Virginia Teaching Requirements for Standard 10.3

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1 Virginia Teaching Requirements fr Standard 10.3 Students in grade 10 demnstrate cmprehensive health and wellness knwledge and skills. Their behavirs reflect a cnceptual understanding f the issues assciated with maintaining gd persnal health. They serve the cmmunity thrugh the practice f health-enhancing behavirs that prmte wellness thrughut life.standards f Learning Standard 10.3: The student will implement persnal injury preventin and self management strategies that prmte persnal, family, and cmmunity health thrughut life. Key cncepts/skills include Understanding the Standard Essential Knwledge and Skills Assessment Ideas a. strategies t reduce and prevent vilence; The student will develp strategies fr peaceful reslutin f cnflicts, and reduce and prevent vilence t prmte persnal, family, and cmmunity health. define persnal vilence. (use f physical frce t injure r abuse self r thers) develp strategies t reduce r prevent teen vilence. (avid guns and ther weapns, alchl and ther drug use, build self esteem, etc.) explain hw vilence affects persnal, family, and cmmunity health. (fear, stress, injury, financial lss, etc.) select methds fr peaceful cnflict reslutin. (cperating, prblem slving, shwing respect fr differences, etc.) infer the mental and physical benefits f reslving cnflicts peacefully. (reduces emtinal distress, prevents injuries, etc.) cmpare and cntrast cnflicts experienced by middle schl students, high schl students, and 1. brainstrm and rank peaceful slutins t cmmn high schl cnflicts. 2. write a shrt stry abut a cnflict between tw r mre peple that was reslved peacefully. 3. explain why academic failure is a risk factr fr vilent behavir. 4. evaluate vilence preventin measures being taken by their schl r in their cmmunity. 5. design a cnflict reslutin pamphlet apprpriate fr middle schl students.

2 adults. b. peaceful reslutin f cnflicts; The student will develp strategies fr peaceful reslutin f cnflicts, and reduce and prevent vilence t prmte persnal, family, and cmmunity health. define persnal vilence. (use f physical frce t injure r abuse self r thers) develp strategies t reduce r prevent teen vilence. (avid guns and ther weapns, alchl and ther drug use, build self esteem, etc.) explain hw vilence affects persnal, family, and cmmunity health. (fear, stress, injury, financial lss, etc.) select methds fr peaceful cnflict reslutin. (cperating, prblem slving, shwing respect fr differences, etc.) infer the mental and physical benefits f reslving cnflicts peacefully. (reduces emtinal distress, prevents injuries, etc.) cmpare and cntrast cnflicts experienced by middle schl students, high schl students, and adults. 1. brainstrm and rank peaceful slutins t cmmn high schl cnflicts. 2. write a shrt stry abut a cnflict between tw r mre peple that was reslved peacefully. 3. explain why academic failure is a risk factr fr vilent behavir. 4. evaluate vilence preventin measures being taken by their schl r in their cmmunity. 5. design a cnflict reslutin pamphlet apprpriate fr middle schl students. c. administratin f emergency care; e. recgnitin f lifethreatening situatins; f. crisis management strategies The student will recgnize life threatening situatins, utilize crisis management strategies, and demnstrate emergency care skills. explain crisis management. (remain calm, calm thers, quick evaluatin and actin, etc.) evaluate life threatening situatins. (situatins that may cause death, such as pisning, respiratry 1. demnstrate CPR and rescue breathing. 2. demnstrate basic first aid fr chking, bleeding, splinting, etc. 3. create simulated crisis situatins and crisis management strategies. 4. becme certified in first aid r CPR. 5. prvide a written respnse t situatins

3 bstructin, severe bleeding, elevated bdy temperature, heart attack, strke, burns, etc.) demnstrate first aid treatment fr smene wh: is experiencing a respiratry r cardiac emergency; has an pen r clsed wund; is burned; is suffering frm an envirnmental emergency; has an injury t bnes, jints, r muscles; faints; has been bitten by an animal; has a head, neck, r back injury; is in shck; has symptms f a strke; and has been pisned. (swallwed, absrbed, injected, r inhaled) requiring emergency care. d. recgnitin f tendencies tward self harm; The student will identify the risk factrs and warning signs assciated with smene wh may harm themselves. define mental disrders. (an emtinal, psychlgical, physical, r bichemical disrder that interferes with the demands f daily life) describe an rganic mental disrder. (a physical illness r injury that affects the brain) describe a functinal mental disrder. (results frm stress, 1. design a brchure n signs and symptms f self harm. 2. keep a jurnal f their daily experiences with stress, anxiety, fear, and feelings f sadness. 3. write a shrt stry abut a teenager whse life became verwhelming. 4. list three shrt term and three lngterm benefits f seeking help fr depressive feelings. 5. rewrite a case study s that there is a

4 trauma, pr cping skills, emtinal cnflict, etc.) describe depressin. (feelings f hpelessness, helplessness, and sadness) explain warning signs that indicate smene may cause harm t themselves: seems depressed, lacks energy, and enthusiasm; withdraws frm family and friends; shws n interest in ding well at schl; gives away pssessins; neglects persnal hygiene and has an unkempt appearance; becmes extremely sensitivity t what thers say and d; makes cmments r writes sngs r petry abut nt wanting t live any mre; increases risk taking behavirs drives recklessly, behaves vilently; and shws self destructive behavirs such as abusing drugs and alchl. decide what actins can be taken when friends shw tendencies tward self harm: listen, shw cncern, talk directly t them, and make sure they knw yu care; stress t them that this is temprary and there are peple wh can help them; make sure they understand psitive result.

5 that harming themselves is nt the best slutin; and have them talk t a trusted adult. recgnize ptins fr prfessinal help. (schl cunselr, psychiatrist, neurlgist, schl psychlgist, psychiatric scial wrker, etc.) g. methds f aviding gangrelated activity and the use f weapns t cmmit vilent acts f aggressin; The student will identify methds f aviding gangrelated activities and the use f weapns t cmmit vilent acts f aggressin. identify gang related behavirs. recgnize and explain risks assciated with gang related activities. select methds t avid vilence. (chse friends wisely, if a situatin feels unsafe it prbably is, etc.) explain the effects f negative peer pressure. (smene encurages yu t d smething wrng) explain and emply resistance skills. (strategies that help yu say NO) explain hw anger cntributes t weapns and vilent behavirs. (heart beats faster, bld rushes t yur face, muscles tense up, etc., s yur bdy is ready t defend itself withut yur brain channeling this energy int smething psitive, the situatin can easily escalate int a serius cnflict) shw the relatinship between alchl and ther drug use and injury and vilent crimes. (lse ability t cntrl anger, make pr judgments and decisins, susceptible t negative grup pressures, engage 1. create an advertisement prmting the benefits f a safe cmmunity. 2. list causes f vilence, particularly amng teens. 3. describe ways t make the schl a safer place. 4. rle play demnstrating strategies t diffuse ptentially vilent situatins. 5. create a pamphlet fr elementary r middle schl students n the dangers f gang related activities.

6 in drunk driving, fall, etc.) h. recgnitin f when t seek supprt fr self and thers. The student will learn t identify when help is needed fr self and thers. define mental disrders. (an emtinal, psychlgical, physical, r bichemical disrder that interferes with the demands f daily life) describe an rganic mental disrder. (a physical illness r injury that affects the brain) describe a functinal mental disrder. (results frm stress, trauma, pr cping skills, emtinal cnflict, etc.) describe depressin. (feelings f hpelessness, helplessness, and sadness) explain warning signs that indicate smene may cause harm t themselves: seems depressed, lacks energy, and enthusiasm; withdraws frm family and friends; shws n interest in ding well at schl; gives away pssessins; neglects persnal hygiene and has an unkempt appearance; becmes extremely sensitivity t what thers say and d; makes cmments r writes sngs r petry abut nt wanting t live any mre; 1. design a brchure n signs and symptms f self harm. 2. keep a jurnal f their daily experiences with stress, anxiety, fear, and feelings f sadness. 3. write a shrt stry abut a teenager whse life became verwhelming. 4. list three shrt term and three lngterm benefits f seeking help fr depressive feelings. 5. rewrite a case study s that there is a psitive result.

7 increases risk taking behavirs drives recklessly, behaves vilently; and shws self destructive behavirs such as abusing drugs and alchl. decide what actins can be taken when friends shw tendencies tward self harm: listen, shw cncern, talk directly t them, and make sure they knw yu care; stress t them that this is temprary and there are peple wh can help them; make sure they understand that harming themselves is nt the best slutin; and have them talk t a trusted adult. recgnize ptins fr prfessinal help. (schl cunselr, psychiatrist, neurlgist, schl psychlgist, psychiatric scial wrker, etc.)

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