Play a silent cooperative game called Student Drivers that develops trust and responsibility. Move desks or tables to the sides of the room. Pair students. One person is the car. The car stands with his or her eyes closed and hands held in front of the chest with palms outward – these are the car’s bumpers. The other person in the pair is the driver. The driver stands behind with hands on the shoulders of the car. The driver, with eyes open, steers the sightless car around the room and must avoid collisions with other car-and-driver pairs.

Remind student drivers that the safety of the car is their responsibility. When the facilitator says, “Go,” both car and drivers move silently around the room. After 3 or 4 minutes, the facilitator says, “Stop.” Cars and driver switch roles and repeat. Optional: use music to indicate go and stop. 

Ask the following reflection questions:

• At the beginning of the game, how did it feel to be the sightless car? (Answers may include: scary, unsure, nervous, afraid to move.)
• How did it feel after a minute or two? (not as scary) Why? (Answers may include: Because we didn't bump into anyone else, I began to trust my driver, I felt I was in good hands.)
• At the beginning of the game, how did it feel to be the driver responsible for the car? (Answers may include: unsure, awkward, nervous.)
• How did it feel after a minute or two? (not as scary) Why? (Answers may include: Because I was not bumping into others, I saw that other drivers were also being careful, I got more confident.)
• In what way did the whole class work together? (Answers may include: We moved around the room and each other without collisions. It was fun. It felt good to succeed as a group.)

Write the word responsible on the board. Then have each student use it in a sentence about something he or she is responsible for. For example, I am responsible for taking out the trash. Challenge students to each write a list of at least a dozen ways they are responsible at home, at school, and in the community.

Ask, “What does healthy living have to do with leadership?” Discuss how leaders have influenced healthy living. 

Explore whether you have to be a healthy role model to be a health leader. (Some people become leaders because they are unwell: Michael J. Fox helps raise money for a cure to Parkinson Disease. Breast Cancer research groups have been started by women who have the disease.)

Brainstorm ways groups raise awareness and money for their causes. (This may include rallies, sit-ins, hunger strikes, nonviolent demonstrations, walks-a-thons, letter-writing campaigns, selling products, and posters.)

Tell the students that before influencing the needs of the community, they have to be sure they understand what the community needs. They will do this by conducting a survey of people at school, at home, and in the community. Brainstorm a list of community health needs (identified in the previous lesson). The needs may be related to availability of resources and knowledge about healthy food, exercise, safety, relaxation, and healthy social interaction. 

Move the class into groups of three to five students. Each group develops a survey/interview form they will use to ask people in the community in order to assess whether the community's health needs are met. Tell students to list survey questions about food, nutrition, and exercise. Sample questions:

• Can you name the five food groups that make up a healthy diet?
• Where do you buy fresh fruits and vegetables?
• On a scale of 1 to 5 with 1 being poor and 5 excellent, how would you rate the produce in community markets?
• What form of exercise do you do regularly?
• Where do you exercise in the neighborhood?
• On a scale of 1 to 5 with 1 being poor and 5 excellent, how would you rate the places to exercise in the community?
• How do you interact with people?
• On a scale of 1-5, how would you rate social opportunities in the community?
• What do you do to relax and where in the community do you meet that need?

Work together as a group to come up with 10 good survey questions that will help them identify the needs in the community related to all aspects of health.

• Make a copy of the questions and duplicate 10-12 copies for each student (or pair of students). Give students clipboards for their surveys. Then have students role-play asking and answering questions and conducting interviews in preparation for administering the survey during the next session.
• Brainstorm ways to identify themselves and their data gathering project when they do go out. 

Discuss procedures and safety measures for surveying people. Only survey people they know. Discuss what they have seen other survey takers doing. How do they act? (polite and friendly) What do they ask? (e.g., Do you have a minute for Greenpeace?) 

Have students work with partners to conduct the survey in different locations in the community. Have other adults available to oversee the students as they collect data.