We began by exploring some unusual diets and eating habits in the first part of this activity.

Now we’ll begin sharpening up your learning. You can choose one from the following activities. They go from easiest to most challenging, but choose the one that interests you most.

Sharing Knowledge

You should complete the worksheet from Part 1. (yours should be saved in your network space)

Make sure you have good answers for each section in the worksheet, then pair up with a partner who has studied a different lifestyle illness. Complete the Disease Comparison Worksheet so that you both know about the two diseases.

Building Knowledge

You should complete the worksheet from Part 1. (yours should be saved in your network space)

1. Make sure you have good answers for each section in the worksheet, then go to the Lifestyle Diseases page in the Oxley Wiki.
2. Log into the wiki using your real name and an email address you can check right away.
3. Add the information on your disease into each of the three sections of the page. Make sure you have this good information saved on your Word doc because people’s entries can sometimes bump each other’s off the wiki.

Creating Understanding

You should complete the worksheet from Part 1. (yours should be saved in your network space)

Make sure you have good answers for each section in the worksheet, then download the Understanding Diseases worksheet. You can do this alone or work with a partner who can pursue learning seriously. Complete this worksheet.

Some people eat so that they can live, others live so that they can eat. Guess which of the two stands a good chance of being healthier? Even so, many things can happen to people, so many that knowing something about the risks and preventions could be useful.

In this unit you will pursue the following outcomes:

4.6 A student describes the nature of health and analyses how health issues may impact young people.

4.8 A student describes how to access and assess health information, products and services.

4.9 A student describes the benefits of a balanced lifestyle and participation in physical activity.

4.13 A student demonstrates cooperation and support of others in social, recreational and other group contexts.

4.15 A student devises, applies and monitors plans to achieve short-term and long-term goals.

Notice that there are three main learning tasks: to describe, to demonstrate and to act on a plan. Keep these in mind as you go through the following activities.

Sampler: Getting interested and learning information

Before learning information, it helps to excite your interest and focus your thoughts. Let’s do this now by going to some more unusual Web sites.

Instructions:

1. Browse through at least one of the links below.
2. Choose something from the page that interests you.
3. Explain what interested you or say something interesting about what you’ve found!

• Celebrity Diets (from the UK)
• Huge List of Diet Reviews from FreeDieting.com
• Competitive Eater Profiles, from the IFOCE

You will help yourself achieve the outcomes if you stop and think now about these topics: the nature of health, assessing the health information you read and thinking about what it means to have a balanced lifestyle and the place of physical activity. Download this document to complete the first three outcomes.

Research

Instructions: Use the links below to complete this second worksheet.