Content Area: Career Education and Consumer, Family, and Life Skills
Index: 9.2B Grade 8 CPI 1
Standard: 9.2 - Consumer, Family, and Life Skills
Strand: B - Self-Management
Cumulative Progress Indicator: 1 - The student will develop and implement a personal growth plan that includes short- and long-term goals to enhance development.
Grade: 8
Sample Activities:
· Complete and discuss "The Missing Food Group." Name the food group missing and what foods could be added to improve the diet.
· Teenagers are often very concerned about their appearance. How do the lines in clothing make a person taller and slimmer or shorter and heavier? Find pictures in magazines or catalogues to illustrate your points.
· Color affects appearance also. Investigate what colors advance and recede. What colors do you like and why? How do these colors enhance or detract from your appearance? What is meant by texture of fabrics in clothes? What effects do 1) rough heavy fabrics, 2) smooth fabrics, 3) shiny fabrics, 4) clingy fabrics, and 5) stiff fabrics have on the appearance of the body?
· Find a picture of a garment and describe the lines that best fit my figure. Explain the textures that help you most. What colors are best for you and why?
· Compare clothing that is appropriate for different occasions such as
1) School;
2) Sports event;
3) Going out with friends on a Saturday night;
4) Going to a religious service;
5) Going to dinner at an expensive restaurant;
6) Going for job interview (office position);
7) Going to a graduation party; and
8) Going to a semi-formal dance;
As a class, compare answers, why are there differences? Are there dress codes for certain types of events? Explain your answer.
Are differences in dress expected for the working public? Explain your answer.
Summarize factors that may influence appropriateness of wearing apparel.
· EXERCISE AND BODY SYSTEMS: Students develop an individual exercise plan. As part of the plan, students describe how the plan will benefit the various body systems and correlate the plan with a healthful diet.
· ENVISION YOUR LIFE: Ask students: “What is your life like right now? How do you expect it will change as you grow older?” After a brief discussion, explain that there are certain factors that impact health and well being as individuals grow older. Students make predictions about their life, addressing the four important areas noted on the chart below. Students complete the chart, share their predictions, and justify their responses. After discussing the charts and predictions, emphasize that having goals contributes to wellness. Students write an action plan on their life goals, outlining how they expect to achieve them.
· CHANGES
THROUGHOUT THE LIFE CYCLE: Explain that change is one thing that is
guaranteed to occur throughout the life cycle. Ask students to think about
phases they have already experienced and the kinds of changes that have
occurred. Use a life cycle time line to remind students of the various phases
from infancy to senior citizen. Each student develops a time line of their own
life cycle from infancy to their present age, outlining
important events that have occurred. After a discussion of the changes, students
predict the personal changes they expect to occur in 5 years, 10 years, 15
years, 20 years, and 25 years in the future. Encourage students to predict goals
and accomplishments. After students have listed their predictions, explain that
they are setting the groundwork for their goals right now. (Use examples such as
education to prepare for college and a career.) Relate their predictions to the
achievement of health goals, and explain how wellness can support the
achievement of those goals.
Variation: Students interview an adult to ascertain how the individual’s health
status and decisions have influenced their lifetime goals and achievements.
Variation: Students develop a list of health goals and identify strategies to
achieve the goals.
· LIFE GOES ON: Discuss how students have changed in the last two to three years. Students reflect on goals they set for themselves in the beginning of middle school and evaluate ones they have met, ones in progress, and ones that have been delayed or discarded. Students note which goals were easy to achieve and which ones were more difficult. Students categorize their goals as physical, social, intellectual, mental, or spiritual.
Variation: Students develop a status report on selected health goals. The report
should address the nature of the original goal, any modifications, what occurred
to achieve it, and the current status of the goal. Students predict whether the
goal will be accomplished or abandoned.
Variation: Invite high school students to discuss personal changes that have
occurred since they graduated from middle school. The peer educators should
focus on health-related issues and goals and how choices impact long-range and
lifetime goals.
