HEALTH AND WELLNESS 7 TH GRADE COURSE OF STUDY FINDLAY CITY SCHOOLS (Revised 7/2009)

Transcription

1 HEALTH AND WELLNESS 7 TH GRADE COURSE OF STUDY FINDLAY CITY SCHOOLS 2008 (Revised 7/2009)

2 TABLE OF CONTENTS 1. Findlay City Schools Mission Statement and Beliefs 2. 7 th Grade Curriculum Map/Benchmarks and Indicators 3. National Health Education Standards Course of Study Writing Team Kevin Swan Summer Thomas Kevin Veroneau Sandy White

3 Mission Statement The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community. We believe every person has worth. every individual can learn. family is the most important influence on the development of personal values. attitude is a choice and always affects performance. motivation and effort are necessary to achieve full potential. honesty and integrity are essential for building trust. people are responsible for the choices they make. performance is directly related to expectations. educated citizens are essential for the survival of the democratic process. personal fulfillment requires the nurturing of the mind, body and spirit. every individual has a moral and ethical obligation to contribute to the well-being of society. education is a responsibility shared by students, family, staff and community. the entire community benefits by investing its time, resources and effort in educational excellence. a consistent practice of shared morals and ethics is essential for our community to thrive.

4 Health and Wellness Grade 7 Curriculum Map Week Unit Chapter Topic Lesson Indicator & 2 Intro & Goal Setting 1. Being Healthy 2. Healthy Decisions 3. Influences & Consequences 4. Setting/Reaching Goals Mental Health 1. Mental Health 2. Types of Emotions 3. Expressing/Managing Emotions 4. Mental Illnesses 5. Treatment & Getting Help , 12, & , 12, & 13 Drugs Drugs 1. Tobacco Products & Diseases 2. Why people use Tobacco 3. Choosing not to use 4. Alcohol Products & Diseases 5. Why people use Alcohol 1. Alternatives to drinking 2. Resisting Peer Pressure 3. Using Legal & Illegal Drugs 4. Drug Misuse/Abuse & Addiction 5. Staying Drug Free & 6 Nutrition 1. Nutrition & Diet 2. Nutrients 3. Balanced Diet 4. Healthy Eating Habits 5. Body Image & 6 Nutrition 1. Building Healthy Body Image 2. Eating Disorders 3. Weight Management 4. Meal Planning Activity 5. Meal Planning Activity *1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10; 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7; 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.3; 8.1, 8.2, 8.3, 8.4 *1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10; 3.1, 3.2, 3.3, 3.4, 3.5; 4.4; 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7; 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.3; 8.1, 8.2, 8.3, 8.4 *1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10; 3.1, 3.2, 3.3, 3.4, 3.5; 4.1, 4.2, 4.3, 4.4; 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7; 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.3; 8.1, 8.2, 8.3, 8.4 *1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10; 3.1, 3.2, 3.3, 3.4, 3.5; 4.1, 4.2, 4.3, 4.4; 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7; 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.3; 8.1, 8.2, 8.3, 8.4 *1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10; 3.1, 3.2, 3.3, 3.4, 3.5; 4.2; 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7; 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.3; 8.1, 8.2, 8.3, 8.4 *1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10; 3.1, 3.2, 3.3, 3.4, 3.5; 4.3; 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7; 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.3; 8.1, 8.2, 8.3, 8.4 Textbook: Holt Decisions for Health Level Red 10/2/2009 ISBN-13: ISBN-10:

5 7 5 14, 16 Human Sexuality Health and Wellness Grade 7 Curriculum Map 1. Endocrine System 2. Male Reproductive System 3. Female Reproductive System 4. Pregnancy to Birth 5. Growing & Adulthood , 16 Human Sexuality 1. STDs & HIV/AIDS 2. STDs & HIV/AIDS 3. Preventing the spread of STDs 4. Decisions & Consequences 5. Practicing refusal skills Relationships 1. Building Relationships 2. Family Relationships 3. Healthy Communities 4. Building Friendships 5. Practicing Abstinence , 15 Diseases 1. Immune System 2. Bacterial Diseases 3. Viral Diseases 4. Fungal & Parasitic Diseases 5. Treatment & Prevention First Aid 1. Getting Help 2. General Safety 3. Giving Basic First Aid 4. Choking & CPR 12 8 * Assessment Project- Power Point Presentation 5. Accidents/Injuries 1. Increasing Public Awareness 2. Promoting Public Health 3. Maintaining Public Environment *1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10; 3.1, 3.2, 3.3, 3.4, 3.5; 4.1, 4.2, 4.3, 4.4; 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7; 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.3; 8.1, 8.2, 8.3, 8.4 *1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10; 3.1, 3.2, 3.3, 3.4, 3.5; 4.1, 4.2, 4.3, 4.4; 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7; 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.3; 8.1, 8.2, 8.3, 8.4 *1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10; 3.2, 3.4, 3.5; 4.1, 4.2, 4.3, 4.4; 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7; 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.3; 8.1, 8.2, 8.3, 8.4 *1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10; 3.1, 3.2, 3.3, 3.4, 3.5; 4.4; 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7; 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.3 *1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10; 3.3, 3.4, 3.5; 4.4; 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7; 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.3; 8.2, 8.3, 8.4 *1.1, 1.2, 1.3, 1.7; 2.2, 2.4, 2.10; 3.4; 4.4; 5.3, 5.7; 7.2, 7.3; 8.1, 8.2, 8.3, 8.4 Textbook: Holt Decisions for Health Level Red 10/2/2009 ISBN-13: ISBN-10:

6 BENCHMARK: TOPIC/UNIT: CHAPTER 1: HEALTH AND WELLNESS; GOAL SETTING Time Line: 1 week HEALTH EDUCATION STANDARD 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health. The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the performance indicators Analyze the relationship between healthy behaviors and personal health Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence Analyze how the environment affects personal health Describe how family history can affect personal health Describe ways to reduce or prevent injuries and other adolescent health problems Explain how appropriate health care can promote personal health Describe the benefits of and barriers to practicing healthy behaviors Examine the likelihood of injury or illness if engaging in unhealthy behaviors Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors. HEALTH EDUCATION STANDARD 2 Students will analyze the influence of family, peers, culture media, technology and other factors on health behaviors. Health is affected by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influence health practices and behaviors among youth including personal values, beliefs and perceived norms Examine how the family influences the health of adolescents Describe the influence of culture on health beliefs, practices and behaviors Describe how peers influence healthy and unhealthy behaviors Analyze how the school and community can affect personal health practices and behaviors Analyze how messages from media influence health behaviors Analyze the influence of technology on personal and family health Explain how the perceptions of norms influence healthy and unhealthy behaviors Explain the influence of personal values and beliefs on individual health practices and behaviors Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.

7 2.10. Explain how school and public health policies can influence health promotion and disease prevention. HEALTH EDUCATION STANDARD 5 Students will demonstrate the ability to use decision-making skills to enhance health. Decision-making skills are needed in order to Identify, implement and sustain health-enhancing behaviors. This standard includes the essential steps that are needed to make healthy decisions as prescribed in the performance indicators. When applied to health issues, the decision-making process enables individuals to collaborate with others to improve quality of life Identify circumstances that can help or hinder healthy decision making Determine when health-related situations require the application of a thoughtful decision making process Distinguish when individual or collaborative decision making is appropriate Distinguish between healthy and unhealthy alternatives to health- related issues or problems Predict the potential short-term impact of each alternative on self and others Choose healthy alternatives over unhealthy alternatives when making a decision Analyze the outcomes of a health related decision. HEALTH EDUCATION STANDARD 6 Students will demonstrate the ability to use goalsetting skills to enhance health. Goal-setting skills are essential to help students Identify, adopt and maintain healthy behaviors. This standard includes the critical steps needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future Assess personal health practices Develop a goal to adopt, maintain, or improve a personal health practice Apply strategies and skills needed to attain a personal health goal Describe how personal health goals can vary with changing abilities, priorities, and responsibilities. HEALTH EDUCATION STANDARD 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Research confirms that the practice of health enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and risk taking behaviors. This standard promotes the acceptance of personal responsibility for health and encourages the practice of healthy behaviors.

8 7.1. Explain the importance of assuming responsibility for personal health behaviors Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others Demonstrate behaviors that avoid or reduce health risks to self and others. HEALTH EDUCATION STANDARD 8 Students will demonstrate the ability to advocate for personal, family and community health. Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to target their health enhancing messages and to encourage others to adopt healthy behaviors State a health enhancing position on a topic and support it with accurate information Demonstrate how to influence and support others to make positive health choices Work cooperatively to advocate for healthy individuals, families, and schools Identify ways that health messages and communication techniques can be altered for different audiences.

9 OBJECTIVES 1. Identify the four parts of health. 2. Explain how heredity affects your health. 3. Explain how the environment influences your health. 4. Describe the relationship between your lifestyle and your health. 5. Identify four things that you can do to have a healthy lifestyle. 6. Explain how your attitude affects your health. 7. Explain the different types of consequences that decisions have. 8. List the six steps to making good decisions. 9. Describe how your values influence your decisions. 10. Explain the importance of looking at the benefits and risks of your options. 11. Explain why you should evaluate your decisions. 12. Describe how family and cultural traditions influence your decisions. 13. Explain how peer pressure affects the decisions that you make. 14. Identify the media as a major influence in your decision making. 15. Explain why goals are important. 16. Compare short-term goals and long-term goals. 17. Explain the relationship between goals and success. 18. Explain the importance of measuring your progress when pursuing a goal. Bold = Priority Outcome Objectives

10 PRE-ASSESSMENT: Health IQ Health Inventory Holt Mind Point Quiz Show GRAPHIC ORGANIZER & OR TECHNOLOGY: Pg 6 CRF Concept Mapping- Setting Healthy Goals BEST PRACTICES: Directed Reading Worksheet Health Inventory Life Skills Activity Building Character Worksheet Concept Review Worksheet Guided & Independent Practices TESTING VOCABULARY: Health Wellness Heredity Environment Peer pressure Self-esteem Interest Persistence Success Hot Puzzle Pro Activity ENRICHMENT: Pg 36 CRF Decisions/Consequences Activity Pg 19 CRF Art Activity ASSESSMENT: Chapter 1 Lesson reviews: Lesson 1- pg 7 Lesson 2- pg 9 Chapter 2 Lesson reviews: Lesson 3- pg 31 Lesson 4- pg 35 Lesson 5- pg 37 Holt Examview 6.0 Lesson quiz Chapter test Performance-Based Assessment TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: RESOURCES: Guided Reading Audio Program Skills Workshop-Reading in Content Area At-Home Activity HISTORICAL/MODERN LINK: REMEDIATION/REVIEW: Concept Review Worksheet Math/Writing Workbook: Reading Passage 1 pages 2-4 Math Decisions page 37

11 BENCHMARK: TOPIC/UNIT: CHAPTER 5 & 6: NUTRITION Time Line: 2 weeks HEALTH EDUCATION STANDARD 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health. The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the performance indicators Analyze the relationship between healthy behaviors and personal health Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence Analyze how the environment affects personal health Describe how family history can affect personal health Describe ways to reduce or prevent injuries and other adolescent health problems Explain how appropriate health care can promote personal health Describe the benefits of and barriers to practicing healthy behaviors Examine the likelihood of injury or illness if engaging in unhealthy behaviors Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors. HEALTH EDUCATION STANDARD 2 Students will analyze the influence of family, peers, culture media, technology and other factors on health behaviors. Health is affected by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influence health practices and behaviors among youth including personal values, beliefs and perceived norms Examine how the family influences the health of adolescents Describe the influence of culture on health beliefs, practices and behaviors Describe how peers influence healthy and unhealthy behaviors Analyze how the school and community can affect personal health practices and behaviors Analyze how messages from media influence health behaviors Analyze the influence of technology on personal and family health Explain how the perceptions of norms influence healthy and unhealthy behaviors Explain the influence of personal values and beliefs on individual health practices and behaviors Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.

12 2.10. Explain how school and public health policies can influence health promotion and disease prevention. HEALTH EDUCATION STANDARD 3 Students will demonstrate the ability to access valid information and products and services to enhance health. Accessing valid health information and health-promoting products and services is critical in the prevention, early detection, and treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven sources. Application of the skills of analysis, comparison and evaluation of health resources empowers students to achieve health literacy Analyze the validity of health information, products and services Access valid health information from home, school, and community Determine the accessibility of products that enhance health Describe situations that may require professional health services Locate valid and reliable health products and services. HEALTH EDUCATION STANDARD 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use verbal and non-verbal skills to develop and maintain healthy personal relationships. The ability to organize and to convey information and feelings is the basis for strengthening interpersonal interactions and reducing or avoiding conflict Demonstrate refusal and negotiation skills to avoid or reduce health risks. HEALTH EDUCATION STANDARD 5 Students will demonstrate the ability to use decision-making skills to enhance health. Decision-making skills are needed in order to Identify, implement and sustain health-enhancing behaviors. This standard includes the essential steps that are needed to make healthy decisions as prescribed in the performance indicators. When applied to health issues, the decision-making process enables individuals to collaborate with others to improve quality of life Identify circumstances that can help or hinder healthy decision making Determine when health-related situations require the application of a thoughtful decision making process Distinguish when individual or collaborative decision making is appropriate Distinguish between healthy and unhealthy alternatives to health- related issues or problems Predict the potential short-term impact of each alternative on self and others.

13 5.6. Choose healthy alternatives over unhealthy alternatives when making a decision Analyze the outcomes of a health related decision. HEALTH EDUCATION STANDARD 6 Students will demonstrate the ability to use goalsetting skills to enhance health. Goal-setting skills are essential to help students Identify, adopt and maintain healthy behaviors. This standard includes the critical steps needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future Assess personal health practices Develop a goal to adopt, maintain, or improve a personal health practice Apply strategies and skills needed to attain a personal health goal Describe how personal health goals can vary with changing abilities, priorities, and responsibilities. HEALTH EDUCATION STANDARD 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Research confirms that the practice of health enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and risk taking behaviors. This standard promotes the acceptance of personal responsibility for health and encourages the practice of healthy behaviors Explain the importance of assuming responsibility for personal health behaviors Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others Demonstrate behaviors that avoid or reduce health risks to self and others. HEALTH EDUCATION STANDARD 8 Students will demonstrate the ability to advocate for personal, family and community health. Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to target their health enhancing messages and to encourage others to adopt healthy behaviors State a health enhancing position on a topic and support it with accurate information Demonstrate how to influence and support others to make positive health choices Work cooperatively to advocate for healthy individuals, families, and schools Identify ways that health messages and communication techniques can be altered for different audiences.

14 OUTCOMES 1. Explain how nutrition affects your overall health. 2. Explain how your body uses food. 3. Identify six factors that affect your food choices. 4. Explain how your feelings may affect your food choices. 5. List the six classes of essential nutrients. 6. Explain what each class of essential nutrient does for your body. 7. Identify foods that are good sources of the essential nutrients. 8. Describe the Dietary Guidelines for Americans. 9. Describe how to use the My Pyramid food guidance system. 10. Explain how to read a Nutrition Facts label. 11. Explain the difference between a serving and a portion. 12. Explain why eating a healthy breakfast is important. 13. Describe three strategies for making healthy snack choices. 14. List seven ways to eat healthily at a fast-food restaurant. 15. List six ways to eat healthily at home. 16. Describe how body image affects your life. 17. Explain the difference between healthy body image and unhealthy body image. 18. Identify three influences on your body image. 19. Describe how I statements can help you build a healthy body image. 20. Identify two characteristics of a fad diet. 21. Describe three possible causes of eating disorders. 22. Describe three types of eating disorders. 23. Describe how to find your healthy weight range. 24. Describe five factors that affect your weight. 25. Describe how to keep a healthy weight. 26. Explain how your feelings can affect your eating habits. 27. List five ways to make healthy food choices. Bold = Priority Outcome Objectives

15 PRE-ASSESSMENT: Holt Mind Point Quiz Show Health IQ ASSESSMENT: Lesson Reviews: Chapter 5 Pg 97 Lesson 1 Pg 101 Lesson 2 Pg 105 Lesson 3 Pg 109 Lesson 4 Chapter 6 Pg 117 Lesson 1 Pg 119 Lesson 2 Pg 123 Lesson 3 Pg 127 Lesson 4 GRAPHIC ORGANIZER & OR TECHNOLOGY: CH 5 CRF Pgs 7-8 Concept Mapping CH 6 CRF Pg 8 Concept Mapping BEST PRACTICES: Directed Reading Worksheet Refusal Skills Activities Decision Making Skills Activities Life Skills Activities Guided and Independent Practice TESTING VOCABULARY: Digestion Nutrient Diet Carbohydrate Fat Protein Vitamin Mineral Dietary Guidelines My Pyramid Nutrition Facts Label Body Image Fad Diet Eating Disorder Anorexia Nervosa Bulimia Binge Eating Disorder Healthy Weight Range ENRICHMENT: Pgs CRF Nutrition and Diet (CH 5) Pgs CRF Body Image (CH 6) Holt Examview 6.0 Lesson Quiz Chapter Test Performance-Based Assessment TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: RESOURCES: Guided Reading Audio Program Skills Workshop-Reading in the content area Exploring Food and Fitness Choices- Interactive CD-ROM (Games, Worksheets, Links to My Pyramid Web sites) HISTORICAL/MODERN LINK: REMEDIATION/REVIEW: Concept Review Worksheets Math and Writing Workbook: Pgs Reading Passage 1 Pg 81 Math Activity Pgs Writing Activity

16 BENCHMARK: TOPIC/UNIT: CHAPTER 7: MENTAL HEALTH Time Line: 1 week HEALTH EDUCATION STANDARD 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health. The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the performance indicators Analyze the relationship between healthy behaviors and personal health Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence Analyze how the environment affects personal health Describe how family history can affect personal health Describe ways to reduce or prevent injuries and other adolescent health problems Explain how appropriate health care can promote personal health Describe the benefits of and barriers to practicing healthy behaviors Examine the likelihood of injury or illness if engaging in unhealthy behaviors Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors. HEALTH EDUCATION STANDARD 2 Students will analyze the influence of family, peers, culture media, technology and other factors on health behaviors. Health is affected by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influence health practices and behaviors among youth including personal values, beliefs and perceived norms Examine how the family influences the health of adolescents Describe the influence of culture on health beliefs, practices and behaviors Describe how peers influence healthy and unhealthy behaviors Analyze how the school and community can affect personal health practices and behaviors Analyze how messages from media influence health behaviors Analyze the influence of technology on personal and family health Explain how the perceptions of norms influence healthy and unhealthy behaviors Explain the influence of personal values and beliefs on individual health practices and behaviors Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.

17 2.10. Explain how school and public health policies can influence health promotion and disease prevention. HEALTH EDUCATION STANDARD 3 Students will demonstrate the ability to access valid information and products and services to enhance health. Accessing valid health information and health-promoting products and services is critical in the prevention, early detection, and treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven sources. Application of the skills of analysis, comparison and evaluation of health resources empowers students to achieve health literacy Analyze the validity of health information, products and services Access valid health information from home, school, and community Determine the accessibility of products that enhance health Describe situations that may require professional health services Locate valid and reliable health products and services. HEALTH EDUCATION STANDARD 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use verbal and non-verbal skills to develop and maintain healthy personal relationships. The ability to organize and to convey information and feelings is the basis for strengthening interpersonal interactions and reducing or avoiding conflict Demonstrate how to ask for assistance to enhance the health of self and others. HEALTH EDUCATION STANDARD 5 Students will demonstrate the ability to use decision-making skills to enhance health. Decision-making skills are needed in order to Identify, implement and sustain health-enhancing behaviors. This standard includes the essential steps that are needed to make healthy decisions as prescribed in the performance indicators. When applied to health issues, the decision-making process enables individuals to collaborate with others to improve quality of life Identify circumstances that can help or hinder healthy decision making Determine when health-related situations require the application of a thoughtful decision making process Distinguish when individual or collaborative decision making is appropriate Distinguish between healthy and unhealthy alternatives to health- related issues or problems Predict the potential short-term impact of each alternative on self and others.

18 5.6. Choose healthy alternatives over unhealthy alternatives when making a decision Analyze the outcomes of a health related decision. HEALTH EDUCATION STANDARD 6 Students will demonstrate the ability to use goalsetting skills to enhance health. Goal-setting skills are essential to help students Identify, adopt and maintain healthy behaviors. This standard includes the critical steps needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future Assess personal health practices Develop a goal to adopt, maintain, or improve a personal health practice Apply strategies and skills needed to attain a personal health goal Describe how personal health goals can vary with changing abilities, priorities, and responsibilities. HEALTH EDUCATION STANDARD 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Research confirms that the practice of health enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and risk taking behaviors. This standard promotes the acceptance of personal responsibility for health and encourages the practice of healthy behaviors Explain the importance of assuming responsibility for personal health behaviors Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others Demonstrate behaviors that avoid or reduce health risks to self and others. HEALTH EDUCATION STANDARD 8 Students will demonstrate the ability to advocate for personal, family and community health. Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to target their health enhancing messages and to encourage others to adopt healthy behaviors State a health enhancing position on a topic and support it with accurate information Demonstrate how to influence and support others to make positive health choices Work cooperatively to advocate for healthy individuals, families, and schools Identify ways that health messages and communication techniques can be altered for different audiences.

19 OBJECTIVES 1. Explain how teens changing lives and bodies affect their emotions. 2. Describe how emotions can be pleasant or unpleasant. 3. Explain how emotions can have physical effects. 4. Explain why people express and communicate emotions. 5. List four effective ways to communicate. 6. Describe how a person can use creative expression. 7. Explain how to overcome negative thinking with positive self-talk. 8. Explain how defense mechanisms can be healthy or unhealthy. 9. Describe two influences on emotional health. 10. List two factors that can cause mental illness. 11. Explain how depression is different from sadness. 12. Describe bipolar mood disorder and schizophrenia. 13. Describe three anxiety disorders. 14. Describe how to know when you need help for an emotional problem. 15. List three sources of help for emotional problems. 16. Explain when to find help for others who have emotional problems. Bold = Priority Outcome Objectives

20 PRE-ASSESSMENT: Health IQ Holt Mind Point Quiz Show GRAPHIC ORGANIZER & OR TECHNOLOGY: Pg 7- Concept mapping- Managing your emotions BEST PRACTICES: Directed reading worksheet Concept review Refusal skills worksheet Life skills-positive self talk Guided & Independent Practices TESTING VOCABULARY: Mental Health Emotion Hormone Emotional Health Trigger Mental Illness Depression Phobia Therapist Psychiatrist Body Language Active Listening Positive Self-talk Verbal Communication Creative Expression Negative Thinking Defense Mechanism ENRICHMENT: Expressing emotions- pg CRF Getting help- pg 38 CRF Math and Writing workbook: Pgs Reading passage 2 Pgs Math activities ASSESSMENT: Chapter 7 Lesson reviews: Lesson 1-pg 137 Lesson 2-pg 139 Lesson 3-pg 143 Lesson 4-pg 147 Lesson 5-pg 151 Holt Examview 6.0 Lesson Quiz Chapter Test Performance-Based Assessment TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: RESOURCES: Guided reading audio program Skills workshop-reading in the content area At-Home Activity HISTORICAL/MODERN LINK: REMEDIATION/REVIEW: Concept review worksheet

21 BENCHMARK: TOPIC/UNIT: CHAPTER 9: RELATIONSHIPS Time Line: 1 week HEALTH EDUCATION STANDARD 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health. The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the performance indicators Analyze the relationship between healthy behaviors and personal health Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence Analyze how the environment affects personal health Describe how family history can affect personal health Describe ways to reduce or prevent injuries and other adolescent health problems Explain how appropriate health care can promote personal health Describe the benefits of and barriers to practicing healthy behaviors Examine the likelihood of injury or illness if engaging in unhealthy behaviors Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors. HEALTH EDUCATION STANDARD 2 Students will analyze the influence of family, peers, culture media, technology and other factors on health behaviors. Health is affected by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influence health practices and behaviors among youth including personal values, beliefs and perceived norms Examine how the family influences the health of adolescents Describe the influence of culture on health beliefs, practices and behaviors Describe how peers influence healthy and unhealthy behaviors Analyze how the school and community can affect personal health practices and behaviors Analyze how messages from media influence health behaviors Analyze the influence of technology on personal and family health Explain how the perceptions of norms influence healthy and unhealthy behaviors Explain the influence of personal values and beliefs on individual health practices and behaviors Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors Explain how school and public health policies can influence health promotion and disease prevention.

22 HEALTH EDUCATION STANDARD 3 Students will demonstrate the ability to access valid information and products and services to enhance health. Accessing valid health information and health-promoting products and services is critical in the prevention, early detection, and treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven sources. Application of the skills of analysis, comparison and evaluation of health resources empowers students to achieve health literacy Analyze the validity of health information, products and services Access valid health information from home, school, and community Determine the accessibility of products that enhance health Describe situations that may require professional health services Locate valid and reliable health products and services. HEALTH EDUCATION STANDARD 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use verbal and non-verbal skills to develop and maintain healthy personal relationships. The ability to organize and to convey information and feelings is the basis for strengthening interpersonal interactions and reducing or avoiding conflict Apply effective verbal and nonverbal communication skills to enhance health Demonstrate refusal and negotiation skills to avoid or reduce health risks Demonstrate effective conflict management or resolution strategies Demonstrate how to ask for assistance to enhance the health of self and others. HEALTH EDUCATION STANDARD 5 Students will demonstrate the ability to use decision-making skills to enhance health. Decision-making skills are needed in order to Identify, implement and sustain health-enhancing behaviors. This standard includes the essential steps that are needed to make healthy decisions as prescribed in the performance indicators. When applied to health issues, the decision-making process enables individuals to collaborate with others to improve quality of life Identify circumstances that can help or hinder healthy decision making Determine when health-related situations require the application of a thoughtful decision making process Distinguish when individual or collaborative decision making is appropriate Distinguish between healthy and unhealthy alternatives to health- related issues or problems Predict the potential short-term impact of each alternative on self and others.

23 5.6. Choose healthy alternatives over unhealthy alternatives when making a decision Analyze the outcomes of a health related decision. HEALTH EDUCATION STANDARD 6 Students will demonstrate the ability to use goalsetting skills to enhance health. Goal-setting skills are essential to help students Identify, adopt and maintain healthy behaviors. This standard includes the critical steps needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future Assess personal health practices Develop a goal to adopt, maintain, or improve a personal health practice Apply strategies and skills needed to attain a personal health goal Describe how personal health goals can vary with changing abilities, priorities, and responsibilities. HEALTH EDUCATION STANDARD 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Research confirms that the practice of health enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and risk taking behaviors. This standard promotes the acceptance of personal responsibility for health and encourages the practice of healthy behaviors Explain the importance of assuming responsibility for personal health behaviors Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others Demonstrate behaviors that avoid or reduce health risks to self and others. HEALTH EDUCATION STANDARD 8 Students will demonstrate the ability to advocate for personal, family and community health. Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to target their health enhancing messages and to encourage others to adopt healthy behaviors State a health enhancing position on a topic and support it with accurate information Demonstrate how to influence and support others to make positive health choices Work cooperatively to advocate for healthy individuals, families, and schools Identify ways that health messages and communication techniques can be altered for different audiences.

24 OBJECTIVES 1. Explain how relationships can help you stay healthy. 2. Explain how healthy relationships are like teams. 3. Explain how people communicate by using words and body language. 4. Identify how assertive behavior can help you learn and grow. 5. Explain why there are a lot of family roles. 6. Describe four ways that families provide nurture. 7. Describe five ways to show respect. 8. Describe two ways you can work through small family problems. 9. Identify four serious problems and a way to deal with them. 10. Explain why tolerance is needed in communities. 11. List five ways to keep a community healthy. 12. Explain why healthy friendships are important. 13. Describe how supporting your friends can help them stay healthy. 14. Describe three messages sent by healthy forms of affection. 15. Describe how to identify and resolve an unhealthy relationship. 16. Explain how abstinence is a way to show that you care about yourself and others. 17. Describe how refusal skills can help you maintain abstinence. 18. Identify a sure way to prevent pregnancy and some diseases. Bold = Priority Outcome Objectives

25 PRE-ASSESSMENT: Holt Mind Point Quiz Show GRAPHIC ORGANIZER & OR TECHNOLOGY: Concept mapping-family Relationships Pg 7 CRF BEST PRACTICES: Directed Reading Worksheet Pg 19 BCW Group Scavenger Hunt Pg 15 CRF Practicing Abstinence Pg 16 CRF Building Relationships Pg 35 CRF Health Inventory TESTING VOCABULARY: Relationship Body Language Personal Responsibility Behavior Nurturing Neglect Abuse Community Tolerance Friendship Sexual Abstinence ENRICHMENT: Pg CRF Building Relationships Math and Writing Workbook: Pg 132 Reading passage #1 Pg 144 Math activity Pg 145 Math activity Pg 150 Writing activity ASSESSMENT: Lesson reviews: Chapter 9 Lesson 1-pg 179 Lesson 2-pg 183 Lesson 3-pg 185 Lesson 4-pg 189 Lesson 5-pg 191 Holt Examview 6.0 Lesson quiz Chapter test TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: RESOURCES: Guided Reading Audio Program Skills Workshop- Reading in the Content Area HISTORICAL/MODERN LINK: REMEDIATION/REVIEW: Concept review worksheet

26 BENCHMARK: TOPIC/UNIT: CHAPTERS 11, 12, & 13: DRUGS Time Line: 2 weeks HEALTH EDUCATION STANDARD 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health. The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the performance indicators Analyze the relationship between healthy behaviors and personal health Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence Analyze how the environment affects personal health Describe how family history can affect personal health Describe ways to reduce or prevent injuries and other adolescent health problems Explain how appropriate health care can promote personal health Describe the benefits of and barriers to practicing healthy behaviors Examine the likelihood of injury or illness if engaging in unhealthy behaviors Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors. HEALTH EDUCATION STANDARD 2 Students will analyze the influence of family, peers, culture media, technology and other factors on health behaviors. Health is affected by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influence health practices and behaviors among youth including personal values, beliefs and perceived norms Examine how the family influences the health of adolescents Describe the influence of culture on health beliefs, practices and behaviors Describe how peers influence healthy and unhealthy behaviors Analyze how the school and community can affect personal health practices and behaviors Analyze how messages from media influence health behaviors Analyze the influence of technology on personal and family health Explain how the perceptions of norms influence healthy and unhealthy behaviors Explain the influence of personal values and beliefs on individual health practices and behaviors Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors Explain how school and public health policies can influence health promotion and disease prevention.

27 HEALTH EDUCATION STANDARD 3 Students will demonstrate the ability to access valid information and products and services to enhance health. Accessing valid health information and health-promoting products and services is critical in the prevention, early detection, and treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven sources. Application of the skills of analysis, comparison and evaluation of health resources empowers students to achieve health literacy Analyze the validity of health information, products and services Access valid health information from home, school, and community Determine the accessibility of products that enhance health Describe situations that may require professional health services Locate valid and reliable health products and services. HEALTH EDUCATION STANDARD 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use verbal and non-verbal skills to develop and maintain healthy personal relationships. The ability to organize and to convey information and feelings is the basis for strengthening interpersonal interactions and reducing or avoiding conflict Apply effective verbal and nonverbal communication skills to enhance health Demonstrate refusal and negotiation skills to avoid or reduce health risks Demonstrate effective conflict management or resolution strategies Demonstrate how to ask for assistance to enhance the health of self and others. HEALTH EDUCATION STANDARD 5 Students will demonstrate the ability to use decision-making skills to enhance health. Decision-making skills are needed in order to Identify, implement and sustain health-enhancing behaviors. This standard includes the essential steps that are needed to make healthy decisions as prescribed in the performance indicators. When applied to health issues, the decision-making process enables individuals to collaborate with others to improve quality of life Identify circumstances that can help or hinder healthy decision making Determine when health-related situations require the application of a thoughtful decision making process Distinguish when individual or collaborative decision making is appropriate Distinguish between healthy and unhealthy alternatives to health- related issues or problems Predict the potential short-term impact of each alternative on self and others.

28 5.6. Choose healthy alternatives over unhealthy alternatives when making a decision Analyze the outcomes of a health related decision. HEALTH EDUCATION STANDARD 6 Students will demonstrate the ability to use goalsetting skills to enhance health. Goal-setting skills are essential to help students Identify, adopt and maintain healthy behaviors. This standard includes the critical steps needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future Assess personal health practices Develop a goal to adopt, maintain, or improve a personal health practice Apply strategies and skills needed to attain a personal health goal Describe how personal health goals can vary with changing abilities, priorities, and responsibilities. HEALTH EDUCATION STANDARD 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Research confirms that the practice of health enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and risk taking behaviors. This standard promotes the acceptance of personal responsibility for health and encourages the practice of healthy behaviors Explain the importance of assuming responsibility for personal health behaviors Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others Demonstrate behaviors that avoid or reduce health risks to self and others. HEALTH EDUCATION STANDARD 8 Students will demonstrate the ability to advocate for personal, family and community health. Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to target their health enhancing messages and to encourage others to adopt healthy behaviors State a health enhancing position on a topic and support it with accurate information Demonstrate how to influence and support others to make positive health choices Work cooperatively to advocate for healthy individuals, families, and schools Identify ways that health messages and communication techniques can be altered for different audiences.