Substance Smarts Teacher Guide Substance Smarts
Teacher Facilitation Guide
Unit 2: 8th Grade Health
Unit Overview
This unit empowers students to look beyond surface-level information about substance use. Instead of focusing solely on "what" substances are, students analyze the why (influences), the how (health impacts), and the consequences (legal and goal-based).
Standard 1
H2.Su1.8: Analyze factors that influence substance use/abuse.
Standard 2
H1.Su2.8: Effects on dimensions of health.
Standard 3
H6.Su5.8: Legal consequences and personal goals.
Pacing Calendar
Day Topic Primary Activity Day 1 Impact Launch Identity Blueprint Activity: Defining personal values. Day 2 Influence Pulse Influence Audit: Identifying media and peer pressure triggers. Day 3 Health Ripples 3-Way Impact Chart: Physical, Mental, and Social effects. Day 4 Future Vision Consequence Calculator: Mapping legal paths vs. career goals. Day 5 Final Verdict Creative Advocacy: Designing a "Goal Protection" campaign.
Essential Questions
01
What internal drives and external pressures most significantly influence a middle schooler's decision to use substances?
02
How does substance use create a "ripple effect" across the physical, mental, and social dimensions of health?
03
In what ways can a single legal consequence from substance use fundamentally alter a person's life trajectory and goals?
Key Vocabulary
Influence: The capacity to have an effect on the character, development, or behavior of someone.
Addiction: A brain disorder characterized by compulsive engagement in rewarding stimuli.
Dimension: One part of a whole (Physical, Mental/Emotional, Social).
Consequence: A result or effect of an action or condition.
DUI/DWI: Legal terms for operating a vehicle under the influence of substances.
Resilience: The capacity to recover quickly from difficulties.
Substance Smarts Proficiency Scales Sheet Proficiency Scales
Substance Use & Abuse • 8th Grade Health
H2.Su1.8
Influences on Substance Use
Level 1: Beginning
I can list some internal or external factors that might lead someone to try a substance.
Level 2: Developing
I can identify specific internal (curiosity, stress) and external (media, peers) influences.
Level 3: Proficient
I can analyze how specific internal and external factors interact to influence substance use choices.
Level 4: Advanced
I can evaluate the relative strength of different influences and propose strategies to counter them.
H1.Su2.8
Dimensions of Health
Level 1: Beginning
I can state that substances are bad for my body.
Level 2: Developing
I can identify effects of substance use on at least two dimensions of health.
Level 3: Proficient
I can describe in detail how substance abuse affects the physical, mental/emotional, and social dimensions of health.
Level 4: Advanced
I can explain how an impact in one dimension can lead to a "ripple effect" across the others.
H6.Su5.8
Legal Consequences & Goals
Level 1: Beginning
I can list one legal problem someone might have if they use illegal substances.
Level 2: Developing
I can describe short-term legal consequences of substance use.
Level 3: Proficient
I can describe short- and long-term legal consequences and explain how they specifically affect personal goals.
Level 4: Advanced
I can create a detailed "Goal Protection Plan" that maintains a substance-free path.
Safe Circles Slides Social Safety
SAFE
CIRCLES
Mastering assertive communication and the power of the bystander.
Communication Styles
How we send and receive messages matters.
Passive
Hiding your feelings or needs to avoid conflict. Others take advantage.
"It's fine, whatever you want..."
Aggressive
Expressing needs in a way that hurts or ignores others' feelings.
"You're wrong and you're doing it my way!"
Assertive
Standing up for your rights and needs while respecting others.
"I feel upset when... I need..."
The "I" Statement
The secret weapon of assertive communication.
1 I feel...
State your emotion clearly without blaming.
2 When you...
Describe the specific behavior or situation.
3 I need/want...
Suggest a concrete solution or change.
Pro Tip
"I feel frustrated when you talk over me during group work. I want us to take turns sharing ideas."
The Bystander Effect
Why do we sometimes stay silent when we see something wrong?
Diffusion of Responsibility
The more people who witness an event, the less likely any one person is to help.
"Surely someone else will say something..."
Social Pressure
Fear of being judged by peers or "making it a big deal."
Safety Concerns
Fear of becoming a target of the violence or aggression.
The 3 D's
Safe Intervention Strategies
DIRECT
Address the situation or the person head-on if it feels safe.
"Hey, that's not okay."
DISTRACT
Interrupt the situation by starting a different conversation.
"Hey, do you know when the bus comes?"
DELEGATE
Ask someone else to help, like a teacher, parent, or security.
"Can you come check on this group?"
Scenario Lab
"A group of students is laughing at a younger student in the hallway. They are making mean comments about what the student is wearing."
Assertive Option
What would an assertive "I" statement look like here?
Bystander Action
Which of the 3 D's would you use? Why?
Safe Circles Lab Worksheet Safe Circles Lab
Communication & Bystander Intervention
Name
Date
1
Style Identification
Label: Passive (P), Aggressive (Ag), or Assertive (As).
"Whatever you want is fine, I don't care."
"You're so selfish for always being late!"
"I feel upset when you're late. I need us to start on time."
Assertive Upgrade
Rewrite Aggressive:
"You're a bad friend for ignoring me!"
Rewrite Passive:
"I guess I'll give you my money. I'm not hungry."
Critical Thinking
How does being assertive prevent violence in a conflict?
The 3 D's Toolkit
•Direct: Address the situation head-on if safe.
•Distract: Interrupt with a new, unrelated topic.
•Delegate: Get help from a teacher or adult.
Scenario: Hallway Conflict
"Older students are blocking a younger student and laughing at their clothes."
Chosen "D"
Specific Action
Scenario: Digital Harassment
"Everyone is posting 'lol' at an embarrassing photo of a teammate in a group chat."
Digital Distraction Strategy
Who would you delegate to? Why?
Build a community where everyone feels protected.
Confidence Level (1-10): _______
Influence Map Worksheet The Influence Map
Wellness Unit: Lesson 1
Name
Date
1
Part 1: The Three Pillars
How do these impact your choices? List specific examples of "pushes."
Internal Values
External Media
Technology
2
Part 2: Decision Mapping
Place a recent health decision (e.g. sleep, social time) in the center. Draw lines to specific "pushes."
Main Decision
Values
Media
Technology
Environment
Critical Verdict
1. Which pillar had the biggest "push" on this decision? Why?
2. Did an app or algorithm make this choice easier or harder? Explain.
Influence Map Slides Influence Map
Analyzing how values, media, and technology shape your health world.
Values
Media
Technology
Think Fast: Why do you...
...buy a specific brand of shoes?
Is it comfort? Style? Did you see an ad? Does your favorite athlete wear them?
...scroll social media for 2 hours?
Are you bored? Looking for connection? Did a notification pull you in?
Most "choices" are actually responses to invisible influences.
Internal vs.
External
To understand our health, we must separate what comes from INSIDE from what pushes from OUTSIDE.
Internal
Values, beliefs, personality, goals.
External
Media, tech, friends, family, society.
Tech Influence
Algorithms
Designed to keep you watching. They show you what you already like, creating an "echo chamber."
Gamification
Streaks, badges, and rewards trigger dopamine, making tech use addictive and automatic.
Dark Patterns
Tricky design elements (like "endless scroll") that make it hard to stop or make healthy choices.
The Path Ahead
Over the next two weeks, we will decode these influences and master a decision model to take back control of our well-being.
Final Goal: The Collaborative Research Poster
You will become the expert on how one modern influence shapes teen health.
Impact Launch Slides Deck Impact Launch
Who defines your future?
The Big Identity Question
If you had to describe your "Personal Brand" in three words, what would they be?
"Your identity is the foundation of every choice you make about your health and your future."
Values = Your Shield
Protection
Values help you say "No" to things that don't fit your brand.
Direction
Values guide you toward your long-term goals.
Stability
Values keep you grounded when others try to push you.
Unit Road Map
PHASE 1
INFLUENCES
Analyzing media and peer pressure (H2.Su1.8)
PHASE 2
IMPACT
Effects on dimensions of health (H1.Su2.8)
PHASE 3
GOALS
Legal risks and future plans (H6.Su5.8)
Your Launch Mission
01
Grab your Identity Blueprint worksheet.
02
Identify 5 Core Values that define you.
03
Draft your "Why" Statement for staying substance-free.
Identity Blueprint Worksheet Identity Blueprint
Defining your substance-free future.
NAME:
DATE:
01: THE CORE FIVE VALUES
Select 5 values from the list (or write your own) that best describe who you want to be. Circle them!
INTEGRITY
FREEDOM
ATHLETICISM
HONESTY
CREATIVITY
LEADERSHIP
KINDNESS
FAMILY
ADVENTURE
KNOWLEDGE
[ OTHER ]
[ OTHER ]
02: THE "WHY" STATEMENT
Write a statement that connects your values to staying substance-free. (Example: "I choose to be substance-free because I value my leadership and want to be a role model for my siblings.")
03: FUTURE ANCHORS
Identify three major goals (academic, sports, hobby, or personal) that you are currently working toward.
Goal 1:
Goal 2:
Goal 3:
Inner Compass Activity Inner Compass
Lesson 2 | Personal Values Sort
Name
What guides you?
Values are core beliefs that guide your life. When your choices match your values, you feel confident. Identify your "Top 5" below.
Adventure
Friendship
Honesty
Health
Success
Creativity
Family
Kindness
Respect
Grit
Safety
Growth
My Core Compass (Top 5)
1
2
3
4
5
Decision Power
Think of one Top 5 value. Describe a specific scenario where that value helps you make a healthy choice when external influences are pushing you the other way.
Identity Launch Slides WHO
ARE YOU?
Wellness Identity Launch
The Whole You
5 zones we're going to explore this year:
HEAD SPACE
Emotions & SEL
FUEL UP
Nutrition
THE SHIELD
Safety & Risks
CONNECT
Social Health
THE PUSH
Influences
Today's Mission
Identity Snapshot
Design your binder cover! It's a visual collage of what makes you YOU and how you stay healthy.
1
Doodle or name a favorite thing for each Health Zone.
2
What's your "Vibe"? Pick one value that guides you.
3
Add symbols, colors, and art to make it yours!
Goal: Proficient
How to rock this activity:
Level 1
Half-finished or missing zones.
Level 2
Filled in, but only with words (no symbols or art).
Level 3 (Target)
Every zone has a personal symbol or word that represents YOU perfectly.
Level 4
Incredible art + explains how values connect to health goals.
Identity Log Binder Cover Worksheet Wellness Identity Snapshot
WHO AM I?
The Whole Human Profile
MY PHOTO COLLAGE
Draw symbols of your identity, hobbies, and personality here!
Rate each zone 1-10 or write one goal word:
Mindset
Energy
Safety
Social
Push
My Name
My Core Value
(The #1 belief that guides your life choices)
MASTER INFLUENCE
What app, person, or dream has the biggest "push" on who you are today?
Mindful Choices Health & Wellness • Identity Log
Influence Pulse Slides Deck Lesson 2
Influence Pulse
Analyzing the forces that shape your choices.
The Forces Internal vs. External
Internal
• Curiosity
• Stress / Anxiety
• Desire for Confidence
• Genetics / Biology
External
• Social Media / Influencers
• Peer Pressure
• Family Environment
• Movie/Music Messages
Decoding Media
Substance use is rarely portrayed accurately in movies or on TikTok. It's often "glamorized" or used as a "quick fix" for problems.
"The hidden message is often: You need this to have fun or to fit in."
What is the "Ad" NOT telling you?
Beyond the Influence
Standard H1.Su2.8
Influences drive usage, which then "ripples" into physical, mental, and social health damage.
Standard H6.Su5.8
Peer pressure can lead to legal "hits" that permanently block your dream career paths.
Influence Audit Worksheet Influence Audit
Standard H2.Su1.8 • Substance Use Factors
NAME:
DATE:
1 INTERNAL FACTORS
How does your own brain and body influence your choices?
STRESS & COPING:
When you feel overwhelmed by school or life, what is your "healthy" go-to coping strategy?
CURIOSITY:
Where does your curiosity about substances come from (e.g., questions, fears, stories)?
2 EXTERNAL FACTORS
Source The "Message" They Send The "Truth" (Reality) Media / TV / Movies Social Influencers Peers / Social Groups
3 CRITICAL ANALYSIS
Which factor (Internal or External) do you believe is the MOST difficult for an 8th grader to ignore? Explain why.
Ad Detectives Worksheet Ad Detectives
EXPOSING EXTERNAL INFLUENCES
Case ID
Investigator
Ad Techniques
Bandwagon: "Everyone is doing it!" Making you feel left out.
Testimonial: Celebrities or athletes endorsing products.
False Hope: Promising results that seem too good to be true.
Your health is a target.
Billions are spent to influence your decisions.
OBSERVE
DECODE
DEFEND
Part 1: The Evidence Log
<table class="w-full border-collapse rounded-2xl overflow-hidden border-4 border-slate-900 shadow-md"><tbody><tr><td class="w-1/3 border-b-2 border-r-2 border-slate-900 bg-slate-50 p-5 font-black text-[10px] uppercase tracking-widest text-slate-600">Product / Brand</td><td class="border-b-2 border-slate-900 p-5 h-20 bg-white"></td></tr><tr><td class="border-b-2 border-r-2 border-slate-900 bg-slate-50 p-5 font-black text-[10px] uppercase tracking-widest text-slate-600">Target Audience</td><td class="border-b-2 border-slate-900 p-5 h-20 bg-white"></td></tr><tr><td class="border-r-2 border-slate-900 bg-slate-50 p-5 font-black text-[10px] uppercase tracking-widest text-slate-600">Technique Used</td><td class="p-5 h-24 bg-white"></td></tr></tbody></table>
Part 2: The Verdict
A. The Influence
How does this ad attempt to change your health perception or behavior?
B. The Health Impact
If you followed this ad's advice long-term, what would happen to your health?
Health Ripples Slides Deck Health Ripples
Everything is connected.
Dimensions of Impact
Physical
Damage to brain development, heart, and lungs. Altered growth during puberty.
Emotional
Increased risk of anxiety and depression. Impairs regulation of emotions.
Social
Damaged friendships, loss of trust with family, and school policy violations.
Integrated Standards
Influence Factor
Media glamorization (Influence) makes the physical damage (Dimension) seem invisible until it's too late.
Goal Barrier
A legal record (Standard H6) is a social dimension hit that stays on your record forever.
Why Middle School Matters
Your brain is under construction.
Substances during these years don't just "affect" your brain—they can rewiring your potential for physical and social success.
Impact Trace Worksheet Impact Trace
Name:
Date:
Choose one specific substance (Alcohol, Nicotine/Vaping, or Marijuana) and trace its impact across the three dimensions of health.
Physical Health
Describe two specific physical changes or damages:
Mental &
Emotional
Describe how use affects feelings or thinking:
Social Health
Describe how relationships might change:
The Ripple Effect Analysis
Explain how an effect in one dimension (e.g., Physical) can cause an effect in a different dimension (e.g., Social).
Digital Pulse Audit Digital Pulse
Tech Influence Audit
Screen Time
The Digital Connection
Apps and platforms are designed to influence your behaviors and emotions. Let's look at the "pulse" of your digital world.
App & Influence Review
App Name Main Purpose Feeling After Use Health (+/-)
1. The "For You" Pulse
Does your main social media feed encourage healthy habits or unhealthy ones? How?
2. The "Filter" Pulse
When you see "perfect" bodies online, how does it influence your self-image?
Digital Health Action
Identify one "Tech Hack" you can start today to improve your wellness (e.g. unfollowing, setting limits).
Future Guard Slides Deck Future Guard
The Real Cost
Legal Paths & Personal Goals
Short-Term Hits
Immediate Loss
• Driver's license suspension
• Heavy fines ($1,000+)
• Court-ordered community service
School Impact
• Athletic suspension
• Expulsion or Alternative School
• Permanent school record entry
The Long Shadow
01
Career Roadblocks
Background checks can prevent you from becoming a teacher, nurse, pilot, or police officer.
02
Travel Restrictions
Many countries deny entry (visas) to people with drug-related criminal records.
03
Federal Aid
Criminal records can make you ineligible for student loans for college.
Protect the Vision
Your Goals
Zero-Use Policy
"Every legal obstacle you avoid is a door that stays open for your future self."
Goal Safeguard Worksheet Goal Safeguard
Legal Paths & Future Projections
Name:
Date:
01: The Scenario
"Jordan is 16 and wants to become a pediatric nurse. A friend invites them to a party where substances are being used. Jordan is caught by police while in possession of an illegal substance."
02 THE LEGAL IMPACT
Short-Term Consequences:
Long-Term Consequences:
03: GOAL BARRIER
Explain exactly how the long-term legal consequence listed above would prevent Jordan from becoming a pediatric nurse.
04: PERSONAL SHIELD
Identify a personal goal and a specific refusal skill to protect it.
My Goal:
My Shield (Refusal Skill):
Choice Architect Guide Choice Architect
The DECIDE Decision Model
DECIDE
D
DEFINE
E
EXPLORE
C
CONSIDER
I
IDENTIFY
D
DECIDE
E
EVALUATE
Scenario Analysis
"Your group is planning to stay up all night gaming. You have a big math test tomorrow at 8:00 AM. They are messaging you right now to join. What do you do?"
1. DEFINE: What is the health-related problem?
2. EXPLORE: List 2 different options.
Option A
Option B
3. CONSIDER: Consequences for each option.
4. IDENTIFY: Which core values are at stake?
5. DECIDE & ACT
What is your final choice? Write exactly what you would say or do.
Step 6: EVALUATE (The Architect's Check): The model doesn't end when you decide. After you take action, ask: "Did this choice help my health today?" Real health architects always check their work!
Choice Architect Slides Mindful Choices
Choice
Architect
Mastering the DECIDE Model for Health-Enhancing Decisions.
Define
Explore
Consider
The Push
Before you ever DECIDE, external forces are already pushing you toward a choice.
Media & Advertising
Technology & Algorithms
Why a model helps?
A decision model is your defense system. It allows you to pause the "push" of media and tech and act on your own internal values instead.
The DECIDE Breakdown
D
Define
What is the problem? Why is this a health decision?
E
Explore
List all your options—even the ones you might not like.
C
Consider
What are the pros and cons for EACH option?
I
Identify
Which of your values (Honesty? Health?) are at stake?
D
Decide
Pick the best option for your health and ACT on it.
E
Evaluate
Look back later. Did it work? What did you learn?
Master Architect
Next, you will apply this model to real-world scenarios. This is the exact skill you will use for your Final Research Poster .
Final Verdict Project Guide Final Verdict Project
The "Protect the Pulse" Advocacy Campaign
The Mission
Create a "Visual Manifesto" or Digital Advocacy Ad that convinces other middle schoolers to remain substance-free by focusing on the influences they can control, the health ripples they can avoid, and the future goals they want to protect.
Core Requirements
01
Influence Analysis: Identify one common external influence (media/peers) and provide a "reality check" to counter it.
02
Dimension Ripple: Clearly illustrate how substance use impacts at least TWO dimensions of health (Physical, Mental, or Social).
03
Future Shield: Highlight one specific legal consequence and explain how it threatens a common life goal.
04
Identity Anchor: Include a strong call-to-action based on personal values.
Format Options
POSTER
Physical or digital design with high-impact visuals.
VIDEO AD
60-second PSA script and recorded video.
INFOGRAPHIC
Data-driven layout focused on facts and consequences.
Timeline
PHASE 1: Research & Brainstorm
PHASE 2: Drafting / Scripting
PHASE 3: Final Production
Final Verdict Project Rubric Project Rubric
Substance Smarts Advocacy Campaign
Criteria Level 4 (Advanced) Level 3 (Proficient) Level 2/1 (Dev/Beg) Influence Analysis (H2.Su1.8) Analyzes multiple influences and provides highly persuasive "reality checks." Analyzes one internal or external influence with a clear reality check. Identifies an influence but lacks depth in analysis or "reality check." Health Ripples (H1.Su2.8) Detailed explanation of connections BETWEEN dimensions (the ripple). Correctly describes impacts on at least two dimensions of health. Lists some effects but does not connect them to dimensions. Legal & Goals (H6.Su5.8) Proposes a specific "Goal Protection Plan" alongside legal analysis. Explains a legal consequence and its direct hit on a personal goal. States a legal consequence but doesn't link it to a goal. Call to Action (Identity) Powerful, value-based message that inspires others. Clear, specific call-to-action for peers. Vague or generic call-to-action (e.g., "Just say no"). Craftsmanship Professional level polish; creative and visually compelling. Organized, easy to read/watch, and free of errors. Disorganized or difficult to understand.
Final Score / Proficiency Level
/ 20
18-20: Advanced
15-17: Proficient
10-14: Developing
Teacher Feedback: Decision Lab Scenarios The Decision Lab
Lesson 6 | Scenario Scrimmage
The Lab Protocol
Work with your team to process one of the "Tough Choices" below. Use the DECIDE model to reach a health-enhancing conclusion. Be ready to share your lab report with the class.
Case Alpha
Social Pressure
"Your friends are trying an energy drink with 300mg of caffeine they saw on TikTok. They want you to do a review video, but high caffeine makes you anxious."
Case Beta
The Stress Spiral
"You have 3 assignments due and practice. A friend invites you to a movie. You really want to go, but you're already feeling completely overwhelmed."
Case Gamma
The Screen Trap
"It's 11:30 PM. A group chat is blowing up with drama about your best friend. You're exhausted, but you feel you must stay online to defend them."
Case Delta
Balanced Choice
"You forgot your lunch. Someone offers you a large fast-food meal for free. You're hungry, but you promised yourself to eat more balance this week."
Lab Report:
Chosen Scenario...
Step 1: DEFINE the Problem
Step 2: EXPLORE Alternatives
Step 3: CONSIDER Consequences
Step 4: IDENTIFY Values
Step 5: DECIDE & ACT
Step 6: EVALUATE the Results
How will you feel 24 hours later?
Fuel Lab Teacher Guide Fuel Lab
Teacher Facilitation Guide
Unit 3: 8th Grade Nutrition
Unit Overview
The Fuel Lab unit shifts the conversation from "what to eat" to "how food works for you." Students analyze performance patterns—physical, mental, and academic—and investigate society, economics, and culture.
Standard H1.N1.8b
Eating patterns effect on growth and physical/mental/academic performance.
Standard H2.N6.8
Societal, cultural, and economic influences on nutrition choices.
5-Day Pacing
Day Lesson Primary Objective 01 Performance Pulse Identify links between breakfast/hydration and academic focus. 02 The Growth Blueprint Analyze patterns affecting puberty and brain development. 03 Influence Ingredients Examine family traditions and community heritage impacts. 04 The Econ-Kitchen Map food deserts and snack accessibility vs. price. 05 Advocacy Showcase Final Presentation: The Nutrition Blueprint campaign.
Key Vocabulary
Cognitive Performance: Mental processing and learning ability.
Socioeconomics: How money and society mix to affect life.
Nutrient Density: Vitamin/mineral count vs. calorie count.
Facilitation Tip
Avoid "good vs. bad" labels. Focus on "Fueling for a Purpose" (athletic, academic, or social) to increase buy-in from middle schoolers.
facilitator notes: Fuel Lab Proficiency Scales Sheet Proficiency Scales
Fuel Lab: Nutrition & Performance • 8th Grade
H1.N1.8b
Nutrition Performance Analysis
Level 1: Beg
I can state that eating healthy is good for my body and schoolwork.
Level 2: Dev
I can identify one way nutrition affects physical growth and one way it affects focus.
Level 3: Prof
I can explain how specific eating patterns affect growth, development, and academic performance.
Level 4: Adv
I can predict performance outcomes based on varied patterns and suggest corrective habits.
H2.N6.8
Socio-Environmental Influences
Level 1: Beg
I can list some reasons why people choose the foods they eat.
Level 2: Dev
I can identify specific social, cultural, or economic factors that influence choice.
Level 3: Prof
I can draw conclusions regarding how society, culture, and economics interact to influence choice.
Level 4: Adv
I can analyze systemic barriers and propose community-level economic or cultural shifts.
Wellness Project Guide The Wellness Lab Project
Group Research & Social Safety Action Plan
Capstone Task
Project Requirements
1. Influence Map: Compare how values, media, and tech push behaviors.
2. The Facts: 3 health statistics with verified, reliable citations.
3. DECIDE Model: Complete model walkthrough for a related choice.
4. Social Safety: Differentiate between styles and include a bystander plan (3 D's).
5. Call to Action: One specific healthy behavior change for peers.
Initial Team Blueprint
Chosen Health Trend/Topic
Big Research Question
How does ____________ influence ____________?
Consultant Roles
Researcher:
Visual Lead:
Safety Lead:
DECIDE Lead:
Project Roadmap
1
Investigation
Pick a topic and gather 3 facts with citations.
2
Action Mapping
Draft your DECIDE model and Safety plan.
3
Final Design
Assemble poster with clear, bold titles.
Scoring Weight
Influences4 pts
Decision Model4 pts
Safety Plan4 pts
Visual/Data8 pts
TOTAL20 PTS
Building a community where everyone feels protected.
Power Patterns Slides Deck Power Patterns
The Biology of Performance.
Performance Zones
Physical
Reaction time, muscle recovery, and growth spurts during puberty.
Mental
Mood stability, anxiety management, and cognitive clarity.
Academic
Focus during tests, memory retention, and morning alertness.
The Fuel Deficit
Your brain uses about 20% of your daily energy. Skipping breakfast is like running a supercomputer on a dead battery.
Symptom Trace
Brain Fog (10:00 AM)
Irritability (Lunchtime)
Fatigue (End of school)
The Choice Map
Standard H2.N6.8
If performance is biological, why is our fuel often non-biological?
Society
What your peers are eating on social media.
Economics
What you can actually afford at the store.
Performance Pulse Worksheet Performance Pulse
Audit & Context • H1.N1.8b & H2.N6.8
NAME:
DATE:
1 Morning Audit
Eating Pattern Today:
Full Breakfast (Protein + Grain)
Quick Snack (Bar or Fruit)
Hydration Only (Water or Juice)
Skipped (Nothing)
Rating (1-10):
MENTAL:
Focus
ACADEMIC:
Effort
PHYSICAL:
Energy
2 Biology Battle
How did your morning choice affect your "Mental Performance" (mood/stress) today?
3 The Hidden Forces
Explain one Economic (cost) or Cultural (family) factor that influenced your choice:
Fuel Lab Analysis Standard H1.N1.8b & H2.N6.8
Wellness Research Log Research Log
Project Phase: Data Deep-Dive
Team:
Topic:
Our Core Research Question
Verified Evidence
Fact #1
Reliability:
Source / URL:
Fact #2
Reliability:
Source / URL:
Analysis
Internal (Values)
External (Media)
Social Safety Action
Assertive message + Bystander plan
Final Poster Fact Summary
1
Condensed Key Fact...
2
Condensed Key Fact...
3
Condensed Key Fact...
Influence Ingredients Slides Deck Lesson 3
Influence Ingredients
The Hidden Forces on Your Plate
The Big Three
Society
Social media trends, advertising, celebrity endorsements, and peer habits.
Culture
Family traditions, religious practices, heritage recipes, and community identity.
Economics
Food costs, family budget, grocery store proximity, and "Food Deserts."
Economics vs. Health
Sometimes the "healthiest" choice is also the most expensive or hardest to find.
?
Why does a 2-liter soda cost less than a gallon of milk or a bag of apples?
Food Desert: An area with limited access to affordable and nutritious food.
Your Conclusion
Nutrition is not just a personal choice.
It is a result of your environment, your history, and your resources. To change nutrition, we must understand the Ingredients of Influence .
Choice Architecture Worksheet Choice Architecture
Influence Analysis • Standard H2.N6.8
NAME:
DATE:
1 The Hidden Layers
Define how each layer affects middle schoolers (or give a specific example):
SOCIETY
CULTURE
ECONOMICS
2 Case Study Analysis
"Alex is at the store. A bag of chips is $1.00. A fruit cup is $4.50. All of Alex's teammates are buying chips. Alex's family always has chips at home for game nights."
Economic Factor:
How do price and access affect Alex's decision?
Social/Cultural:
How do group habits and family affect Alex?
3 Conclusion
Based on your analysis, why is it difficult to "just eat healthier"?
Poster Blueprint Sheet Poster Blueprint
Drafting Your Final Design
Layout Sketch
Draft Poster Design Here
Final Content Polish
Catchy Title
Social Safety Action
Assertive message + Bystander plan (3 D's)
DECIDE Blueprint
Define
Explore
Consider
Identify
Decide
Evaluate
Quality Checklist
3 Facts & Citations
Social Safety Plan
DECIDE Model Map
Final Call to Action
Nutrition Blueprint Project Guide Nutrition Blueprint
Advocacy Project Spec Sheet
The Mission
Design an advocacy campaign that helps peers improve their Performance Patterns while navigating Influence Ingredients .
Design Specs
01
Performance Mapping (H1.N1.8b)
Explain how your "Better Pattern" affects one performance zone: Physical, Mental, or Academic.
02
Influence Hack (H2.N6.8)
Identify one barrier (Economic/Social) and propose a realistic way to navigate or change it.
03
Identity Anchor
Use a catchy Brand Name and a Call-to-Action that connects to personal student values.
ARCHITECT BRAINSTORM
Target Performance Zone:
Barrier to hack:
Deliverables:
Poster OR Pitch Recording
Phase 1: Audit | Phase 2: Mapping | Phase 3: Final
Nutrition Blueprint Project Rubric Blueprint Rubric
Nutrition Advocacy Project • 8th Grade
Criteria Level 4 (Advanced) Level 3 (Proficient) Level 2/1 (Dev/Beg) Performance Analysis (H1.N1.8b) Draws deep links between patterns and physical, mental, AND academic success. Clearly explains how eating patterns affect specific performance zones. Lists health benefits but doesn't connect them to performance. Influence Hacking (H2.N6.8) Analyzes systemic barriers and proposes a community-wide change. Identifies and draws conclusions regarding social or economic influences. Mentions influences but doesn't draw conclusions or map them. Advocacy Impact Call-to-action is highly persuasive and culturally relevant to peers. Clear, specific call-to-action that targets a performance goal. Generic message (e.g., "Eat more fruit") without a specific target. Blueprint Precision Professional layout; innovative use of technical design or media. Organized, polished, and utilizes clear visual hierarchy. Disorganized or difficult to navigate for the audience.
Final Evaluation
/ 16
14-16: Advanced
12-13: Proficient
8-11: Developing
Architect Notes: Poster Project Rubric Project Rubric
Standard-Aligned Poster Assessment
Total Points / 20
Criteria 1 (Beg) 2 (Dev) 3 (Prof) 4 (Exemp) Score Influences H2.W3.8 Lists factors but skips "how." Identifies factors generically. Explains how values/media/tech push behaviors. Analyzes interactions & outcomes. / 4 Decisions H5.W6.8 Skips most DECIDE steps. Uses most steps but lacks detail. Applies all 6 steps of DECIDE accurately. Justifies choice with health data. / 4 Safety Talk H4.Sa3.8 Cannot name differences. Weak assertive attempts. Differentiates styles & writes assertive msg. Adapts messages for contexts. / 4 Bystander H1.Sa3.8b Unaware of safe helping. Names 3 D's but uses poorly. Explains Direct/Distract/Delegate use. Evaluates risk and picks strategy. / 4 Visuals Impact Disorganized or unfinished. Basic words only. Easy to read with 3+ credible facts. Visuals enhance message/data. / 4
Gallery Walk Reflections
1. Which team's "Social Safety Action" demonstrated the best understanding of proficiency level 3? Why?
2. Identify one poster where the DECIDE model was "Exemplary." What made it stand out?
Gallery Showcase Slides Mindful Choices
Impact
Showcase
Presenting our findings and celebrating healthy choices.
The Protocol
1
Silently observe each poster.
2
Read the DECIDE model carefully.
3
Write one reflection per station.
Focus Goal
"How can I use this information to protect my own health decisions from external push?"
Evaluation Audit
Observe
What data point was the most shocking or impressive?
Connect
How did they explain the media/tech influence?
Apply
Will you try their Call to Action? Why or why not?
Mindful Decisions
You are now an Architect of your own Health. You have the tools to see the influences and the model to make your own path.
"Your health is your most valuable asset. Design it well."
Mindful Choices Teacher Guide Teacher Guide
Mindful Choices Wellness Unit
2 Weeks / Middle School
Unit Mission
This unit empowers middle school students to become "Health Architects." Students will analyze the invisible pushes of media, technology, and personal values on their health behaviors. The unit culminates in a collaborative research project where students apply the DECIDE model and assertive communication strategies to modern wellness trends.
Primary Standards
H2.W3.8: Influence Analysis
H5.W6.8: Decision-Making Model
H4.Sa3.8: Communication Styles
H1.Sa3.8b: Bystander Intervention
Final Product
Collaborative Research Poster & Social Safety Plan
Unit Pulse
✅ 11 Modules
✅ 3 Slide Decks
✅ 11 Student Sheets
✅ 1 Project Rubric
Core Theme
Decoding the Invisible Push
Week 1: Influence Mapping
Day Lesson Key Activity / Objective Day 0 Identity Launch "Whole Health" intro. Students design a creative Identity Log binder cover. Day 1 Influence Map Internal vs. External factors. Slide Deck 1 & Worksheet. Day 2 Inner Compass Values clarification. Identify top health-guiding values. Day 3 Ad Detectives Media literacy. Decode advertising hooks & health impact. Day 4 Digital Pulse Tech audit. Analyze algorithms & mental health influences. Day 5 Choice Architect Intro to DECIDE Model. Slide Deck 2 & guided scenario.
Week 2: Skill-Building & Action
Day Lesson Key Activity / Objective Day 6 Safe Circles Communication & Bystander action. Slides & Safe Circles Lab. Day 7 The Decision Lab Scenario Practice. Applying DECIDE to safety conflicts. Day 8 Wellness Inquiry Project Launch. Topic selection & Project Guide blueprint. Day 9
Wellness Proficiency Scales Sheet Proficiency Scales
Standard Mastery Reference
Mindful Choices
H2.W3.8: Analyzing Influences
1 - Beginning
Can list some things that affect health but can't explain how they work.
2 - Developing
Identifies specific media or tech influences but uses generic descriptions.
3 - Proficient (Target)
Explains exactly how values, media, and tech influence specific health behaviors.
4 - Exemplary
Analyzes the interaction between multiple influences and predicts outcomes.
H5.W6.8: Decision-Making Skills
1 - Beginning
Can state a decision but skips most steps of the DECIDE model.
2 - Developing
Uses most DECIDE steps but options or consequences lack detail.
3 - Proficient (Target)
Accurately applies all 6 steps of the DECIDE model to a health choice.
4 - Exemplary
Justifies final decision based on analyzed values and health data.
H4.Sa3.8: Communication Styles
1 - Beginning
Can name the 3 styles but can't tell the difference between them.
2 - Developing
Correctly identifies styles but struggles to write an "I" statement.
3 - Proficient (Target)
Differentiates between all 3 styles and writes assertive messages.
4 - Exemplary
Adapts assertive communication effectively for various peer/adult contexts.
H1.Sa3.8b: Bystander Intervention
1 - Beginning
Knows what a bystander is but doesn't know how to help safely.
2 - Developing
Names the 3 D's but can't match them to specific safe situations.
3 - Proficient (Target)
Explains how to use Direct, Distract, and Delegate to prevent violence.
4 - Exemplary
Evaluates risk and chooses the most effective safety strategy for any scenario.
Target Score (3) reflects standard mastery. Grayscale Optimized.
