The Super 7: Seven Skills for Health and Wellness

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Hello Health Educators!!!!

Welcome to the Super Seven!

This project is designed to allow students to explore the Seven Target Health Skills that we have to teach them about within the Health Education curriculum. Unlike many other subjects, Health is directly relevant and applicable to each student without exception. Regardless of SES, grade level, academic strengths and weaknesses, each student is able to use his or her own culture and experiences as the guide to understand the core concepts and key ideas presented.

This project mixes Student choice and Teacher direction as the means to explore and explain how developing the Super Seven can reduce the impact of the risk factors for Adult Chronic Illness in the lives of Adolescents.


Seven Target Skills for Health and Wellness
  1. Planning and Goal Setting
  2. Decision Making
  3. Stress Management
  4. Self Management
  5. Relationship Management
  6. Communication
  7. Advocacy

The various elements of the final work products allow for differentiation and incorporation of the diversity of any student population.

Healthy People 2020 lists the Top Risk Factors for Adult Chronic Illness as:
  1. Homicide
  2. Suicide
  3. Motor vehicle crashes - including drunk driving
  4. Substance use and abuse
  5. Smoking
  6. Sexually Transmitted Infections including HIV
  7. Teen and unplanned pregnancies
  8. Homelessness
Assessment for Content Mastery:
Part 1 - Group interaction/contribution for 5-7 in class sessions. Students will keep a running log of class meeting progress. Teachers will support as facilitators and provide guidance, counsel and suggestions as prompted by students. In the case of deadlock or tied vote, the teacher may serve as moderator in the group's effort to resolve the situation and proceed. (25% Individual Grade; 35% Group Grade)

Part 2 - Individual Resource Report - Students will research two required print and video resources and discover their own of each. Students will each provide the demographic information for their own respective neighborhoods including but not limited to median household income, %rental/%home ownership, crime statistic and 2010 Census data. Research on group topic and the potential benefits of developing their SuperSkill during Adolescence is the prime point. (25% individual grade)

Part 3 - Group Presentation and Paper - Each student will take responsibility to coordinate one section of the group paper. Group consensus (under the Chairman's supervision) is the basis for designation of responsibility and choice of paper section. (20% of individual grade, 25% of group grade)
Each group must create a 10-minutepresentation to teach the class about their SuperSkill using visual and/or multimedia. This project must be geared to Teens and appropriate for presentation to the larger student body. (20% of individual, 30% group grade)

Part 4 - Student Self and Group Evaluation - 10%

Grouping: Know your students...grouping must be designed to enable student engagement, challenge and participation to the fullest degree possible. Consider classroom culture carefully and respond accordingly.

Modifications to address diversity within the classroom:
Students with Disabilities: Distribute IEP students into the various groups first. Balance their strengths, weakness, personalities, and interests to enable each student to give full play to his or her abilities. Build groups around them, considering next the class members who have shown leadership qualities throughout the course of the semester.

Gifted and Talented: Challenge these students to take on the leadership role and/or choosing the task that forces them to develop a lesser skill.

Most important to keep in mind: This project is about students teaching each other. Your role as a teacher is to be the most valuable resource person your students could possibly have at their fingertips. Encourage questions and help them research those you are unable to answer. Model the curiosity required to make wise decisions, the humility to seek support, and be the exemplar of teamwork and cooperation.

Based on College and Career Readiness Standards for Reading, Writing, Listening and Speaking for NYS Common Core Learning Standards for grades 6-12

Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well
as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.

Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Responding to Literature
11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and
comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American
and world cultures.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with

Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Responding to Literature
11. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts
through written, digital, and oral presentations, employing a variety of media and genres.

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