Changing lifestyles questions

Most of the time those evaluations come because of a simple but powerful question.

Changing lifestyles questions

Licensed under Creative Commons Attribution 2. Context This lesson is the second of a two-part series that explores different aspects of the human heart and the various changing conditions that have affected the health of billions of people from prehistoric to modern times.

This first lesson, Heart 1: Transplantfocuses on the state of medical care of the human heart today and on modern medical advances—such as heart transplants—that give today's human beings a better chance of staying healthy than their forebears had, as noted in the first part of the benchmark for this lesson.

This second lesson, Heart 2: Changing Lifestyles and Health, examines the history of human diet and trends in care of the heart, comparing it with today's eating habits and lifestyles, many of which may not be good for human health. Few students walk around in the hustle and bustle of modern life being fully aware of themselves as human organisms that are made up of a plethora of body parts and systems that require certain types and amounts of food and exercise to optimize and prolong their performance and life.

However, by the end of elementary school, students should know that good health involves a healthy diet, regular exercise, and the avoidance or limitation of certain substances that negatively impact healthy body operation—like tobacco, alcohol, drugs, and pollution. By high school, students should also be aware that physical health continues to be threatened by outside organisms like bacteria, fungi, viruses, and infectious disease, many of which are rejected by the body's own natural defenses, like the skin, various body secretions, and the immune system.

However, certain types of viral diseases—like AIDS—can break down these natural barriers and leave a person rattled with life-threatening infections. In addition to infectious disease, students should also have an understanding that their health can be threatened by internal malfunctions in their body parts or systems.

These may be caused by "deviant genes," which are either inherited or formed through mutation and which can leave the body more susceptible to developing certain diseases, like heart disease or depression.

Changing physical environments, social settings, and living habits—as compared to habits during prehistoric times—can also negatively impact a person's physical health, though medical science continues to develop new techniques to identify, diagnose, treat, prevent, and monitor disease.

Science for All Americans, pp.

Changing lifestyles questions

These and other related factors will be explored and emphasized in this two-part lesson series on the heart. Research has shown a number of misconceptions students have about physical health that are worth addressing and alleviating in the course of these lessons. For example, studies indicate that a sizeable proportion of adults have little knowledge of internal organs or their location.

Regarding the heart, researchers have discovered that upper elementary school students realize that the heart is a pump, but they are not aware that the blood returns to the heart. And, while many students associate health primarily with food and fitness, it has been shown that middle-school and high-school students' wrong ideas about the causes of health and illness may derive from cultural knowledge.

Further, students tend to believe that they have very little personal control over their health and life spans. They also are often unable to explain their knowledge about nutrition and fitness in scientific terms. Benchmarks for Science Literacypp. Read More Motivation First, briefly review what students learned in Heart 1: This can be done by covering the key points in each of their Web resource readings or by eliciting information from the class on what they know about the heart and modern ways of treating heart disease, which reflects and supports the first part of the benchmark.

Make sure that students have come away from Heart 1 with a better understanding of the basic facts, statistics, workings, and structure of the heart. Ask them to show a working knowledge of the causes of heart disease and the variety of modern ways it is treated.

In particular, they should convey an understanding of heart disease in terms of heart transplantation, its history, operation techniques, related developments, and the various moral, medical, and ethical dilemmas that continue to surround its ongoing development.

Next, as an extension of their review of the heart, ask students to describe what they would consider to be a healthy diet. Let the open-ended questions below provide a basis for your discussion.

Again, the purpose here is to warm students up by reviewing previous material and drawing out more of what they know about general health information this should help them begin to focus on the second part of the central benchmark. What, in your opinion, constitutes a healthy diet?

How does your own diet compare? What kinds of foods or habits do you think lead to heart disease?The following questions are tools for reflection – to help you separate your lifestyle, in the original sense, from your economic status.

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Each question could be a starting point for a long conversation, a journal entry, or a letter to a friend. Customer Questions & Answers See questions and answers.

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Changing Lifestyles. likes. Changing Lifestyles is about more than just one product or company. It is about a movement. A movement that will. Ready-to-go conversation-based worksheets about lifestyle - for ESL students. With Teachers Notes and answers.

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