Holidays: Stress on the Body
Grade Level: 9-12
Subject/Content: Science/Biology
Summary of Lesson: Students will be able to recognize the signs of holiday stress and the impact it has on the human body
Focus Question: Are the holidays really making us sick?
Resource(s): Science Resource Center
Procedures:
- Initiate a class discussion about the holidays by asking the students to give you words that remind them of the holiday season
- Focus on the answers that lead you to the idea of high stress (visiting, presents, money, etc.) and eating
- Make a copy of the article, "Give More Joy to Your World: Cut Holiday Stress." (Health & Fitness)(PERSONAL HEALTH) The New York Times, Nov 25, 2003 pF7 col 01 (27 col in). Science Resource Center. Gale. 29 July 2007, and read it aloud in class.
- Help the students to highlight and note the article for key facts on human body research
- Allow students a few minutes to move into small groups to discuss the article information
- While with their group have them list four holiday stress point and give one solution to the stressor
- Allow class time for groups to share out ideas
- Initiate class discussion that focuses on the stress of holiday eating and weight gain
- Now give the students class time to access to Science Resource Center and search for "sugar and health"
- Instruct the students to find information on what the body's response is to excess sugar and what long-term conditions excess sugar in the diet can lead to
- Have them document three article citation and a summary paragraph of the article findings
- Again have the students move into their small groups and share their findings with each other
- Instruct the students to create a highway billboard, pamphlet, newscast, journal article entry or creative cookbook that educates people about the question, "Are the holidays really making us all sick?" (Focus on stress and sugar consumption).
- Clearly define your expectations to the students. Projects should be clear and concise and should have factual information displayed and cited. It should have ways to avoid the risks presented and should contain factual, physiological information from the article your presented, as well as the articles they collected. It should be creative, colored and easy to read
- Allow time for groups to share their creations and post them down the hallway for all to consider during the holiday season
Steps/Activities by Student(s):
- Participate in a class discussion about the holidays
- Volunteer to help read the article presented by your teacher
- Highlight and note the article for key points and factual physiological information
- Move into your small group to analyze the article data
- In your group, construct a list that documents one holiday stress point and gives one solution your group came up with to the stressor
- Share your group's ideas to the class
- Access the Science Resource Center and search for "excess sugar and health"
- Find information on what the body's response is to excess sugar and what long-term conditions this can lead to
- Document three articles including their citation and a summary paragraph of the article findings
- Move into your small groups and share your findings with the others
- With your group, create a highway billboard, pamphlet, newscast, journal article entry or creative cookbook that educates people about the question "Are the holidays really making us all sick?" (Focus on stress and sugar consumption)
- Projects should be clear and concise and should have factual information displayed and cited. It should have ways to avoid the risks presented and should contain factual, physiological information from the article your teacher presented, as well as the articles you collected. It should be creative, colored and easy to read
- Share your creation with the class when asked and post your billboard down the hallway for all to consider during the holiday season
Outcome: Students will be able to recognize and educate others about the impact holiday stress and overeating have on the physiology of the human body
Related Activities: This activity can also be expanded by taking the students deeper into the nutritional aspects of eating. Students could record what they eat over the holidays and then analyze the nutritional information and the impact this diet would have on them if it continued long-term. Students could construct a holiday menu or cookbook of healthier options for the holidays
Standard Date: December 1994
Content Standard(s): NS.9-12.1(A) Abilities necessary to do scientific inquiry, Understandings about scientific inquiry; NS.9-12.3(C) The cell, Behavior of organisms; NS.9-12(F) Personal and community health; Science and technology in local, national and global challenges; Natural and human induced hazards NS.9-12(G) Nature of scientific knowledge
Performance Indicators :
- At Level 1, the student is able to:
- Interpret and document information from a scientific article
- At Level 2, the student is able to:
- Evaluate studies and statistics while compiling information to share with others
- At Level 3, the student is able to:
- Apply scientific knowledge of the bodies physiology to the creation of an educational piece for others
Computer Literacy and Usage Standards 9-12:
- The student will demonstrate proficiency in the care and use of computer-based technology
- The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications
- The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations
ISTE NETS for Students
- Creativity and Innovation
- Communication and Collaboration
- Research and Information Fluency
- Critical Thinking, Problem-Solving & Decision Making
- Technology Operations and Concepts
Information Power; Information Literacy Standards:
- Standard 1: The student who is information literate accesses information efficiently and effectively
- Standard 2: The student who is information literate evaluates information critically and competently
- Standard 3: The student who is information literate uses information accurately and creatively