In this section of lesson I engage students by showing students the video below.
The video is used to spark a discussion with students about what it means to be at risk, health family history and why it is important. The movie also acts as a teaser to excite student interest before doing the Risk Continuum (Explore section) and Pick The Risk activities.
Questions addressed in Discussion:
1) What does it mean to be "at risk" for developing a disease?
2) Do you believe it is important to make healthy choices and take good card of your body?
3) Are you aware of the health history of your family?
4) Why is it important to know your family health history?
Teacher Notes: As both a science and health teacher this lesson allows me to address both since this is prevalent issue is a cross between health and science. In addition, the students in video resemble the student population at my school (EL learners) which makes content relevant to their daily lives. The rise of diabetes in the Hispanic community is alarming and I hope through lessons like this students across the nation will understand what it means to be at risk and make wise decisions about their personal health choices.
in this section of lesson students explore the concept of being at risk by completing a Risk Activity. (Genetic Science Learning Center)
A whole-class kinesthetic demonstration of what it means to be in a "risk group" for developing heart disease based on family history/genetics.
In this section of lesson students extend their learning by completing a Health Family Web Quest. (Genetic Science Learning Center)
Students explore the Using Family History to Improve Your Health module on the Genetic Science Learning Center website to complete a web quest.
In this section of lesson students complete an Exit Slip. The exit slip is a variation of Fact First Questioning.
Fact First Questioning:
This strategy is a higher-order questioning technique used to draw out student knowledge beyond recall level. It take a factual "what" question (in this case statement) and turns it into a deeper "how" or "why" question because your are stating the fact first and asking students to elaborate with evidence. (SP2 - Engaging in Argument from Evidence/WHST.7.1 - Write arguments focused on discipline-specific content.)