Health Education Sixth Grade
Emotional Strength
Description
Olympians will feel a wide range of emotions during the 2002 Winter Olympic Games. The Olympic Creed, promoted
by Baron Pierre de Coubertin, who founded the modern Olympic games in 1896, might help an athlete deal appropriately
and safely with his or her emotions.
The Olympic Creed: "The most important thing in the Olympic Games is not to win but to take part, just as the most
important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have
fought well." - Pierre de Coubertin
Themes
Determination, Commitment, Overcoming Challenges
Core Curriculum
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7060-01
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Students learn ways to improve mental health and manage stress. Develop strategies for appropriately
and expressing emotions.
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7060-07
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Students understand the value of service and effective consumer practices. Determine ways to be a more
effective health consumer
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Learning Outcomes
Students Will:
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Recognize the range of emotions from moderate to extreme
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Identify situations that elicit strong emotions, such as winning or losing a competition
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Recognize media influence on making healthy choices
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Activity 1: Memoirs of an Athlete
Preparation
Gather resources
Tools and Resources
Reference materials on Olympic athletes, such as autobiographies, magazines, encyclopedias, Internet.
Writing paper, or a journal
Instruction
Olympians will feel a wide range of emotions during the 2002 Winter Olympics. Describe the range of emotions they might
feel. Would their emotions be extreme? Describe the emotions athletes might feel in various situations, such as winning
a medal, losing, being injured during an event, or having a personal tragedy happen in your family during the games.
Have students research some an Olympic athlete and the events that have happened in their personal lives. Many are
filled with personal loss and tragedy and how they overcame those circumstances. Have students write fictional journal
entries for an athlete in various situations, i.e. they just won a gold medal, they lost by a hundredth of a second, they
were injured, or their father or mother just died, etc. Be sure to list the strong emotions. What would they be saying
to themselves? How would they try to handle their emotions? Share a journal entry with the class. Ask them to predict
how the athlete would react.
Assessment
Students will:
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Create fictional journal entries
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Describe the extreme emotions an athlete might feel in various situations
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Extensions
Take a picture of each student posing like they are competing in one of the Olympic events. A
computer compatible camera may be used and photos could be printed out. Have students cut out
their picture, and paste on a bland piece of paper. Have them create a background with the
setting being the Olympic Winter Games, such as using a skiing pose. Have the students create
mountains, a chair lift, or even the racecourse with themselves as the competing athlete.
Have them write a paragraph describing their emotions as they compete in the event.
Activity 2: And the winner is . . .
Preparation
Gather materials
Tools and Resources
Various types of advertising media that features athletes
Instruction
Have students predict how an athlete's life might change by winning a gold medal.
Most gold medallists have the opportunity to endorse certain products. Have students
discuss what might happen when athletes allow the use of their name to endorse products.
Do the athletes really use the products? Does an athlete's endorsement of a product
make it superior to other products? Would a consumer become more like the athlete if
he or she used the product? Would the endorsement of an athlete influence a consumer's
choice of buying certain products? Have students invent a product and create an
advertisement for it, using a celebrity figure. This could be a cereal box, billboard,
and radio ad, newspaper ad, or TV spot. Have students determine which ones they would
buy and why.
Assessment
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Recognize media influences on decision making especially with celebrity recognition
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Create their own product advertisement
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Extensions
Ask students to take survey of consumers and ask them what influences them to buy a certain product,
such as cereal, athletic shoes or equipment. Does it make a difference if a celebrity claims to use
the same product? Tally the results, and share with the class.
Make a class graph of the results.
Further Research
Have students research the costs of various types of advertising.
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