In this lesson, students will explore the importance of perseverance, or never giving up. Students will discover that perseverance is necessary for accomplishing personal goals, as well as community goals.
Time required: 45 minutes
Materials required: What Does It Take to Be a Champion? student magazine; paper; pen or pencil
- Ask students if they have ever had a goalÂ that required perseverance. If necessary,Â remind them that â€śperseveranceâ€ť meansÂ never giving up, even in the face of difficulty.Â Many daily activities, such as homework orÂ exercise, not to mention long-term goals,Â such as learning to play a musical instrument,Â require perseverance. Perseverance is key toÂ accomplishing goals because there are alwaysÂ a million reasons to quit. Perhaps the task isÂ difficult, or perhaps there are distractions. ButÂ telling yourself that youâ€™ll never give up keepsÂ you focused on the objective and working on itÂ every day.
Using the Student Magazine
- Direct students to read â€śSunshine in April,â€ť theÂ interview with April Holmes, in the What Does ItÂ Take to Be a Champion? student magazine. Aprilâ€™sÂ story is one of challenge and perseverance.Â Through hard work and determination, she metÂ her goal many times over.
- Remind students that one should have bothÂ personal and community goals and thatÂ perseverance is required for both. DiscussÂ different behaviors that could threaten oneâ€™sÂ commitment to a goal. In particular, ask howÂ underage drinking could keep someone fromÂ doing his or her best. Ask students to beÂ specific. For example, if a young person choosesÂ to drink alcohol rather than work toward aÂ community goal, he or she could be letting a lotÂ of people down.
- Divide students into small groups. Tell themÂ that they will be writing and performing aÂ five-minute skit. The subject of the skit isÂ the harmful effects of underage drinking onÂ perseverance and accomplishment. StudentsÂ should take a few minutes to discuss howÂ alcohol abuse can prevent someone fromÂ meeting his or her goals
- Instruct students to write drafts of their skits.Â Drafts should be two to three pages long.Â Remind students to divide the work evenlyÂ among members, including both writing andÂ performing. Groups should then take turnsÂ performing their skits in front of the class.
- Reflect on the skits performed and the ideaÂ of perseverance. Have students think of aÂ challenging personal goal they might have.Â As a homework assignment, have studentsÂ brainstorm ways they can persevere andÂ achieve their goal. Students should considerÂ possible deterrents from achieving their goalÂ and come up with ways in which to overcomeÂ these deterrents.
Lesson 2: Be a Valuable Community Member
In this lesson, students will think aboutÂ what it means to be a member of a communityÂ and consider ways they can be champions forÂ their community. In particular, students willÂ analyze challenges, including underage drinking,Â that might prevent them from being usefulÂ contributors to their community.
Time required: 30 minutes
Materials required: What Does It Take to Be aÂ Champion? student magazine; Worksheet A; penÂ or pencil
- Ask students: What is a community? A goodÂ definition of â€ścommunityâ€ť is a group ofÂ people who share similar interests or commonÂ characteristics. A community can be largeÂ or small.
- Ask for examples of communities that studentsÂ might be a part of. Answers might include theÂ school band, a sports or cheer team, an after-schoolÂ club, a volunteer organization, a studyÂ group, or a church.
Using the Student Worksheet
- Instruct students to read â€śHow to Be aÂ Champion for Your Community: 3 Steps!â€ť inÂ the student magazine. This chart describesÂ three steps that a person can take to betterÂ their community.
- Discuss personal behaviors or habits thatÂ could threaten a communityâ€™s well-being. AskÂ volunteers to suggest such habits. An exampleÂ of a detrimental habit is underage drinking.
- Have students consider the different ways thatÂ underage drinking could affect a communityâ€”Â such as rudeness, unreliability, and neglect,Â among other problems.
- Distribute Student Worksheet A. InstructÂ students to read the short introduction aboutÂ community and to think about how it appliesÂ to them.
- List three goals for becoming better communityÂ members. Students will also provide specificÂ details proposing how to meet those goals.
- Instruct students to fill in the three boxes. TellÂ them to think about their everyday lives and toÂ be as specific as possible.
- Have students trade worksheets with a partnerÂ and share their ideas. Encourage them toÂ discuss their proposals in order to learn aboutÂ different ways of joining and being activelyÂ involved in communities.
- Ask for volunteers to talk about someoneÂ they know who is active in a community. HaveÂ students speculate about the obligations thatÂ person might have, as well as the benefitsÂ he or she may get from being a communityÂ member.
Lesson 3: Play Defense for Your Body
In this lesson, students will examineÂ how the bodyâ€™s organs and systems workÂ together and the ways underage drinkingÂ could impair these functions. Students willÂ explore the intersection between science andÂ personal behavior.
Time required: 30 minutes
Materials required: What Does It Take to Be aÂ Champion? student magazine; Worksheet B; penÂ or pencil
- Explain to students that their bodies areÂ complex organisms that consist of manyÂ moving parts and countless physical andÂ chemical processes. Describe the many waysÂ that body parts are interconnected. AskÂ students to name a few organs and processesÂ and how they are connected. Answers mightÂ include: heart, lungs, liver, brain, or skin. TheÂ brain, stomach, and intestines work together onÂ digestion, the brain and lungs work togetherÂ on respiration, an involuntary function; and so on.
- Point out to students that understandingÂ cause-and-effect relationships is crucial forÂ studying the body. Scientists must understandÂ causes and effects in the body in order to Â conduct research. Likewise, doctors mustÂ understand the same thing in order to treatÂ patients. Tell students that understandingÂ cause and effect can help them take care ofÂ their bodies.
- Discuss how alcohol can interrupt or impairÂ those processes. Sometimes alcohol just slowsÂ down a process, other times it might lead toÂ more critical physical problems. UnderageÂ drinking, in particular, can have detrimentalÂ effects on the young brain. Alcohol affectsÂ brain cells shortly after consumption. ThoseÂ effects can create damage, and teen brainsÂ are even more sensitive than adult brains.Â The long-term effects of alcohol also includeÂ possible damage to the frontal lobes of theÂ brain, the region of the brain responsible forÂ making decisions. Alcohol is also known toÂ damage memory.
Using the Student Magazine/Worksheet
- Direct students to the â€śBe a Champion forÂ Your Bodyâ€ť page of the student magazine. ThisÂ page illustrates how bodily systems operateÂ and how different parts of the body work Â together. Some of this information will be newÂ to students and some of it will be familiar.Â There is also a chart that illustrates the manyÂ effects of alcohol on the body.
- Divide students into small groups. Tell themÂ that they will be reviewing the informationÂ in the student magazine about the effects ofÂ alcohol on the human body.
- Instruct students to discuss how each organÂ or bodily system is affected by alcohol. TellÂ students to recall information they alreadyÂ know about biology to assist their discussion.Â Allow several minutes for discussion.
- Distribute Student Worksheet B. Tell studentsÂ to read the instructions. Students should beÂ able to label at least as many body parts asÂ were mentioned in the student magazine.Â 8. Have students write a letter, on WorksheetÂ B, in the voice of a particular organ or bodilyÂ system. The letter will conclude with a pleaÂ to make healthy choices. Students shouldÂ be able to demonstrate clear connectionsÂ between cause and effect. Letters shouldÂ demonstrate proper use of grammar, spelling,Â and persuasive language.
- Referring to what they have learned, haveÂ students set three personal goals on how toÂ say â€śYESâ€ť to a healthy lifestyle, and â€śNOâ€ť toÂ underage drinking.Â 10.
- Set a classroom goal to learn one new thingÂ about the body every day for two weeks.Â Ask for volunteers to pair up and choose aÂ day. Draw a 10-grid table on the board and,Â each day, fill in each box with a summary ofÂ that dayâ€™s facts. At the end of the two weeks,Â discuss the importance of each bodily systemÂ and how it might be affected by bad choicesÂ such as overeating, underage drinking, andÂ lack of exercise.