1 Documentary and 1 Popular Film

Documentary Film:

 Title: Good Hygiene

Producer: Educating and Entertaining Flipped High School Health Class/David McKinney

Year: Published November 12, 2012

Length: 22:37

Rating: G

Description: The film gives an upbeat information on personal hygiene with music playing. Touches on all the subjects from sweating, to washing hands, dandruff,  bad breath, brushing teeth, etc. It definitely sheds light on the subject of personal hygiene and in a way that makes it comfortable and kind of funny for this age group. Makes it seem “cool” to upkeep their personal hygiene yet shares the importance and seriousness of why taking care of their bodies are necessary for their every day health.

Review: The content covers just about everything under personal hygiene especially for their age group with giving facts and comparing information for them to understand and put into perspective. It’s also a “how to” for taking care of their bodies and in a “cool” way to where the students will be head nodding to the music, simply laughing by some of the lyrics or information, yet informational for the students to get the knowledge needed if they didn’t already have it.

Core Integration Idea: I would integrate English Language Arts with the health component with having the students understand what is considered fact, and opinion from the video. I would then have them write down and research facts that they learned and want to look into more so and add their own opinion to the same list. For example, looking up deodorant and finding all the information on the different brands, which one works best, any factual information, and their opinion to decide which product they will potentially purchase. With learning about all of the statistics from the video to bring the students to the library and/or computer lab to research all of these personal hygiene needs to put together a presentation to the entire class of their findings and what products they are considering purchasing or how they are going to become more healthy with their personal hygiene with adding charts, graphs, pictures, and even videos.

Link: https://youtu.be/h0roaYWEE-w

NHES/HBOs:

 NHES Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Dimensions of Health

Describe interrelationships of dimensions of health. H1.W1.6

o   HBO 2: Practice appropriate hygiene habits.

• PHW1.8.1- Summarize the benefits of good hygiene practices for promoting health and maintain positive social relationships. (HBO 2)

 Disease Prevention

Differentiate between communicable and noncommunicable diseases. H1.W2.6

o   HBO 6: Practice behaviors that prevent infectious diseases.

• PHW.1.8.6- Explain the difference between infectious, noninfectious, acute and chronic diseases. (HBO 6 & 7)
• PHW1.8.8- Summarize ways that common infectious diseases are transmitted (HBO 6 & 9)
• PHW1.8.9- Summarize health practices to prevent the spread of infectious diseases that are transmitted by food, air, indirect contact, and person-to-person contact. (HBO 6 & 9)

o   HBO 12: Prevent health problems that result from fads or trends.

• PHW1.7.15- Describe the potential health and social consequences of popular fads or trends such as body piercing and tattooing (HBO 12)

NHES Standard 2: Students will analyze the influence of family, peers, culture, medial, technology, and other factors on health behaviors.

Disease Prevention

Determine how hereditary factors and health behaviors impact health. H2.W2.6

• PHW.2.8.2- Explain how perceptions of norms influence health and unhealthy personal health and wellness-related practices and behaviors.

Analyzing Influences

Explain factors that influence health decisions and behaviors. H2.W3.6

• PHW.2.8.3- Explain how social expectations influence healthy and unhealthy personal health and wellness- related practices and behaviors.
• PHW.2.8.4- Explain how personal values and beliefs influence personal health and wellness- related practices and behaviors.
• PHW2.8.8- Analyze how relevant influences of media and technology affect personal health and wellness- related practices and behaviors.
• PHW2.8.9- Analyze how relevant influences of peers affect personal health and wellness- related practices and behaviors.

NHES Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Decision- Making

Identify circumstances that help or hinder making healthy decisions related to personal health. H5.W.6.6

• PHW5.8.1- Identify circumstances that help or hinder making a healthy decision related to personal health and wellness.
• PHW5.8.2- Determine when personal health and wellness situations require a decision.
• PHW5.8.3- Distinguish when decision about personal health and wellness should be made individually or with the help of others.
• PHW5.8.4- Explain how family, culture, media, peers, and personal beliefs affect a personal health and wellness-related decision.
• PHW5.8.5- Distinguish between health and unhealthy alternatives of a personal health and wellness- related decision.
• PHW5.8.6- Predict the potential outcome of healthy and unhealthy alternatives to a personal health and wellness- related decision.
• PHW5.8.7- Choose a healthy alternative when making a personal health and wellness- related decision.

NHES Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Goal- Setting

Describe how goals can enhance health. H6.W7.6

• PHW6.8.1- Assess personal health and wellness practices.
• PHW6.8.2- Set a realistic goal to improve a positive personal health and wellness practice.
• PHW6.8.3- Assess the barriers to achieving a personal health and wellness goal.
• PHW6.8.4- Apply strategies to overcome barriers to achieving a personal health and wellness goal.
• PHW6.8.5- Use strategies and skills to achieve a personal health and wellness goal.

 

Core Integration:

Specific Core Standards:

• Key Ideas and Details

CCSS.ELA-Literacy.RH.6-8.2 (Key Ideas and Details)

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

• Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.

 

 Popular Film:

The Middle TV Show

Title: “The Smell”

Producer: ABC/ Eileen Heisler

Year: Published on June 13, 2014. Season 5: Episode 18

Length: 2:36 (clip)

Rating: G

Description: This episode is the best selection because it touches on the topic of the  hormones changing and the smell that occurs when hitting the middle school age especially with physical education class and playing sports. It touches on a mother taking her son to the store to pick out products that will help in keeping her son from smelling horribly with deodorant, cologne, shower gels, etc. The episode is great as the son isn’t sure what to choose from and once his mother helps him pick products out, he makes a point to use all of the products at one time versus knowing how to put a little on a one time. The father comes into the picture and teaches him how to properly put the products on for his daily personal hygiene. The son then gets a compliment from a girl at school about how well he smells.

Review: It connects with my health topic as having products will help in upkeeping  personal hygiene. It also shows the fun in learning about the body and how smelling not so great is apart of life that we all go through. It sheds some light on the subject and also how to shop for certain products along with how much of a product should be put on at one particular time. This episode shows exactly what middle school aged students do with getting cologne and putting way more than needed on to where the students can relate, laugh, and understand that it’s a normal process that everyone goes through. I will further this connection with having the school nurse come in along with contacting some of the product companies to send samples for the students to try out and take home. Along with inviting their parents/guardians to come in as well to help with how to help their children during this time of learning about their bodies and how to properly take care of themselves.

Core Integration Idea: I would integrate this into a science core topic to understand their body odor with their body changing with sweating, and how bacteria works within their own system. Understanding how and why they start smelling at a certain age with their internal and external structures. To also understand how products can affect their “organisms” and “environment” to put both the health component and science component together. Learning about their bodies as a huge organism and a tons of little organisms within and how their sweat glands work to excrete from internal to external. Using vocabulary from the science standards with the health component will assist students in their knowledge and understanding of both important subjects.

Link: https://youtu.be/kAEJDP1wzL8?list=PLAgyCrSzGIOSQIlB096MtqgVJ9VL40CTp

NHES/HBOs:

NHES Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Dimensions of Health

Describe interrelationships of dimensions of health. H1.W1.6

o   HBO 2: Practice appropriate hygiene habits.

• PHW1.8.1- Summarize the benefits of good hygiene practices for promoting health and maintain positive social relationships. (HBO 2)

NHES Standard 2: Students will analyze the influence of family, peers, culture, medial, technology, and other factors on health behaviors.

Analyzing Influences

Explain factors that influence health decisions and behaviors. H2.W3.6

• PHW.2.8.3- Explain how social expectations influence healthy and unhealthy personal health and wellness- related practices and behaviors.
• PHW2.8.8- Analyze how relevant influences of media and technology affect personal health and wellness- related practices and behaviors.
• PHW2.8.9- Analyze how relevant influences of peers affect personal health and wellness- related practices and behaviors.

NHES Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Access Valid Information

Describe situations that call for expert health resources and services. H3.W4.6

• PHW3.8.2- Analyze the validity and reliability of personal health and wellness products.
• PHW.3.8.5- Determine the availability of valid and reliable personal health and wellness products.
• PHW.3.8.6- Access valid and reliable personal health and wellness information from home, school, or community.
• PHW.3.8.7- Locate valid and reliable personal health and wellness products.

NHES Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Communication

Explain effective communication skills. H4.W5.6

• PHW4.8.1- Demonstrate the use of effective verbal and nonverbal communication skills to enhance personal health and wellness.
• PHW4.8.2- Demonstrate effective peer resistance skills to avoid or reduce participating in behaviors that can negatively affect personal health and wellness.
• PHW4.8.4- Demonstrate how to effectively ask for assistance to improve personal health and wellness and the health of others.
• PHW4.8.5- Demonstrate how to effectively communicate empathy and support for others to improve their personal health and wellness.

Core Integration:

Science Core Standards:

EALR 4: Life Science

Big Idea: Structure and Function of Living Organisms (LSI)

Core Content: From Cells to Organisms

• 6-8 LS1A- All organisms are composed of cells, which carry on the many functions needed to sustain life.
• 6-8 lS1B- One-celled organisms must contain parts to carry out all life functions.
• 6-8 LS1C- Multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their structure and enable the organs to perform specialized functions within organ systems.
• 6-8 LS1E- In classifying organisms, scientists consider both internal and external structures and behaviors.

6-8 LS1F- Lifestyle choices and living environments can damage structures at any level of organization of the human body and can significantly harm the whole organism.