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100% Me - Part 1Adapting-To-The-World

  • Subject: Physical Health
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  • Grade(s): 6-8
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Lesson Plan Sections


Introduction


Welcome to Decision-Making: Why My Choices Matter!, the first lesson in the Classroom Edition of 100% Me.

As we know, through sport, the characteristics of honesty, respect, selfless teamwork, dedication and commitment to a greater cause can be revealed. Sport lessons (good and bad) transcend the playing field, spilling over into the classroom, business and community, and contribute to shaping the character and culture of America’s citizens creating “True Sports for Life.”

A “True Sport for Life” may mean different things to different people. For example, it may include being a good sport, working hard and doing your best, and knowing that you are competing to the best of your natural abilities. It also means respecting yourself, your teammates, your opponent, and your sport.

This curriculum is designed to equip your students with the knowledge to make healthy choices in a variety of situations, help prevent the abuse of steroids and dietary supplements, and provide natural alternatives that leverage innate qualities. Your students will gain:
  • Skills for responsible and healthy decision-making
  • Healthy alternatives to performance-enhancing drug use
  • Skills for smart consumerism regarding dietary supplements and energy drinks
  • Heredity and body type knowledge
  • Tools for making balanced food choices
The 100% Me curriculum is easily adaptable to a variety of settings, including classrooms of various subject areas, integrated teaching, and even nontraditional classrooms like weight rooms and locker rooms. As a facilitator, be sure to utilize the online components to complement the 100% Me program:
  • usadakids.org: An interactive website for students with further information and activities.
  • USADA.org/education-tools: A resource for facilitators that includes:
    • Pre- and Post-Assessment Tests for each chapter of the 100% Me program
    • Student Enrichment Activities to enhance the students experience with the learning material
    • Other resources, publications and websites on nutrition, ethics, supplements and more.

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Overview


As tomorrow’s leaders, students need to know how to make safe, thoughtful, and wise decisions. America’s youth face a number of challenges making healthy decisions because they may:
  • Lack the experience, knowledge or sense of control needed to come up with alternative choices;
  • Focus more on the social reactions of their peers when deciding to engage in or avoid risky behaviors; or
  • Be influenced by their emotions and fail to use decision-making processes.
The issue of decision-making becomes increasingly important during adolescence as students develop greater autonomy and encounter more choices independent of adults (although they may still consider the opinions of their parents, role models, and educators). Students need to be empowered to make the best choices possible as the decisions they face may not only drastically affect their present but also their future. Adults can help students develop their decision-making skills by providing them with opportunities for choice selections and by being available as a mentor. As a result, students will become more confident in their decision-making.

Decision-making is the process of choosing what to do by considering the possible consequences. Having good decision-making skills helps build character for life in all facets of life. Helpful tools explored in this curriculum include:
  • The Decision-Making Model
  • The Six Pillars of Character®
  • The Sunlight Test
  • The Role Model Test

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Designated Content Area


Health: Mental and Emotional
  • Character Development
  • Decision-Making Process

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Learner Objectives/Outcomes


Upon completion of Chapter I: Decision-Making: Why My Choices Matter, the student will be able to:
  • Explain the difference between simple and serious choices that are made in their lives.
  • Describe the six steps in the Decision-Making Model.
  • Apply the Decision-Making Model to a serious choice they will make during the academic semester.
  • Discuss and provide examples of the Six Pillars of Character® from CHARACTER COUNTS!® from the Josephson Institute Center for Youth Ethics.
  • Paraphrase the components of the “Sunlight” and “Role Model Test.”
  • Provide examples of outstanding role models in their life and analyze their character according to the content of the Six Pillars of Character® from CHARACTER COUNTS!®.
  • Analyze the relationship of the Six Pillars of Character® from CHARACTER COUNTS!® and being a “True Sport for Life.”

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Alignment with National Education and State Education Standards


NASPE:
  • Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
AAHE:
  • Competency 1.4: Examine relationships among behavioral, environmental and genetic factors that enhance or compromise health.
  • Competency 5.4.6: Employ conflict resolution strategies.
NHES:
  • Standard 6: Students will demonstrate the ability to use goal setting skills to enhance health.
  • Standard 8: Students will demonstrate the ability to use decision-making skills to enhance health.
STATE:
  • Refer to individual state education standards

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Instructor Preparation


As the facilitator, you will lead the discussion and guide the group through the activities identified in the lesson outline. You are not expected to be the “expert.” Your role is to be responsible for encouraging an open, sharing atmosphere.

Before the group meets:
1. Read the lesson outline and familiarize yourself with the content in both the Facilitator’s Guide and the Student Workbook.

2. Download and make copies of the “Decision-Making: Why My Choices Matter” Pre- and Post-Test Assessments which can be downloaded at USADA.org/education-tools.

3. Choose extension activities to enhance the student’s experience. These can be found at USADA.org/education-tools.

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Materials


  • 100% Me Student Workbooks: Chapter 1, pages 1-9 (one for each student)
  • 100% Me Facilitator's Guide: one guide for the faciliator
  • Scratch paper, tape, and pencils
  • Signs on wall with a pillar of character listed on each sign
  • Computer, projector, and screen (if available)

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Lesson Outline


1. Discuss the purpose and format of the workbook, the role that the U.S. Anti-Doping Agency (USADA) plays with the Olympic athletes, and what it means to be a “True Sport for Life.” For more information on USADA, visit USADA.org.

2. Have the students complete the “Decision-Making: Why My Choices Matter” Pre-Test Assessment in the Student Workbook.

3. Explain how making choices equips young people with knowledge and skills to make responsible, ethical, and informed decisions in their personal lives, the classroom, the playing field, and in the community.

4. Discuss the two types of choices that individuals make in their lives and provide examples of each:
  • Simple Choices
  • Serious Choices
Discuss with the group that the “Smart” choices people make can create good and positive results. Alternatively, discuss that some choices that are made could result in some unpleasant consequences. Have students turn to pages 1 and 2 in their workbooks and complete the “My Turn” activities focusing on “Simple” and “Serious” choices. Have several students share their choices with the class.

5. Bridge to the “Decision-Making Model” and explain the six steps of the model.

Step 1: Identify the problem.
Step 2: List the possible solutions/choices.
Step 3: List the consequences and consider how each choice will affect other people.
Step 4: Consider your values.
Step 5: Make a decision and take action. Step 6: Evaluate the effectiveness of your decision.

6. Have students turn to page 3 in their workbooks and begin reviewing the Six Pillars of Character® from the CHARACTER COUNTS!® program. Explain that these pillars were developed by the Josephson Institute Center forYouth Ethics and are used in schools and businesses.

Trustworthiness is: Doing what you say you will do.
Respect is: Treating others the way you want to be treated.
Responsibility is: Being willing to face the consequences of your choices.
Fairness is: Acting in an honest way and not taking advantage of others.
Caring is: Going above and beyond to help others.
Citizenship is: Being a good team member and playing by the spirit of the rules.

7. In the “My Turn” activities following the description of each pillar, have the students create an Improvement Plan. For each pillar, ask the students to think how they will improve that aspect of character in their life and detail theimprovement in their plan.

8. Following the discussion of the pillars, ask the students to do a “quick write” about one pillar they want to work on for the week. Post these papers to the respective pillar on the wall for the students to review.

9. Discuss the “Quick Tools” to make decisions listed on page 7 of their workbook:
  • SUNLIGHT TEST: What would students do if everyone they loved and respected knew about their decision?
    • Provide examples of decisions that could be made using the Sunlight Test.
  • ROLE MODEL TEST: Have students think about someone they look up to, respect, and trust to do the right thing.
    • What would that person do in their situation?
  • Ask students the following questions:
    • Who are the important individuals in their lives they would think about in the Sunlight Test?
    • Who are the role models they would use in the Role Model Test?
    • Are any of the role models athletes?
    • What makes some athletes a good or poor role model?
10. Describe the “USADA Salutes” section of the workbook on page 7 and the role that athlete plays in being a “True Sport for Life.”11. Explain the “My Turn” decision-making activity on page 8 of the workbook.

12. Ask the students to turn to the “Thinking it Through” section on page 9 of their workbook. This section involves critical thinking and self-regulated learning on the part of the student. Review the components of being a “True Sport for Life,” and ask them to think how the Six Pillars of Character® from CHARACTER COUNTS!® can help them achieve this goal. Have students list their responses in each of the areas of their lives.

13. Refer to the websites listed in the workbook on page 9. Show the websites and their interactive capabilities of the websites with the students using the technology equipment in the classroom/gym.

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Review and Wrap Up


Review the primary components of the chapter:
  • Simple, Serious, and Smart Choices
  • The six steps of the “Decision-Making Model”
  • The Six Pillars of Character® from CHARACTER COUNTS!®
  • The “Sunlight and Role Model Tests”
  • The ways that a student can apply the content of the chapter to become a “True Sport for Life”

Evaluation
Have students complete the Chapter 1 “Decision-Making: Why My Choices Matter” post-assessment in their workbooks and score. Compare assessments to the student’s pre-test to determine which items need to be reviewed and modified for future classes. Post-assessments can be found at usada.org/education-tools.


Word(s) of the Day
  • CHOICE: A right, power, or opportunity that an individual has to make a selection in a specific course of action.
  • CONSEQUENCE: A positive or negative result or outcome that is produced from an action or set of conditions.
  • VALUES: A personal sense of what is right or wrong and tend to influence an individual’s attitudes and behaviors and help shape ones overall character.

Multicultural Infusion Strategies
Ensure that all of the terminology used in the chapter is understood by students of diverse cultures. These terms include: simple, serious, and smart choices; each of the Six Pillars of Character® from CHARACTER COUNTS!®; the steps of the “Decision-Making Model;” and the concepts involved in the “Sunlight and Role Model Tests.”


Website References
Curriculum Infusion of Additional Subjects
  • Language Arts: Have students write an essay detailing the Six Pillars of Character® from CHARACTER COUNTS!® and the impact they have on becoming a “True Sport for Life.”
  • Theater Arts: Ask groups of students to develop skits that demonstrate the “Decision-Making Model” using the topics of cheating on an exam or class project, in a game or athletic situation, or in a community setting. Have the students include the consequences that can occur when these types of choices are made, and how more positive choices could have been made on the part of the students in these situations.

Student Enrichment Activities
Student Enrichment Activities can be found at usada.org/education-tools.

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Links


100% Me Student Workbook
: Download the complete corresponding student workbook.

100% Me: Part 2—Athletics: Improving Your Athletic Performance: In this second 100% Me lesson, 6th-8th grade students will learn about healthy alternatives to performance-enhancing drug use.

100% Me: Part 3—Steroids and Supplements: The Truth About Performance-Enhancing Substances: In this third 100% Me lesson, 6th-8th grade students will develop skills for smart consumerism regarding dietary supplements and energy drinks.

100% Me: Part 4—Our Unique Qualities: Genes, Traits and Body Types
: In this fourth 100% Me lesson, 6th-8th grade students will investigate heredity and gain body type knowledge.

100% Me: Part 5—Nutrition: Putting My Plate into The Picture
: In this fifth 100% Me lesson, 6th-8th grade students will learn about tools for making balanced food choices.

Facilitator’s Curriculum Evaluation: Your feedback is greatly appreciated to ensuring our programs are changing behaviors and attitudes while increasing students’ knowledge on these important topics.

That's Dope: Part 1—The Edge: Investigating Healthy Performance Strategies
: In this first That's Dope lesson, 9th-12th grade students will look at healthy alternatives to performance-enhancing drugs and effective ways to naturally improve athletic performance without using steroids.

That's Dope: Part 2—Over the Counter: Evaluating Dietary Supplements: In this second That's Dope lesson, 9th-12th grade students will examine dietary supplement manufacturing issues, including the potential for contamination, possible health effects and advertising.

USADA True Sport Awards Program: Teachers, districts and students can enter to win a True Sport Award for their middle or high school program.

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