Love or just "In Love"?

This is a fun activity to review and gauge what the students know about the stages of relationships and identify healthy attributes versus unhealthy attributes in a relationship.  

The object of this first part is to show students how the qualities that make a good friend also are good qualities to have in a spouse.

Have all the students take out a half sheet of paper and separate it into two

columns.  Have them number rows 1-5 in each column.  In the first column, have them write 5 qualities they want in a good friend.   Give them about 5 minutes or so to write their lists.

After about 5 minutes, have some students share a few of the qualities they came up with.  List those qualities on the board as they share them.  Try to have the students list different qualities so you don’t have a lot of repeats. 

Now, in the second column, have them write 5 qualities they want in a spouse.  Give them about 5 minutes or so to write their lists.  Ask if their lists look similar on their paper?? 

Have some students share a few of the qualities they came up with for a good spouse.  If they share any qualities for a spouse that are already listed on the board, circle them to show that they belong to BOTH columns.  List any new qualities on the board as they share them.

This second part is for them to identify the different “stages” in a relationship and to sort out behaviors, thoughts & attitudes that relate to those stages.

(The students should have watched my vodcast on Stages in relationships or have notes on stages in relationships.)

You will also need to print and cut up a set of tickets with title cards for each group.  (I laminated mine so they are a little more durable)  You can also make your own to suit your needs as well.  You will also need the answer key. I have these on a PowerPoint slide I put up at the end but you could easily make an overhead as well.

Break students into groups of 2-4 and have them push their desks together into a table group to have a surface to do the activity. 

Give each group a pack of tickets to sort  and  have students put the three title cards (Love, Infatuation & Selfish) on the table.  Have each group elect a reader.  The reader reads each ticket and the group will decide under which heading to place it according to the “Phases of a Relationship” notes.

When completed, have the groups place the cards in numerical order based on the column they are in.  (Should be 10 tickets in each column – good checkpoint for groups)

When groups are finished, put up the numerical answer overhead and have student check their lists.  I have the students pay attention to how many times they had to switch tickets around.  It just gives them an idea of how well they can recognize attributes belonging to a phase of relationships.

Collect all ticket packs when finished

Virgin Orange

This is one of my favorites to bring home the point that virginity is more attractive and desirable than a bunch of experience.  Too often kids are trying to move way too fast relationally and sexually.  With the internet, social media, TV & movies; kids are getting bombarded with sex and sexual messages.  The pressure to be "experienced" and know what you are doing is huge on kids these days.  So many want to jump right in to things thinking they have to "practice" to be good at sexual activities and that is somehow 
more desirable.

This simple & quick activity really drives home the point that virginity can be more attractive and overall a healthier choice for their future.

Here is what you will need for one class period:
2 ziplock sandwich/freezer bags
2 Oranges (I also use grapefruits because they are bigger)


Activity:
Have students stand in a circle or remain in their desks (either is fine)

Hold up one orange and talk about how this orange represents a person who wants to experience sex to see what it is like.  He/she went through health education class and knows how to be protected from disease and pregnancy so they use a form of birth control.  (place the orange into one ziplock bag)  

Explain that they really do not want to catch a STI or get pregnant so they are going to really play it safe. (place a second ziplock bag over the first

**at this point i always make mention of this NOT representing the use of 2 condoms or "double bagging".  Using 2 male condoms or 1 male and 1 female condom at the same time INCREASES the chance of condom failure due to friction, heat and tearing.  Latex on latex reduces the effectiveness of condoms all together.  I will then ask "so what could our two bags represent?" (BCP & condoms, condoms & spermicidal foam, condoms and the Depo Prevera Shot, etc ... ) 



Now show the other orange.  Explain this orange is also interested in sex but he/she decides to wait until marriage.  He/she stills enjoys dating, kissing, etc. but has decided to wait.  Place that orange on a shelf or a desk away from the group but visible.

Toss the bagged orange to a student.  When a student has the orange they must say something about sex either - good or bad.  If they say something good, they simply pass the orange back to me.  If they say something bad, they must toss the orange on the floor, pick it up and pass it to back to me.  This process repeats to about 4 or 5 people or until the orange is pretty beat up.  

(you can have the kids pass it around too, but I like being able to choose who gets the orange.  Some students may not be mature enough to handle the activity and some may be too shy to really want to be in that position.)

Once I have determined the orange has had enough .... I hold up the bagged orange and ask "What might all this damage represent?"  (Pregnancy and disease is out of the mix due to the "protection" it had and technically this orange is perfectly edible and germ free.)  

Ask:  “Now let’s say it is time for you to go buy and orange at the store and these are the two available.  Which one would you find more attractive and want to invest in?"

Ask: "how do we compare this activity to virginity as it relates to us?"  

Ask:  "So when it is time to get married.  Which orange is more attractive, the “experienced” one – hold up the mushy orange, or the virgin orange?”  Usually the students will see that the “virgin” orange is more appealing.

Say: “With sexuality, experience isn’t necessarily more attractive so what kind of orange do YOU want to be?There is also a lot of potential with further discussion too:  

• What can the damage on the orange represent other than disease or pregnancy (orange was protected physically from germs)

• Does experience make us more attractive

• Virginity isn’t a bad thing

• Sex affects us I more ways than just physical (disease).

• Experience isn’t all it is cracked up to be

• you may eat the experience orange for free ... but you wouldn't "buy" it.

• Etc.

This is a great eye-opening activity that gets them thinking.  I often have had students come back years later and tell me they remembered that lesson!!  I usually use this one as my exclamation point on the sexuality unit.  

A Great Catch

I got this game from a conference I was at years ago.  I adapted it a little but I cannot take all the credit.

This is a fun game or students because they are doing something with equipment and it is a little different.  Everything in this activity is symbolism so it is useful to make kids do the activity using the pole and magnets rather than just picking cards.  I have used this activity as an intro and a closing activity.  Either way it is interesting to get kids thinking and talking about what is important in a potential mate.  the more mature the group, the better the discussion.

***This activity requires some prior set up and construction initially.  if you are looking to do this tomorrow you are going to be up late tonight ... ;-)  

First you will need to cut out a lot of cards ... I mean a lot!!  You may want to enlist the help of some students ahead of time or service aid kids if your school has those.  I laminated all my cards before cutting them out to make them more durable.

I also bought a roll of magnetic strip with adhesive on one side.  After cutting out all the cards you will need to cut a piece of magnet and stick it to the back of each card. 

I made fishing poles using dowel rods about 18" long.  I tied simple cotton string to the dowel and tied a steel nut to the end to stick to the magnetized cards.  

viola .... all your equipment is ready.  I used a glad sore & go container to keep all the cards in (I have a total of 8 sets)    

Ready:

• Great catch game cards (examples - feel free to make up more) with magnetic strip on the back
• Dowel rod fishing pole with string and a nut
• Great Catch record sheet

Set:

• Have students break up into groups of 4
• Each member gets a great catch record sheet
• Each group gets a tub of quality cards and fishing pole

Go:

Spread out blue cards, face down, in the middle of the table (like "Go Fish").  this is called "the Pond".  Each member takes turns using the fishing pole to “fish” out a quality. 

They read the quality card and explain to their group where they would rank that quality in a potential mate based on the 4 categories (Crucial, Significant, Perk or tackle Box).

That group member then records that quality in that category on their record sheet and passes the fishing pole to the next person..

Each member takes turns “fishing” until all the cards are gone, or time runs out.

The group does not have to get through all the cards.  It is more important that they are communicating to the group where they would categorize that quality and why.

Discussion:

Lots of discussion points with this activity:

• Why did we use the pole? (relationships take work and patience)
• How does this activity resemble real life in relationships?
• Don’t know what you are gonna get
• Lots of qualities
• Lots of thought goes into relationships

This game is a favorite in my class and really helps the kids learn some things about themselves and relationships.  

Match 'Em Up

This activity uses circles cut in half with relationship attributes on both halves.  (Click here for a template) The halves are cut in a unique way so only a half cut the same way would match.   Each of the circles have either positive attributes matching positive attributes or negative attributes matching negative attributes. 

Objective:  

Having students realize that in order to attract a positive person, they need to have a shape that” fits”.  If they keep attracting negative people, maybe it’s time to change their “shape”

The activity:  

In groups, give the students a set of circles and have them match up the circle pieces.  Once all the pieces are assembled  have the students make observations.  Have a few groups share their observations.  (Ideally you are trying to get them to see that negative qualities match with negative qualities.)  

Next have the groups rearrange the circle shapes trying to match a positive quality to a negative quality.  (the idea is a negative person wishing they could “match up “ with a positive person).  The students will not be able to make any of those matches.  Again ask the groups to make some observations and have some groups share.  By now they start to get it.

Explain:  

• Ever notice that some people keep bouncing from bad relationship to bad relationship wishing they could find a “good match”?  
• What does a person need to do to find  a “good match”?  (have the right shape)  
• If I keep getting poor matches what do I need to do?  (Change my shape)  
• A positive person is not going to stick with or change to fit a negative person very often.  
• We need to work on ourselves not asking someone to change for us.

You could change the size of the circles, use different shapes and add different attributes.  it's the concept that is the important thing about this activity.

This is a great "Ah-Ha" moment for kids to see that they need to attract what they are looking for and if they keep getting "loser relationships" they need to take a look at themselves and make some changes.

Why Knot Adventure PE ??

During my adventure PE class we had the opportunity to go to a climbing gym to do some rock climbing.  We went to a gym in Madison called Boulder's Climbing Gym.  We had a blast and the staff there was top notch.  I would highly recommend checking them out for a class trip.  

 

In prepping for that trip, I wanted the class to have a clue as to the knots that were keeping them from plummeting to the ground.  I have seen some card games that showed pictures of how knots were tied, I

looked online to find some websites to print out some sheets, and I went back to my younger days when I learned knot tying but nothing was really clicking as to a quick efficient process to learn some knots. 

While I was searching YouTube to refresh myself on the knots I wanted the kids to learn, it dawned on me to not reinvent the wheel and use those videos to teach.  So, I decided on the knots I wanted the kids to know (I tried to use more useful and common knots) and I settled on:

•    Overhand/Double Overhand

•    Square/Reef

•    Figure 8

•    Utility

•    Clove Hitch

•    Taut Line

•    Sheet Bend

•    Bowline

Once I figured out the knots I wanted kids to know, I went on YouTube and cruised through some videos until I found some that I liked.  I looked for videos that were short (under 2 mins), easy steps to remember and an easy rope to see.  Once I found the videos I wanted to use I simply added them to a playlist I created on YouTube to save/organize them.

Next I created a simple word document for the handout.  I listed the 8 knots and a brief description of where the knot might be used.  I also created a QR code for each knot video and pasted the QR code below each knot description I created.  (Click to read more on how to create QR Codes).  

I also put a picture of the knot next to the QR code so the kids can see what the finished product should look like and be able to check themselves as they practice.  So now the kids can simply scan the QR code, watch the video (pause and rewind) and practice tying the knot.  I let the kids just go in whatever order they want to for practice and I simply circulated helping out with different groups of kids.

The next day, I quiz them on the knots like a game.  I simply yell out a knot and the first to tie it right wins.  It is a fun competition and the kids seem to like it.  You could also do it in teams too.

As far as rope, I was also fortunate enough to find a spool of yacht rope at my school to use.  I cut the

rope into about 3 ft lengths.  I used electrical tape to bind the ends to keep them from fraying.  (To do the sheet bend knot you will need a few lengths of different rope).  

The rope I have is fairly large but it was free :-).  You could get a smaller size but I would make sure it  fairly durable and easy to work with.  I also stole an idea from a video I saw and taped each end of the rope a different color which simply makes it a little easier to keep track of which end the student is working with.

Overall the kids seemed to have fun learning to tie these knots.  Most are only familiar with the granny knot, square knot and a simple overhand slip knot.  When they started seeing themselves correctly tying other knots and seeing where & how they could be used, the students really started to get into learning more knots. 

So if your thinking of teaching some rope skills in class ... I'd say why knot?

All FIRED up!

This may be a little different blog than my usual health content but my new classes have me excited about some activities I am trying for the first time.  The last 2 weeks we have been in our wilderness unit.  We have been learning about life in the wilderness (camping skills).  One of the most important part of camping or wilderness activities is the ability to make fire.  Now a lot of us who have spent time out in the woods appreciate what it takes to get a fire going.  We have our matches or lighter, paper and cardboard and maybe a little lighter fluid (or gasoline for those of us living on the edge).  But what happens if those things are not available to get a fire started for cooking, purifying water or heat??  Uh oh ……

It is not too hard to get a fire started when you have a stable/plentiful ignition source like a lighter but what if you don’t have that available?  You are lost in the woods on that hiking trip or got turned around tracking that deer during hunting season and you are stuck in the woods for a night??  Nothing can give you a sense of security like being able to get a fire going for heat, cooking, light and protection.  Our goal in the fire building lessons was to do just that.  Be able to effectively build a fire with a reliable resource.

First we went to the computer lab to watch a short video on how to build a fire.  I found a great series on youtube by Reggie Bennett of Mountain Shepherd Survival School on different wilderness tips and trainings.  

(How to make fire)

I also created a simple note sheet that follows along with the video for the students to fill out. (scroll to page 2 if you go to the link)

The next class period I brought in a bunch of timber, branches & sticks I collected and I also purchased a couple sparkie firestarters from Walmart (same one used in the video) for about $7.00 and I got some petroleum jelly and cottonballs.  I paired the kids up in groups of two and had them build a small fire using just the sparkie tool and the “jellied” cottonballs. 

Kids had fire in a matter of seconds when they used the handle & platform technique from the video.  It was incredibly easy and empowering for these kids to start a fire with no traditional ignition source.  Once they had their fire going, they could make a s’more as a reward.  The kids loved that little incentive!!   I did have some kids who really didn’t take the video seriously and didn’t pay a lot of attention to the steps of building a fire.  They really struggled to get a fire going and didn’t have a lot of time to get their “reward” because the deal was they could make their s’more on THEIR fire. 

It was a little humorous that most all the girls in class had fires going very quickly and were cooking up their s’mores while a handful of mostly boys were struggling getting a fire going “their” way.  Most finally did get a fire going but it took quite a bit of time, energy and effort.

Overall, this was a great activity and the kids really got some enjoyment out of seeing it done by “experts” and then replicating that success in real life. 

** Safety wise, I would definitely have a fire extinguisher or a water source available in case a fire gets a little out of hand. I would also suggest a garden rake as well to rake out any coals.  I planned to do our fires on the baseball gravel but it was all mud so we used some old 2 x 12’s to protect the grass.  In the future I am going to get a sheet of tin roofing and cut it into 2-3 ft squares for the kids to build their fires on.  It is re-useable and easier to clean up (dumping ashes) when it is all done.

The "Pool" of Depression

This is an activity I modified a little from a great Health teacher named Deb Tackmann from Eau Claire WI.  I simply added a few things and found a great video to use as an added attention getter. 

The basic goal of this activity is to get the kids to grasp the sensation of what depression might feel like using a physical crisis to compare with an emotional one.  It works well in helping teens understand what a depressed person might experience emotionally.

First I prep the kids with the video http://bit.ly/18APPH8 the kids start to freak out a little as the baby gets closer to water and I need to reassure them that everything works out so not to stress.  (Your girls who babysit are the most uncomfortable) 

Once the baby falls in the pool I pause the video.  I ask the class what the baby (I call him little Bobby) might be experiencing or feeling.  After getting a few responses I hand out the comparison sheet.  http://bit.ly/17ZhPQj I have the kids (either in pairs, groups or individually) come up with a least 5 comparisons between little Bobby and a depressed teenager.  I usually have one student give me an example as a starter.  (Both are scared, both are struggling, if no one helps they both can die, etc .. )  I can use the answers from the original question of what they thought little Bobby might be experiencing or feeling as a way to kick start ideas.  I give them about 3-4 mins to write their comparisons.  I then ask for individuals or groups to share their responses.  I use those responses to highlight out how a depressed person might feel and linking it to a person drowning so the kids grasp the connection.

After getting a number of responses I shift the question to the bottom half of the comparison sheet.  Now I pose the scenario of “what if little Bobby’s mom just happened to be looking out the window and saw little Bobby reaching for the ball in the pool and just as she turned to run out she hears him fall in the pool.”  Now the kids make comparisons between how little Bobby’s mom and friends of depressed teens are similar?  Again, I have a student give an example aloud as a starter (Both are scared, both are the first to be able to help, both have a limited amount of time to get help, etc …) Again I give the kids about 3-4 mins to come up with comparisons.  The goal here is to get the kids to see the similarities between a concerned mother and a concerned friend.  I also want them to make a connection to the urgency of helping. 

By now some of the kids are getting antsy about what happened to Bobby.  I then play the rest of the video where it shows how little kids are taught how to survival swim as a drowning prevention program.  When it is all finished I ask, “what do these kids have to protect them from drowning?” … the answer I am looking for is “SKILLS”.  I have them make the connection of developing physical skills of swimming to reduce the risk of drowning just like we need to build resiliency skills to reduce our risk of developing depression which leads to suicide. 

It has worked as a great intro to the depression/suicide unit and takes a difficult concept of understanding how a person feels with a scenario the kids can connect with like an infant drowning.  It also sets up the next lesson called “Bulls Eye” which is a lesson about comparing what supports are available to a depressed teen vs. little Bobby.  

Look for the “Bulls Eye” lesson in my Blog soon ….