyle and health habits begin to influence medical and fitness examinations and/or assessments?

  3. Distribute case study, "Hoops Vs. Habits" (CPALMS Resource #209643) and the Health Habits Questionnaire (see attachments). Explain to students they are responsible for listing all of “Sherwin ‘Hoops’ Singh” signs, symptoms, and habits on the health habits questionnaire provided to them during reading.

  4. Display the following questions for students to consider for their argument construction during the class reading:

  • What lifestyle factors and health habits do you believe are/are not affecting Sherwin’s current health?
  • How should Dr. Garcia and Dr. Smith explain the importance of health habits for general health?
  • How should Sherwin explain the lack of impact health habits have had on his longevity?
  • If you were Erica, what suggestions would you give to Dr. Garcia, Dr. Smith, and Sherwin?

  5. Explain to students they will have approximately 10 minutes to construct an argument supporting (Habits) or refuting (Hoops) considering lifestyle and health habits during formal medical and fitness examinations and assessments.

  • They are to use the information provided from Sherwin’s habits and their answers to all guiding questions.

  6. Students will participate in a formal debate to explain their stance on supporting or refuting the “Hoops” habits dilemma.

  • Each team will have 2-4 minutes to share a point in their argument.

  7. To bring the lesson to a close, end the formal debate and each student will have the opportunity to share whether or not they agree with the side of the argument they were assigned to; and one reason why their stance has or has not changed.

• Teacher Notes

  
  
  • Suggested pacing:
    • ≤3 min Bell ringer: Group assignment and consider lead question.
    • Case study Reading and Intake form completion: 15 minutes
    • Team Argument construction: 10 minutes
    • Formal Debate: 10-15 minutes; 2-4 min/ team input
    • Individual Closing Statements: 5 minutes
  • During lesson introduction, the teacher reserves the option to allow students to select their argument stance, but must consider group size for the formal debate.
    • Use listed factors on display board and ask students based on the list if they subscribe to “healthy living” to determine teams.

• Optional

  
  

  Extension Ideas:

  • Class independent work or project:
    • Ask students to create a presentation (digital, poster display, research paper, etc.) that explains a “new” or unique approach to consider lifestyle and health habits during program development.
  • Prior to closing independent statements, have students construct a new argument for the opposing view and engage in another 10-15 minute formal debate.