7-8 Health Pacing Guide

Transcription

1 The Health Pacing Guide is the recommended sequencing and concepts to teach in health education classes. The idea is to align the district health curriculum across the district with health educators teaching similar content at similar times. This will allow students that transfer from one APS school to another to have similar health education learning experiences. The Health Pacing Guide is also the basis for DAP (District Assessment Program). Teaching Resources: Glencoe McGraw Hill Teen Health Green Course 3 (text) Online Links: Link to CDC health modules with performance indicators. CDC BAM! Body and Mind site with useful health resources. Link to McGraw Hill Health and Fitness curriculum materials and resources (newer lessons/material). Access to materials is limited, but newer resources to supplement district textbooks. Limited access without subscription, but some resources for health education. Infohio has many resources for teachers and students. Login: infohio Password for 2013: power educators.html Health and nutrition information. Surgeon general s recommendations for disease prevention. Content Areas to Teach: Personal Health and Wellness Physical Activity Healthy Eating Safety and Violence Prevention Mental, Emotional, and Social Health Alcohol and other Drug Prevention Tobacco Use and Prevention Growth, Development, and Sexual Health

2 Week Title Benchmarks as per CDC National Health Students should cover the following topics in each unit/title: Guidelines September Grading Period 1/3 Teen Health Chapters Approx Time (wks) 1 2 Personal Health and wellness PHW , 13, 15 PHW2.8.2, 3, 6, 8, 9 PHW , 6 PHW , 5 PHW5.8.1, 4 6, 8 PHW PHW7.8.1, 2 PHW8.8.2, 3 1. Summarize the benefits of good hygiene. Identify, describe, and summarize common causes of hearing, vision, skin damage and ways to protect from/avoid damage. Explain infectious, non infectious, acute and chronic diseases. Summarize symptoms and ways diseases are transmitted. Describe how lifestyle contributes to chronic diseases. Describe the potential health and social consequences of fads like piercings and tattoos. 2. Explain the health pyramid (triangle) and components of health. Explain how perceptions of norms, social expectations influence healthy and unhealthy personal health and wellness practices. Analyze influences of family, culture, friends, and media affect personal health and wellness related practices on personal health. 3. Locate, access and analyze valid and reliable health information, products and services. 4. Demonstrate use of verbal and nonverbal communication skills to enhance health. Demonstrate peer resistance and negotiation skills to personal health and wellness. Demonstrate empathy and support for others to improve their personal health and wellness. 5. Identify circumstances that help or hinder healthy decisions related to personal health and wellness. Explain the influences of family, culture, friends, media and technology related to personal health. Distinguish between and predict healthy and unhealthy alternatives related to health and wellness. Analyze health outcomes with health and wellness decisions. 6. Set a personal health and wellness goals. Assess barriers and apply strategies to overcome barriers to achieving a personal health and wellness related goal. 7. Explain importance of being responsible for personal health behaviors and practices. Analyze health and wellness practices to reduce or prevent health risk. 8. Persuade others to make positive personal health and wellness related choices. Collaborate and advocate for individuals, families and schools to be healthy. Ch. 1, 2,

3 3 4 Physical Activity PA1.8.1, 4 8, 11, 12 PA , 8, 9 PA , 5, 7 PA , 6 PA5.8.1, 4, 5, 8 PA PA7.8.1, 3 PA Describe the components of fitness. Describe the recommended amounts and types of moderate, vigorous, muscle strengthening, and bone strengthening physical activity for adolescents and adults. Summarize the mental and social benefits of physical activity. Differentiate between physical activity, exercise, health related fitness and skill related fitness. Explain the short and long term benefits of physical activity, components of fitness and maintaining healthy body weight and how inactive lifestyle contributes to chronic disease. Summarize benefits of drinking water before, during and after physical activity and how physical activity contributors to maintaining a healthy body weight. 2. Explain how perceptions of norms, social expectations, personal values and beliefs influence physical activity. Describe how some health risk behaviors influence inactivity. Analyze how family, culture, media, technology and friends/peers influence activity. 3. Locate and analyze valid and reliable physical activity information, products and services. Identify various locations for activity. 4. Demonstrate the use of effective verbal and nonverbal skills to enhance fitness activity (avoid inactivity). Demonstrate effective peer resistance and negotiation skills to enhance physical activity. Demonstrate how to effectively communicate empathy and support to others who are trying to maintain or improve physical activity. 5. Identify circumstances that help or hinder physical activity. Explain how family, culture, media, friends/peers and personal beliefs affect a decision related to activity. Distinguish between healthy and unhealthy alternatives to a decision related to physical activity. Analyze the outcomes with a decision related to physical activity. 6. Set a realistic goal to be physically active. Assess barriers and apply strategies to overcome barriers. Use strategies and skills to achieve a personal goal to be physically active. 7. Explain the importance of being responsible for being physically activity. Demonstrate healthy practices and behaviors to improve the physical activity of oneself and others. 8. Persuade others to make healthy and safe physical activity choices. Collaborate with others to advocate for individuals, families and schools to be physically active. Demonstrate how to adapt positive physical activity messages for different audiences. Ch

4 October Grading Period 1/3 5 6 Healthy Eating HE , 7, 9 13, 15, 17, 18, 20, 22 HE , 6, 8, 9 HE HE , 5 HE5.8.1, 4 6, 8 HE HE7.8.1, 2 HE8.8.2, 3 1. Classify amount of food from each food group a person needs each day. Summarize nutritious food choices. Describe the USDA Guidelines for Americans. Explain why the recommended amount of food a person needs each day may be different for each food group. Summarize the benefits of eating fruits and vegetables. Explain the similarities and differences among protein, fats, and carbohydrates regarding nutritional value and food sources. Identify foods that are high in fiber. Identify examples of whole grain foods. Summarize the benefits of drinking water. Differentiate between nutritious and non nutritious beverages. Summarize the benefits of limiting the consumptions of solid, fat and added sugar, and sodium. Describe the importance of eating breakfast every day. Explain how to select healthy foods when dining out. Explain various methods available to evaluate body weight. Analyze the benefits of healthy eating. Describe the benefits of eating in moderation. 2. Explain the influence of school rules and community laws on food choices. Explain how perceptions of norms influence food choices. Explain how social expectations influence food choices. Analyze how relevant influences of family, culture, media, technology and peers/friends affect and influence on personal food choice and other eating behaviors. 3. Locate and analyze valid and reliable nutrition information (home, school community), products and services. Identify various locations to access fresh fruit and vegetables. 4. Demonstrate the use of verbal and nonverbal communication to avoid unhealthy food choices. Demonstrate peer resistance and negotiation skills to avoid or reduce unhealthy food choices. Demonstrate how to effectively communicate empathy and support to others who are trying to improve personal food choices and healthy eating. 5. Identify circumstances that help or hinder healthy decision making related to food and behavior choices. Explain how family, culture, media peers/friends and personal beliefs affect a decision related to healthy eating behaviors. Predict the potential outcomes of healthy and unhealthy alternatives of a decision related to healthy eating behaviors Analyze the outcome of a decision related to healthy eating behaviors. 6. Assess personal eating practices. Set a realistic goal to improve healthy eating behaviors. Apply strategies to overcome barriers to achieving personal goal to improve healthy eating behaviors. 7. Explain the importance of being responsible for personal healthy eating behaviors. Analyze personal eating practices and behaviors that reduce or prevent health risks. 8. Persuade and support others to make positive food and beverage choices. Collaborate and advocate for healthy eating at home, in school or in the community. Ch Safety and Violence Prevention S1.8.1, 2, 5, 7 19 S2.8.3,8 9 S S4.8.2,3,6 S5.8.4,6 S S7.8.2 S8.1,3 1. Describe ways to reduce injuries in a motor vehicle. Identify protective equipment to be safe in sports and rec. Understand the risks associated with using substances that may impair an individual. Describe ways to reduce risks associated with the fire, falls, water and sports. Describe how sharing or posting personal information electronically about self or others on social media sites can negatively impact safety. Explain climate related conditions related to personal health and safety. Describe actions to change unsafe behaviors at home, school, and community. 2. Analyze and explain healthy and unhealthy safety practices. Analyze how relevant influences of media and technology affect personal safety 3. Analyze the validity of safety and injury prevention information, products and services. 4. Describe how to manage personal information in electronic communications. 5. Explain how family, culture, media and peers affect decisions related to safety. 6. Set, assess goals that may or may not negatively affect health safety. 7. Demonstrate how to encourage peers to be safe and avoid or reduce injury. Ch. 5,

5 V1.8.1,3 4, 6 7,10,13,15 V1.8.20,22,26 27,30 V ,6 8 V3.8.3 V4.8.2,5 V5.8.1,4 V V Describe ways to manage interpersonal conflict nonviolently. Explain and analyze others perspectives in a conflict. Explain the role of bystanders in preventing, stopping violence. Describe, explain, and recognize how prejudice, intolerance and bias can lead to violence. Describe the signs and symptoms of people who are in danger of hurting themselves or others. 2. Explain how personal values, social expectations and beliefs influence personal violence prevention practices and behaviors. 3. Describe situations that call for professional violence prevention or intervention services. 4. Demonstrate effective peer resistance skills to avoid or reduce violence. Demonstrate how to effectively ask for assistance to prevent violence. 5. Identify circumstances that help or hinder making a decision to prevent violence. Explain how family, culture, media, peers, and personal beliefs affect a decision that could lead to violence. 7. Analyze, demonstrate and commit to practice violence prevention strategies. 8. Persuade others to prevent violence. Collaborate with others to advocate for violence prevention. November Grading Period 2/4 1. Identify characteristics of a mentally and emotionally healthy person. Describe the relationship between feelings and behavior. Explain, Identify, Describe the following emotions: Love, Anger, Depression, Stress, Self Respect, Self Image, Grief, Sadness, Hopelessness. Identify personal stressors at home, school. Explain cause and effects of stress. 2. Explain how personal values and beliefs influence personal mental and emotional health practices and behaviors. Describe how some health risk behaviors influence the likelihood of engaging in other unhealthy mental and emotional health behaviors. Analyze how relevant influences of school and community affect mental and emotion. 3. Analyze the validity and reliability of mental and emotional health informational health practices and behaviors. 4. Demonstrate effective nonverbal and verbal communication; how to manage personal information in electronic communications and social media. Peer resistance skills, healthy ways to manage interpersonal conflict. 5. Explain how family, culture, media, peers, and personal beliefs affect a mental or emotional health related decision. Analyze the effectiveness of a final outcome of your decision. 6. Assess, Apply, Use strategies and skills to improve or maintain a positive mental and emotional health strategy. 7. Analyze, Evaluate, Demonstrate personal mental and emotional health behaviors that enhance or prevent health risks. 8. Collaborate with others to advocate for improving mental and emotional health Mental, Emotional Health MEH 1.81, 3, 6 12, 19, MEH 2.8.4, 5, 7 9 MEH MEH 4.8.1, 2, 5 MEH 5.8.2, 4,8 MEH MEH MEH Ch

6 12 13 Alcohol and Other Drug Prevention AOD , 7,8, 11, 14 AOD , 7 9 AOD 3.8.1, 2, 4 AOD AOD 5.8.2, 4 AOD AOD AOD Distinguish and differentiate between proper use and abuse of over the counter and prescription medicines. Describe the health risks of using weight loss and performance enhancing drugs. Summarize the negative consequences of using alcohol and other drugs. Describe situations that could lead to the use of alcohol and other drugs. Explain why using alcohol or other drugs is an unhealthy way to manage stress. Determine the benefits of being alcohol and other drug free. Explain the risks associated with using alcohol or other drugs and driving a motor vehicle. 2. Explain how perceptions of norms, social expectations and personal values and beliefs influence healthy and unhealthy alcohol and other drug use practices and behaviors. Describe how alcohol and other drug use can influence the likelihood of engaging in other unhealthy behaviors. Analyze how relevant influences of school, community, media, technology and peers/friends affect alcohol and other drug use practices and behaviors. 3. Locate and analyze the validity and reliability of information for over the counter, prescription medicines, and alcohol and other drug prevention and treatment. Describe situations that call for professional alcohol and other drug use treatment services. 4. Demonstrate the use of effective verbal and nonverbal communication to avoid taking another s prescription medication, avoid alcohol and other drug use and avoid riding in a motor vehicle with a driver who is under the influence of alcohol or other drugs and skills to avoid or reduce alcohol and other drug use. 5. Determine when situations related to alcohol and other drug use require a decision (e.g., when a peer offers an alcoholic drink, deciding about getting into a motor vehicle with a driver who has been using alcohol and other drugs). Explain how family, culture, media, peers, and personal beliefs affect a decision related to alcohol and other drug use. 6. Assess the barriers to achieving a personal goal to be alcohol and other drug free. Apply strategies to overcome barriers to achieving a personal goal to be alcohol and other drug free. Use strategies and skills to achieve a personal goal to be alcohol and other drug free. Set a realistic personal goal to be alcohol and drug free or to avoid riding in a motor vehicle with a driver who is under the influence of alcohol or other drugs. 7. Analyze personal practices and behaviors that reduce or prevent alcohol and other drug use. 8. State a health enhancing position about being alcohol and other drug free supported with accurate information, to improve the health of others. Persuade others to: be alcohol and other drug free, avoid driving while under the influence of alcohol or other drugs, and avoid riding in a motor vehicle with a driver who is under the influence of alcohol or other drugs. Collaborate with others to advocate for individuals, families, and schools to be alcohol and other drug free. Demonstrate how to adapt alcohol or other drug free messages for different audiences. Ch

7 14 15 Tobacco use Prevention December Grading Period 2/4 T T , 8, 9 T 3.8.1, 2, 7, 8 T , 5 T 5.8.1, 4, 6, 8 T T T Describe short and long term effects and dangers of using tobacco. Summarize the dangers of experimenting with tobacco products. Describe situations that could lead to the use of tobacco and relationship to alcohol or other drug use. Summarize the benefits of being tobacco free. Describe the social, economic, and cosmetic consequences of tobacco use. Explain the reasons most individuals do not use tobacco products. Summarize that tobacco use is an addiction that can be treated. Summarize the effects of second hand smoke. Describe ways to support family and friends who are trying to stop using tobacco. Summarize how addiction can be treated and how smoking cessation programs can be successful. 2. Explain the influence of school rules and community laws on tobacco related practices and behaviors. Explain how perceptions, social expectations and personal values and beliefs influence tobacco related practices. Analyze how family, media, technology, and peers/friends affect tobacco related practices and behaviors. 3. Locate and analyze valid and reliable tobacco prevention and cessation, products, services and tobacco related information. 4. Demonstrate using verbal and nonverbal communication skills to reduce or avoid second hand smoke and tobacco use. Demonstrate peer resistance and negotiation skills to reduce or avoid second hand smoke and tobacco use. Demonstrate how to effectively communicate empathy and support to others who are trying to quit using tobacco. 5. Identify circumstances that help or hinder making a decision related to being tobacco free. Explain how family, culture, media, peers/friends, and personal beliefs affect a decision related to tobacco use. Predict potential outcomes of healthy and unhealthy choices related to tobacco use. Analyze health outcomes with tobacco use. 6. Set realistic personal goal to be tobacco free. 7. Analyze personal practices and behaviors that prevent tobacco use. 8. State health enhancing position about tobacco prevention, supported with accurate information to improve the health of others. Persuade others to be tobacco free and avoid exposure to second hand smoke. Collaborate with others to advocate for individuals, families and schools to be tobacco free. Ch. 13 2

8 *Before starting this unit, a letter must be sent home to opt out with approval from the building administrator/principal Sexual Health SH , 14 25, 27, 28, 35, 36 SH SH SH4.8.2,3,6 SH5.8 SH6.8 SH7.8.1 SH ,6 1. Describe characteristics of healthy relationships. Explain, differentiate health and unhealthy relationships. Expression of emotions. Communicating with adults about issues related to relationships. Explain the importance of talking with parents and other trusted adults about issues related to relationships, growth and development and sexual health. Explain the negative consequences of sending sexually explicit pictures or messages by e mail or cell phone or posting sexually explicit pictures on social media sites (e.g., chat groups, e mail, texting, websites, phone and tablet applications). Describe techniques that are used to coerce or pressure someone to engage in sexual behaviors. Summarize basic male and female reproductive body parts and their functions. Describe conception and its relationship to the menstrual cycle. Identify the emotional, social, physical and financial effects of being a teen parent. 2. Explain how social and personal expectations influence healthy and unhealthy sexual practices, behaviors and relationships. 3. Analyze the validity and reliability of sexual healthcare information, products and services. 4. Demonstrate how to manage personal information in electronic communications and when using social media (e.g., chat groups, e mail, texting, websites, phone and tablet applications) to protect the sexual health of oneself and others. Demonstrate effective peer resistance skills to avoid or reduce sexual risk behaviors. Demonstrate how to effectively communicate support for peers when aspects of their sexuality (such as sexual activity, sexual abstinence, sexual orientation, gender expression, or gender identity) are different from one s own. 7. Explain the importance of being responsible for practicing sexual abstinence. 8. Persuade others to avoid teasing, bullying, or stigmatizing others based on their personal characteristics or aspects of their sexuality (such as sexual activity, sexual abstinence, sexual orientation, gender expression or gender identity). Collaborate with others to advocate for safe, respectful, and responsible relationships. Ch January Grading Period 2/4 18 Comprehensive Review 4 5 days built in for flexibility and schedule conflicts assembly days, snow days, etc. 19 DAP Administered Grading Period One Waiver Days 08/25-27/2014 First Day Tchr. 08/25/14 First Day Stu. 08/28/14 Pre-DAP Test 08/29-9/19/14 Labor Day 09/01/14 Waiver Day 09/24/14 End of GP One 10/23/14 PT Conferences 10/24/14 Grading Period Two GP Two Begins 10/27/14 OGT 10/27/ /09/14 Aspire test TBA Thanksgiving 11/27-28/14 Exam/Post-DAP 12/01/14-12/21/2014 Winter Break 12/22/14-01/02/15 Waiver Day 01/05/15 Second GP Ends 01/09/15 Grading Period Three Third GP Begins 01/12/15 City-wide In service 01/16/15 MLK Day 01/19/15 President s Day 02/16/15 PT Conferences 02/20/15 OGT Gr /16-29/15 Third GP Ends 03/20/15 Grading Period Four Fourth GP Begins 03/23/15 Spring Break 04/03-10/15 ACT Testing 04/28/15 Memorial Day 05/25/15 Exam Week 06/01 04/15 Final day students 06/04/15 Final day teachers 06/05/15

9 Overarching Content Standards and Rationales The eight overarching health content standards for kindergarten through grade twelve are presented below, along with the rationale for each standard. Standard 1: Essential Health Concepts All students will comprehend essential concepts related to enhancing health. Rationale: Understanding essential concepts about the relationships between behavior and health provides the foundation for making informed decisions about health-related behaviors and for selecting appropriate health products and services. Standard 2: Analyzing Health Influences All students will demonstrate the ability to analyze internal and external influences that affect health. Rationale: Health choices are affected by a variety of influences. The ability to recognize, analyze, and evaluate internal and external influences is essential to protecting and enhancing health. Standard 3: Accessing Valid Health Information All students will demonstrate the ability to access and analyze health information, products, and services. Rationale: Students are exposed to numerous sources of information, products, and services. The ability to access and analyze health information, products, and services provides a foundation for practicing health-enhancing behaviors.

10 Standard 4: Interpersonal Communication All students will demonstrate the ability to use interpersonal communication skills to enhance health. Rationale: Positive relationships support the development of healthy attitudes and behaviors. The ability to appropriately convey and receive information, beliefs, and emotions is a skill that enables students to manage risk, conflict, and differences and to promote health. Standard 5: Decision Making All students will demonstrate the ability to use decision-making skills to enhance health. Rationale: Managing health behaviors requires critical thinking and problem solving. The ability to use decision-making skills to guide health behaviors fosters a sense of control and promotes the acceptance of personal responsibility. Standard 6: Goal Setting All students will demonstrate the ability to use goal-setting skills to enhance health. Rationale: The desire to pursue health is an essential component of building healthy habits. The ability to use goal-setting skills enables students to translate health knowledge into personally meaningful health behaviors. Standard 7: Practicing Health-Enhancing Behaviors All students will demonstrate the ability to practice behaviors that reduce risk and promote health. Rationale: Practicing healthy behaviors builds competence and confidence to use learned skills in real-life situations. The ability to adopt health-enhancing behaviors demonstrates students ability to use knowledge and skills to manage health and reduce risk-taking behaviors. Standard 8: Health Promotion All students will demonstrate the ability to promote and support personal, family, and community health. Rationale: Personal, family, and community health are interdependent and mutually supporting. The ability to promote the health of oneself and others reflects a well-rounded development and expression of health.