High School Health 1
Table Contents Page 1 Table of Contents Page 2 Oregon Health Education Content Standards Pages 3-4 Areas Pages 5-8 Health Alignment Pages 9-11 Unit 1 Wellness Pages 12 17 Unit 2 Physical Fitness & Healthy Bodies Pages 18 24 Unit 3 Tobacco, Alcohol and other Drugs Pages 25 34 Unit 4 Healthy Sexuality Reducing the Risk Pages 35 37 Unit 5 Communicable Diseases 5/9/07 North Clackamas School District 1
Oregon Health Education Content Standards 1. Concepts Students will comprehend concepts related to health promotion and disease prevention. 2. Accessing Information Students will demonstrate the ability to access valid health information and health information and health-promoting products and services. 3. Self Management Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. 4. Analyzing Students will analyze the influence of culture, media, technology and other Influences factors on health. 5. Interpersonal Communication Students will demonstrate the ability to use interpersonal communication skills to enhance health. 6. Goal Setting Students will demonstrate the ability to use goal-setting skills to enhance health. 7. Decision Making Students will demonstrate the ability to use goal-setting skills to enhance health. 8. Advocacy Students will demonstrate the ability to advocate for personal, family, and community health. 5/9/07 North Clackamas School District 2
Oregon Health Education Content Areas: 1. Alcohol, tobacco and other drug use and prevention. This content area focuses on licit and illicit drugs. Over the counter medicines and prescription medications are drugs used to treat illness. These drugs have both benefits and risks. Alcohol, tobacco and other drug use refer to all types of alcohol and tobacco and many other drugs, including marijuana, steroids and inhalants. The use of many of these drugs has both short-term and long-term risks. ATOD use has physical, social and emotional effects, including dependence and addiction. A variety of influences affect attitudes and choice about ATOD. Includes: Short and long-term consequences of use, influences on use, addiction, cessation, laws and influence of advertising. 2. Prevention and Control of Disease This content area focuses on the preventing non-communicable and communicable diseases. The spread of communicable diseases can be prevented with specific behaviors. Personal health habits are developed at a young age and it is important for students to recognize how these habits affect their health and future. Includes: Heart disease, stroke, diabetes, cancer, HIV/AIDS and others. 3. Promotion of Environmental Health Environmental health addresses individual and community responsibility including population density, world health, waste disposal, sanitation, lead, asbestos, pesticides and polluted air and water. Responsible individual behavior contributes to the health of the environment and the community. Includes: Community health services, environmental health, sun protection, and resource conversation. 4. Promotion of Health Eating Healthful nutrition contributes to growth and energy and helps prevent chronic diseases such as cancer and hear disease. Important concepts include the healthful food choices, a need for variety in food choices and recommended proportions of foods consistent with the Food Guide Pyramid. Consuming more water, fruits, vegetables, grains and calcium-rich foods also contributes to health. Includes: Healthy eating, accessing nutrition information and products, food choices, balancing food intake and physical activity, eating disorders and food safety. 5. Promotion of Mental, Social, and Emotional Health A positive self-image is an important component of mental and emotional health. Emotional health includes the ability to express needs, wants and feelings; to handle emotions in positive ways; to manage anger and conflict; and deal with frustration. Stress management skills contribute to mental health. Interpersonal skills help build and maintain relationships. Includes: Positive self-image, emotional health, interpersonal relationships and communication, resources and support, stress management and mental health problems. 5/9/07 North Clackamas School District 3
6. Promotion of Physical Activity Physical activity focuses on the role of exercise in promoting health. Regular physical activity promotes cardiovascular health. The benefits of exercise are related to frequency, intensity, and duration. Includes: Benefits of healthy physical activity, prevention of sports and exercise injuries, effects of drugs on fitness, use of safety equipment, and steroid use. 7. Sexual Health Promotion Growth and development is a maturing process with physical, mental and social aspects. Building personal and family relationships and influences are central to attitudes and decisions about sexual behavior. Respect for oneself and others and recognizing family and community values form the foundation for health sexuality. Unprotected sex can lead to unintentional pregnancy and sexually transmitted infections, including HIV/AIDS. Abstinence is the most effective method of preventing pregnancy and STI s. Different methods of contraception have varying effectiveness in preventing pregnancy and STI s. Includes: Families and relationships, growth and development, sexual behavior, and pregnancy prevention, abstinence, and contraception. 8. Unintentional Injury Prevention This content area includes an introduction to learning about first aid and emergency health care. Injury prevention includes being safe at home, being safe on the move, being safe at school, being safe at work, being safe in the community and who to contact in case of injury. Includes: Fire safety, water safety, first aid prevention and care, traffic, transportation and pedestrian safety, personal safety, use of protective equipment, work safety and accident prevention. 9. Violence and Suicide Prevention This content area includes prevention of different forms of violence and suicide. A focus on communication and pro-social behaviors is emphasized. Includes: Preventing violence, including sexual harassment, racism and dating abuse, suicide prevention, pro-social behaviors, conflict resolution, anger management, problem solving and empathy. 5/9/07 North Clackamas School District 4
1. Physical, mental/emotional, social health, achieving a healthy balance, and developing healthy lifestyle choices. 2. Promotion of physical activity and the impact on maintaining and improving health, and wellbeing. 3. Promotion of healthy nutrition and how it contributes to growth, energy and the prevention of chronic diseases and disorders obesity: diabetes, heart disease, and eating disorders. 4. Decision making skills and refusal skills. 5. Analyzing influences which affect health choices culture, family, media, technology, and peers. Health Alignment 8 th Grade Health Health 1 Health 2 Wellness Unit 1, (20 days) Wellness Unit 1 (4-days) Wellness-Mental Health Unit 1 (9 days) 1. Balancing physical, emotional/mental, and social health. 2. Health Literacy 3. Goal setting and decision making skills. 4. Character education and building integrity. Safety Unit 2, (10 days) 1. Violence prevention. The effects of violence, bullying, intimidation, harassment, and conflict. 2. Anger management, conflict resolution, and communication skills. 3. Media s influence on violence. Sexual harassment Suicide prevention Warning signs Depression Communication Support 4. Injury prevention Wellness physical, mental/emotional, social health Time management and stress reduction Goal setting and decision making skills (values) Mental disorders Suicide prevention The grieving process Coping with loss and crises 5/9/07 North Clackamas School District 5
Health Alignment Continued 8 th Grade Health Health 1 Health 2 Tobacco, alcohol and other drugs Unit 3 (10 days) 1. Decision-making and refusal skills. 2. Gateway drugs long and short term effects 3. Disease and addiction benefits of a drug free lifestyle. 4. Influences and pressures teenagers face regarding issues of tobacco, alcohol, and other drugs. 5. Peers, family, media, and music. Physical Fitness & Healthy bodies Unit 2 (4 days) Physical, mental, and social benefits of activity & exercise Elements of fitness: Cardio respiratory endurance Muscular strength Muscular endurance Flexibility Body composition Training diet, eating before competition, & ergogenic aids (dietary supplements) Hydration-water, sports drinks, & energy drinks. Tobacco, alcohol and other drugs Unit 3 (10 days) 1. Health risks long & short-term effects. 2. Factors that influence drug use; decision-making & refusal skills. 3. Role of alcohol & other drugs in unsafe situations. 4. Alcohol poisoning & binge drinking 5. Strategies for drug use prevention, & for becoming drug-free 6. Legal consequences of drug/alcohol use & abuse. Tobacco, alcohol and other drugs Unit 3 (4 days) 1. Decision making skills 2. Refusal skills 3. Risks and consequences of intoxicated driving. 4. Project based advocacy. 5/9/07 North Clackamas School District 6
Health Alignment Continued 8 th Grade Health Health 1 Health 2 Healthy Sexuality Unit 4 (15 days) Healthy Sexuality Reducing the Risk Unit 4 (15-18 days) 1. Puberty 2. Male and female reproductive systems 3. Abstinence 4. Refusal skills and decision making skills 5. Gender characteristics 6. Birth control 7. Teen pregnancy 8. Communicable diseases HIV/AIDs, hepatitis 9. Introduction to other STI s 10. Healthy relationships 1. Maintaining healthy dating relationships Communication, setting limits, & asserting personal boundaries Resisting & effectively dealing with negative pressure 2. Identifying and dealing with unhealthy relationships, sexual harassment, cohersion, and violence. 3. Endocrine & reproductive systems. 4. Abstinence 5. Conception & pregnancy 6. Contraception Condoms & hormone contraceptive (most common) 7. Disease prevention Healthy Sexuality Reducing the Risk Unit 2 (15 days) 1. Relationships Family relationships Characteristics of healthy relationships Long-term relationships and commitment Maintaining reproductive health Testicular self exams Breast self exams Pelvic examination Pap smear Birth control methods Pregnancy Prenatal care and birth Sexually transmitted infections HIV/AIDS (social implication of epidemics statistics) HPV, chlamydia, genital herpes, gonorrhea, trichomoniasis syphilis, hepatitis B & C HIV/AIDS, Hepatitis, Herpes, and HPV 8 th Grade Health Health 1 Health 2 Communicable Diseases Unit 5 (6 days) 1. Pathogen types (bacteria, virus) 2. Methods of transmission & prevention strategies 3. Vaccines 4. Antibiotics 5/9/07 North Clackamas School District 7
Health Alignment Continued 8 th Grade Health Health 1 Health 2 Non-Communicable Diseases Unit 4 (6 days) 1. Cancer Vocabulary and terminology Types of cancers Risk factors Symptoms Screening and detection methods Reducing the risk of cancer Treatment 2. Cardiovascular disease Vocabulary and terminology Types of cardiovascular disease Diagnostic tools Treatment options Risk factors controllable and uncontrollable 3. Allergies, Asthmas, Diabetes, Arthritis Vocabulary and terminology Causes Diagnosis Symptoms Treatment Nutrition Unit 5 (10 days) 1. Vocabulary and terminology 2. Influences on food choices 3. Nutrients and daily caloric intake 4. Dietary guidelines and Food Guide Pyramid 5. Nutrition facts reading food product labels and panels 6. Serving sizes 7. Media and advertising techniques 8. Making consumer choices 9. Personal dietary analysis 10. Food log **First aid class/certification will be available for students after school. Locations and times to be determined. Available at high school and middle school. 5/9/07 North Clackamas School District 8
UNIT 1 Wellness Promotion of Mental, Social, and Emotional Health Suggested Time: 4 days Essential Questions: 1. What is the interrelationship of the physical, mental, emotional, and social aspects of health, when applied throughout the lifespan? 2. What is the importance of goal setting in achieving desired health enhancing behaviors? 3. What is the importance of examining health information, products and services in the decision making process about ones health? Content Standards Unit Content Knowledge & Skills (the student will) Resources 3 Self Management 6 Goal Setting 7 Decision Making 4 Analyzing Influences Explain physical, academic, mental and social benefits of physical activity and the relationship of a sedentary lifestyle to chronic disease. Analyze influences on health related choices (e.g. personal/family/cultura l values, media, technology, peers.) Balancing physical, emotional/mental and social health. Explain how influences such as heredity, family, environment, culture, media, and technology impact health status. Describe the importance of taking responsibility for establishing and implementing health maintenance for individuals of all ages by keeping the three areas of health in balance. Give examples of how technology can lead to better health. Glencoe Health, chapter 1, lesson 1, page 4-9. Glencoe Health, chapter 1, lesson 2, pages 10-16. Glencoe Student Activity workbook, chapter 1, pages 1, 2, & 3. Chapter 1, study guide, pages 5-8. Video: Live or Die, Milwaukie High School. Being Healthy Staying Healthy, DVD (Glencoe) Maintaining Mental and Emotional Health, viewer guide, pages 9-10. 5/9/07 North Clackamas School District 9
UNIT 1 Wellness Continued Promotion of Mental, Social and Emotional Health 4 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 2 Accessing Information Access information and resources to meet specific health needs and solve health related problems. Health Literacy Explain how being health literate helps a person achieve and maintain good health. Compare and contrast health education and health literacy. Glencoe Health, chapter 1, lesson 1, pages 8-9. Glencoe Health, chapter 3, lesson 1, pages 48-53. 5/9/07 North Clackamas School District 10
UNIT 1 Wellness Continued Promotion of Mental, Social and Emotional Health 4 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 2 Accessing Information 6 Goal Setting 7 Decision Making Set short and long term goals to promote healthy living. Use a decision making model to make life long healthy decisions. Goal setting and decision making skills. Explain the six steps of the decision making process. Identify the processes involved in choosing and achieving goals. Develop and implement a plan for a personal health goal. Explain how to access information and use decision making skills to make an informed choice that promotes individual, family and community health. Glencoe Health, chapter 2, lesson 2, pages 33-36. Glencoe Health Student Activity workbook, chapter 2, page 9, activity 5, page 11. Student activity Write letter to self to be opened in Health 2. 5 Interpersonal Communication Character Education and building integrity. Define the traits of good character. Identify ways to demonstrate good character in the home, school, and community. Glencoe Health, chapter 2, lesson 3. Video Classroom of the Heart, (Milwaukie High School) 5/9/07 North Clackamas School District 11
UNIT 2 Physical Fitness and Healthy Bodies 4 days Promotion of Physical Activity Promotion of Healthy Eating Promotion of Mental, Social, and Emotional Health Essential Questions: 1. How can the elements of fitness be used as a framework for developing a personal physical activity program? 2. Why is proper nutrition and hydration especially important for physically active individuals? Content Standards Unit Content Knowledge & Skills (the student will) Resources 3 Self Management 7 Decision Making Explain physical, academic, mental and social benefits of physical activity and the relationship of a sedentary lifestyle to chronic disease. Physical, mental, and social benefits of activity and exercise. Analyze how regular physical activity will enhance and maintain health. Explain which body systems benefit from regular physical activity. Analyze the relationship between regular physical activity, health promotion and disease prevention. Analyze the role of fitness in recognizing and resolving conflicts effectively. Personal Fitness Workbook (MHS, PHS). Glencoe Health Course 3, chapter 4, lesson 1, pages 74-70. Glencoe T.W., Foundations of Personal Fitness, Physical Activity and Personal Fitness, chapter 1, lesson 1, pages 2-11. 5/9/07 North Clackamas School District 12
UNIT 2 Physical Fitness and Healthy Bodies Continued 4 days Promotion of Physical Activity Promotion of Healthy Eating Promotion of Mental, Social, and Emotional Health Content Standards Unit Content Knowledge & Skills (the student will) Resources 7 Decision Making 4 Analyzing Influences 6 Goal Setting Access information about the recommended amount and types of physical activity for adolescents. Elements of Fitness Cardiovascular Endurance. Describe the role of life long fitness in maintaining personal fitness, blood pressure, weight and percentage of body fat. Being Healthy, Staying Healthy, DVD & View Guide, page 21, Cardio Respiratory Endurance. Glencoe Fitness Zone, Heart Rate Activities. Activity 1-1, pages 5/6, The Heart is a Pump. Activity 1-2, pages 7-9, The Circulatory and Respiratory System. Activity 1-4, Activity 1-5, 1-7, 1-8, Measuring Heart Rate. Activity 3-3, page 63, Target Heart Rate. Activity 3-4, page 65, Types of Cardiovascular Fitness. Glencoe Health, chapter 4, lesson 2, pages 80-81. Glencoe Foundations of Personal Fitness Program, chapter 3, lesson 1, pages 70-81. 5/9/07 North Clackamas School District 13
UNIT 2 Physical Fitness and Healthy Bodies Continued 4 days Promotion of Physical Activity Promotion of Healthy Eating Promotion of Mental, Social, and Emotional Health Content Standards Unit Content Knowledge & Skills (the student will) Resources Muscular Strength Muscular Endurance Flexibility Describe the five areas of health-related fitness. How can using the Physical Activity Pyramid help a person meet their fitness goals? Define the three principles upon which all effective fitness programs are based. Glencoe Health Course 3, chapter 4, lesson 2, pages 80-86. Glencoe Foundations of Personal Fitness, Designing a Personal Fitness Program, chapter 3, lesson 1, pages 70-81, chapter 3, lesson 2, pages 82-89. Glencoe Health, chapter 5, lesson 4, pages 93-97. Being Healthy, Staying Healthy, DVD (Glencoe). Viewer Guide: Muscular Fitness and Flexibility, page 25-30. Glencoe Fitness Zone Activity 4-1, types of strength Activity 4-2, FITT Principals for Muscular Strength and Endurance. 5/9/07 North Clackamas School District 14
UNIT 2 Physical Fitness and Healthy Bodies Continued 4 days Promotion of Physical Activity Promotion of Healthy Eating Promotion of Mental, Social, and Emotional Health Content Standards Unit Content Knowledge & Skills (the student will) Resources 3 Self Management 6 Goal Setting Body Composition Analyze the role of energy balance in maintaining body weight and body composition. Analyze methods of measuring body composition, your functional health and fitness. Define ranges of healthy body fat for teens. Glencoe Health Course 3, chapter 4, lesson 2, pages 80-86. Glencoe Foundations of Personal Fitness, Designing a Personal fitness Program, chapter 3, lesson 1, pages 70-81, chapter 3, lesson 2, pages 82-89. Glencoe Health Course 3, chapter 3, lesson 4, pages 93-97. Being Healthy, Staying Healthy, DVD (Glencoe). Viewer Guide: Muscular Fitness and Flexibility, pages 25-30. Glencoe Fitness Zone: Activity 4-1, Types of Strength Activity 4-2, FITT Principals for Muscular Strength and Endurance. Glencoe Health chapter 6, lesson 1 & 3. Glencoe Foundations of Personal Fitness The Basics of Body Composition, chapter 5, lesson 1, pages 146-152. Influence on Your Body Composition, chapter 5, lesson 2, and pages 153-158. Evaluating Your Body Composition, chapter 5, lesson 3, and pages 159-163. Maintaining a Healthy Body Composition, chapter 5, lesson 4, pages 164-169 5/9/07 North Clackamas School District 15
UNIT 2 Physical Fitness and Healthy Bodies Continued 4 days Promotion of Physical Activity Promotion of Healthy Eating Promotion of Mental, Social, and Emotional Health Content Standards Unit Content Knowledge & Skills (the student will) Resources 2 Accessing Information 3 Self Management 6 Goal Setting 7 Decision Making Describe dietary guidelines, food groups, nutrients and serving size for healthy eating habits. Critique the adequacy of own diet for key nutrients and identify foods that supply the identified nutrients. Performance nutrition. Training diet, pre and post event meals. Post event restoration. Analyze the effects of performanceenhancing supplements on health and physical performance. Apply sound nutritional practices to physical activity and performance. Explain the importance of rehydration, replenishment of carbohydrate stores (glycogen), repair of muscle tissue. Video Minerals (H2O) You Eat Vitamins From A to Z. (MHS) Glencoe Foundations of Personal Fitness, chapter 4, lesson 1, pages 112-122. Nutrition and Your Personal Fitness, chapter 4, lesson 4, pages 138-145. Nutrition for Peak Performance. Glencoe Health chapter 5, lesson 1, pages 110-114. Lesson 2, pages 114-121 Lesson 3, pages 122-129 5/9/07 North Clackamas School District 16
UNIT 2 Physical Fitness and Healthy Bodies Continued 4 days Promotion of Physical Activity Promotion of Healthy Eating Promotion of Mental, Social, and Emotional Health Content Standards Unit Content Knowledge & Skills (the student will) Resources 2 Accessing Information 3 Self Management 6 Goal Setting 7 Decision Making Set a personal goal based on dietary analysis to enhance health. Hydration Water, sports drinks, and energy drinks. Electrolytes and fluid balance. Fluid replacement and physical activity. Explain the relationship between fluid balance and physical activity. Identify the importance of water to your body s functioning. Explain the relationship between physical performance and proper intake of each of the following: Calcium Potassium Sodium Activity Keep a fluid log determine whether you are meeting your hydration needs. Glencoe Foundations of Personal Fitness, chapter 4, lesson 2, page 127.Figure 4-8 Glencoe Health, chapter 5, lesson 2, pages 119-121. Reproducible Master 4.4. Activity 5/9/07 North Clackamas School District 17
UNIT 3 Tobacco, Alcohol, and Other Drugs Alcohol, tobacco, and other drug use and prevention Promotion of mental, social, and emotional health Violence and suicide prevention Unintentional injury prevention Essential Questions: 1. What is the importance of analyzing and comparing the short and long-term consequences of safe, risky, and harmful behaviors of drug use? 2. What is the relationship between alcohol and other drug use on vehicular crashes, injuries, violence, suicide, and sexual risk behaviors? 3. What are strategies for preventing drug use and becoming drug free? 10 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 2 Accessing Information 3 Self Management Explain different signs and symptoms of addictive behavior. Examine the impact of alcohol, tobacco, and other drug use on unintentional injury, Health risks long and short term effects tobacco. List harmful substances in tobacco and tobacco smoke. Examine the harmful effects of tobacco use on the body. Compare the physical, mental, social, and legal consequence of tobacco use. Analyze the harmful effects of tobacco smoke on non-smokers, the unborn and children American Cancer Society Glencoe Health, chapter 21, lesson 1, page 540-545. Glencoe Health Student Activity Workbook, chapter 21, pages 160- vocabulary. Activity 77, pages 161-162 smoke gets in your eyes. Activity 78, page 163, Under Pressure. Glencoe Health, chapter 21, lesson 3, page 552 Video The Teen Files The Truth about Smoking (MHS) 5/9/07 North Clackamas School District 18
UNIT 3 Tobacco, Alcohol, and Other Drugs Continued Alcohol, tobacco, and other drug use and prevention Promotion of mental, social, and emotional health Violence and suicide prevention Unintentional injury prevention 10 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 7-Decision Making 5 Interpersonal Communication 3 Self Management 7 Decision Making Use decision-making model to make lifelong healthy decision. Communicate effectively, using peer resistance, assertiveness, conflict resolution skills and negotiation and refusal skills to avoid unsafe situations. Benefits of living tobacco free. Resisting negative peer pressure. Discuss the benefits of a tobacco-free life style. Demonstrate refusal strategies, and apply skills for making responsible health decision in high-pressure situations. Use a decision making model to avoid or refuse addictive substance. Glencoe Health, chapter 21, lesson 2, page 542-550 Glencoe Health, chapter 12, lesson 2, pages 307-311. Guard Adventure Program Teresa Whalen (503-871-4031). Video Ad Libbing it (smoking ads) 5/9/07 North Clackamas School District 19
Content Standards UNIT 3 Tobacco, Alcohol, and Other Drugs Continued Alcohol, tobacco, and other drug use and prevention Promotion of mental, social, and emotional health Violence and suicide prevention Unintentional injury prevention Unit Content Knowledge & Skills (the student will) Resources 10 days Health risks long and short term effects of alcohol. Describe the harmful effects of alcohol use. Define blood alcohol concentration and metabolism. Explain how alcohol impairs the functioning of the nervous system. Glencoe Health Chapter 22, lesson 1, pages 562-567 Chapter 22, lesson 2, pages 568-573 Chapter 23, lesson 3, pages 574-583 Video The Teen Files The Truth about Alcohol (MHS) 5/9/07 North Clackamas School District 20
Content Standards UNIT 3 Tobacco, Alcohol, and Other Drugs Continued Alcohol, tobacco, and other drug use and prevention Promotion of mental, social, and emotional health Violence and suicide prevention Unintentional injury prevention Unit Content Knowledge & Skills (the student will) Resources 10 days Analyze the influences and pressures teenagers face regarding issue of alcohol, tobacco, and other drug use. Explain different signs and symptoms of addictive behavior. Binge drinking and alcohol poisoning. Alcohol use during pregnancy. Alcoholism What are the signs of alcohol poisoning? Describe the harmful effects of alcohol on the fetus. Explain the stages of alcoholism. Glencoe Health Student Activity Workbook Chapter 22, page 168 Activity 80, page 169 Activity 81, pages 170-171 Activity 82, page 172 Study Guide for chapter 22, pages 173-175. 5/9/07 North Clackamas School District 21
UNIT 3 Tobacco, Alcohol, and Other Drugs Continued Alcohol, tobacco, and other drug use and prevention Promotion of mental, social, and emotional health Violence and suicide prevention Unintentional injury prevention 10 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 5 Interpersonal Communication Demonstrate refusal skills around drinking and driving or being the passenger when the driver has been drinking and driving. Role of alcohol and other drugs in unsafe situations. Explain the consequences of DWI. Identify the risks of riding in a vehicle whose driver has been drinking. Speaker & slide show Trauma Nurses Talk Tough, Emmanuel Hospital. Campus SRO Drug Laws presentation. 5/9/07 North Clackamas School District 22
UNIT 3 Tobacco, Alcohol, and Other Drugs Continued Alcohol, tobacco, and other drug use and prevention Promotion of mental, social, and emotional health Violence and suicide prevention Unintentional injury prevention 10 days Content Standards Unit Content Knowledge & Skills (the student will) Resources Explain the relationship between alcohol and other drug use on vehicle crashes, injuries, violence, suicide, and sexual risk behavior. Marijuana, inhalants, steroids. Identify the harmful effects of marijuana, inhalants, and steroids. Glencoe Health, chapter 23, lesson 3, pages 598-602. Health risks of psychoactive drugs. Examine and explain the harmful effects of stimulants and hallucinogens on the central nervous systems. Glencoe Health, Chapter 23, lesson 4, pages 608-610. Video The Meth Epidemic Frontline Smashed Tales of Toxic Teens.2004 (PHS) Glencoe Health, chapter 23, lesson 5, pages 611-615. Video Dateline Sudden Impact Alcohol. 2002. 5/9/07 North Clackamas School District 23
UNIT 3 Tobacco, Alcohol, and Other Drugs Continued Alcohol, tobacco, and other drug use and prevention Promotion of mental, social, and emotional health Violence and suicide prevention Unintentional injury prevention 10 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 8 Advocacy 7 Decision Making 5 Interpersonal Communication 3 Self Management 2 Accessing Information Identify school and community resources that support people with addictive behaviors. Identify how to communicate to a friend or relative you think is an addict and should get support/help. Strategies for preventing use of drugs. Analyze the importance of healthy alternatives to drug and substance abuse. Glencoe Health, chapter 23, lesson 5, pages 611-615. Video Dateline Sudden Impact Alcohol. 2002. 5/9/07 North Clackamas School District 24
UNIT 4 Health Sexuality Reducing the Risk Sexual Health Promotion Prevention and control of disease Promotion of mental, social, and emotional health Violence and suicide prevention 15-18 days Essential Questions: 1. What is the importance of analyzing how interpersonal communication and asserting personal boundaries affect relationships? 2. Why is it important to demonstrate healthy ways to express needs, wants, and feelings in dating relationships to avoid negative pressure or sexual harassment? 3. Why is it important to identify healthy & unhealthy relationships? 4. What are possible alternatives to delay the onset of sexual activity and/or pregnancy? 5. What is the significance of abstinence education? 6. What are effective disease-preventing strategies to reduce the risk of transmitting HIV/AIDS, hepatitis, herpes, HPV, and other STIs? Content Standards Unit Content Knowledge & Skills (the student will) Resources 5 Interpersonal Communication 7 Decision Making Use a decision making process to make life-long healthy decisions. Demonstrate personal responsibility to follow procedures that enhance health and reduce risk. Use the decision making process to make healthy choices around sexual health. Maintaining healthy dating relationships. Communication, setting limits asserting personal boundaries. Analyze how interpersonal communication affects relationships. Demonstrate strategies for solving interpersonal conflicts. Glencoe Health Chapter 10, lesson 1, pages 246-53. Chapter 12, lesson 1, pages 302-306 Glencoe Human Sexuality Teachers annotated edition, chapter 2, lesson 1, pages 16-21. Glencoe-Being Healthy Staying Healthy page 13. 5/9/07 North Clackamas School District 25
UNIT 4 Health Sexuality Reducing the Risk Continued Sexual Health Promotion Prevention and control of disease Promotion of mental, social, and emotional health Violence and suicide prevention 15-18 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 5 Interpersonal Communication 7 Decision Making Effectively communicate the decisions and behaviors of family peers and other that promote healthy sexual behaviors. Resisting and effectively dealing with negative pressure. Demonstrate healthy ways to express needs, wants, and feelings. Describe the relationship between peer pressure, media influences, and sexual decision-making. Glencoe Health Chapter 10, lesson 2, pages 254-261. Chapter 12, lesson 3, pages 313-317. Glencoe Human Sexuality Teachers annotated edition. Chapter 2, lesson 2, pages 22-27. Reducing the Risk Class 3, Refusals, page 49 Class 4, Using Refusal skills, page 69. Class 5, Delaying tactics, page 81. Video The Notebook (MHS) Reality Unlimited Presentation Jason Schanafelt 971-230-0484. 5/9/07 North Clackamas School District 26
UNIT 4 Health Sexuality Reducing the Risk Continued Sexual Health Promotion Prevention and Control of Disease Promotion of mental, social, and emotional health Violence and suicide prevention 15-18 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 3 Self Management 5 Interpersonal Communication 7 Decision Making 4 Analyzing Influences Describe the consequence of prejudice, discrimination, racism, sexism, and hate crimes. Advocate for the promotion of respect and empathy for individual differences. Identify and dealing with unhealthy relationships, sexual harassment, cohersion, and violence. Demonstrate refusal, negotiation, and collaboration skills to avoid potentially harmful situation. Demonstrate strategies used to prevent conflict. Demonstrate ways to communicate care consideration and respect of self and others. Glencoe Health Chapter 11, lesson 3, pages 286-290 Chapter 13, lesson 2, 334-340 Lesson 3, pages 345-346 Glencoe TAE Healthy Sexuality, chapter 6. Sexual Abuse and Violence, lesson 3, pages 96-101. Glencoe Health Student Activity Workbook, Activity 47 & 48, pages 102-103. Reducing the Risk, class 6, page 93 Videos Sexual Cohersion Dating and Sexual Responsibility. Video series. (MHS & PHS) Speakers Clackamas County Victims Assistance. Glencoe Being Healthy Staying Healthy, DVD Staying Safe, page 13 Viewers Guide. 5/9/07 North Clackamas School District 27
UNIT 4 Health Sexuality Reducing the Risk Continued Sexual Health Promotion Prevention and control of disease Promotion of mental, social, and emotional health Violence and suicide prevention 15-18 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 3 Self Management 5 Interpersonal Communication 7 Decision Making 4 Analyzing Influences Describe the consequence of prejudice, discrimination, racism, sexism, and hate crimes. Advocate for the promotion of respect and empathy for individual differences. Identifying and dealing with unhealthy relationships, sexual harassment, cohersion, and violence. Demonstrate refusal, negotiation and collaboration skills to avoid potentially harmful situation. Demonstrate strategies used to prevent conflict. Demonstrate ways to communicate care, consideration and respect of self and others. Glencoe Health Chapter 11, lesson 3, pages 286-290 Chapter 13, lesson 2, 334-340 Lesson 3, pages 345-346 Glencoe TAE Healthy Sexuality, chapter 6. Sexual Abuse and Violence, lesson 3, pages 96-101. Glencoe Health Student Activity Workbook, Activity 47 & 48, pages 102-103. Reducing the Risk, class 6, page 93 Videos Sexual Cohersion Dating and Sexual Responsibity. Video series. (MHS & PHS) 5/9/07 North Clackamas School District 28
Content Standards UNIT 4 Health Sexuality Reducing the Risk Continued Sexual Health Promotion Prevention and control of disease Promotion of mental, social, and emotional health Violence and suicide prevention Unit Content Knowledge & Skills (the student will) Resources 15-18 days Endocrine and Reproductive Systems. Describe physical, social and emotional changes during the transition from adolescence to adulthood. Glencoe Health, chapter 18, lessons 1-3, pages 462-483. Glencoe T.A.E. Human Sexuality, chapter 3, lessons 1,2,3, pages 28-47. Glencoe Health Student Activity Workbook, chapter 18, activity 66, 67, & 68, pages 137-142. 5/9/07 North Clackamas School District 29
UNIT 4 Health Sexuality Reducing the Risk Continued Sexual Health Promotion Prevention and control of disease Promotion of mental, social, and emotional health Violence and suicide prevention 15-18 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 3 Self Management 7 Decision Making Explain why abstinence is the safest, most effective method of protection from HPV, HIV, Hepatitis B & C, and pregnancy. Use the decision making process to make healthy choice around sexual health. Abstinence Analyze the importance of abstinence from sexual activity as a preferred choice of behavior for teens. Analyze the importance and benefits of abstinence as it relates to the prevention of STDs. Meeks Heit-Teaching Facts About birth Control Methods, pages 1 & 2, Top Ten List to Practice Abstinence. Glencoe T.A.E. Human Sexuality, chapter 2, lesson 2, pages 22-27/ Glencoe Health, chapter 12, lesson 4, pages 318-327. Glencoe Health, chapter 12, lesson 4, pages 318-327. Glencoe Health Student Activity Workbook, activity 45 & page 95. Reducing the Risk, class 1, pages 10-24. 5/9/07 North Clackamas School District 30
UNIT 4 Health Sexuality Reducing the Risk Continued Sexual Health Promotion Prevention and control of disease Promotion of mental, social, and emotional health Violence and suicide prevention 15-18 days Content Standards Unit Content Knowledge & Skills (the student will) Resources Conception and Pregnancy Explain the menstrual cycle and its relationship to conception and pregnancy. Explain how conception occurs, the stages of pregnancy, fetal development and responsibility of parenting. Glencoe Health, chapter 19, Prenatal Development and Birth, lesson 1, pages 486-491. Lesson 2, pages 492-497. Glencoe Health Student Activity Workbook, pages 143, 144, & 145. Glencoe TAE Human Sexuality Chapter 4, lesson 1, pages 49-54 Parenthood. Chapter 4, lesson 2, pages 55-61, Becoming a Parent. Chapter 5, lesson 1. Pages 63-68, Prenatal Development. Chapter 5, Lesson 2, pages 69-76, Pre-natal Care. Chapter 5, lesson 3, pages 77-81, Childbirth. Video Life s Greatest Miracle, Part 1 PACE Program Student Panel 503-653-5946, ext. 35949. 5/9/07 North Clackamas School District 31
Content Standards UNIT 4 Health Sexuality Reducing the Risk Continued Sexual Health Promotion Prevention and control of disease Promotion of mental, social, and emotional health Violence and suicide prevention Unit Content Knowledge & Skills (the student will) Resources 15-18 days Explain why abstinence is the safest most effective method of protection form HPV, HIV, Hepatitis B & C and pregnancy. Contraception Condoms and hormone contraceptives. Introduction to other methods of contraceptives. Describe contraceptive methods, disease reduction measures, proper use and their effectiveness. Develop short and long term goals that will maintain sexual health and avoid unintended pregnancy and STIs. Meeks Heit Teaching Facts About Birth Control Methods Fact, lessons, transparencies. Glencoe T.A.E. Human Sexuality, chapter 6, lesson 1, pages 83-91. Reducing the Risk. Class 7, Getting and Using Protection I, pages105-116. Class 8.Getting and Using Protection II, pages 117-129. Class 9, Knowing and Talking about Protection, pages 133- appendix D How Well do Condoms Work? Page 219. 5/9/07 North Clackamas School District 32
UNIT 4 Health Sexuality Reducing the Risk Continued Sexual Health Promotion Prevention and control of disease Promotion of mental, social, and emotional health Violence and suicide prevention 15-18 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 3 Self Management 7 Decision Making Identify screenings, including melanoma, breast and testicular self examinations, and medical examinations, including pap smear, HPV, STD, HIV, and Hepatitis B & C testing necessary to maintain reproductive health. Disease Prevention HIV/AIDs Hepatitis B & C Herpes HPV Analyze how behavior can impact health maintenance and disease prevention. Describe strategies for preventing communicable diseases. Describe symptoms and treatments for HIV, Hepatitis, Herpes, & HPV. Reducing the Risk Class 1, pages 25 Abstinence, sex and protection, HIV Prevention Emphasis. Class 12, page 165, Preventing HIV and other STDs. Class 13, page 177, HIV Risk Behaviors. Glencoe Health Chapter 25 Lesson 1 Risks of STI s, page 648-651. Lesson 2 Common STI s, page 652-657. Lesson 3 HIV and AIDs, pages 659-661 Lesson 4, Treatment of HIV/AIDS, page 662-671. 5/9/07 North Clackamas School District 33
UNIT 4 Health Sexuality Reducing the Risk Continued Sexual Health Promotion Prevention and control of disease Promotion of mental, social, and emotional health Violence and suicide prevention 15-18 days Content Standards Unit Content Knowledge & Skills (the student will) Resources 3 Self Management 7 Decision Making Introduction to other STDs. Describe how HIV affects and destroys the immune system. Compare the relationships between unsafe behaviors, refusal skills and the risk of STD infection. Glencoe Student Activity Workbook, Chapter 25, pages 193-203. Glencoe TAE Human Sexuality Chapter 7, lesson 1, Common Sexually Transmitted Infections, pages 102-109 (HPV, Herpes) Lesson 2, pages 110-115 (Hepatitis B & C) Chapter 8, lesson 1, pages 117-121 HIV/AIDS Lesson 2, pages 122-127, HIV/AIDS Testing & Treatment. 5/9/07 North Clackamas School District 34
Prevention and control of diseases. UNIT 5 Communicable Disease 6 days Essential Questions: 1. What is the importance of analyzing the role of individual responsibility in disease prevention? 2. How can information on antibiotics and vaccines influence healthy behaviors? Content Standards Unit Content Knowledge & Skills (students will) Resources Pathogens, bacteria, virus, fungi, protozoans, rickettsias, latent viruses. Identify the types of pathogens that cause communicable diseases. Glencoe Health Chapter 24, Lesson1, pages 622-626. Glencoe Student Activity Workbook, chapter 24, pages 186-187. Video Germs Hand Washing. (MHS) Glitter or Glow in the Dark Activity. 5/9/07 North Clackamas School District 35
Prevention and control of diseases. UNIT 5 Communicable Disease Continued 6 days Content Standards Unit Content Knowledge & Skills (students will) Resources 3 Self Management 8 Advocacy Use decision-making models to make life long healthy decisions. Demonstrate personal responsibility to follow procedures that enhance health and reduce risk. Methods of transmission prevention strategies. Describe ways in which communicable diseases are spread modes of transmission. Develop strategies to help prevent communicable diseases. Describe 3 ways in which pathogens spread and 3 healthful behaviors to limit their spread. Glencoe Health Chapter 24, Lesson 1, pages 622-626. Chapter 24, Lesson 2, pages 627-634. 5/9/07 North Clackamas School District 36
Prevention and control of diseases. UNIT 5 Communicable Disease Continued 6 days Content Standards Unit Content Knowledge & Skills (students will) Resources Access information and resources to meat specific health needs and solve health related problems. Vaccines and antibiotics. Examine the ways the body protects itself against invading pathogens. Explain the body s physical and chemical barriers which are its first line of defense. Describe the eight stages of the immune responses. Explain how vaccines aid the body s defenses. Glencoe Health Chapter 24, Lesson 1, pages 627-634. Chapter 24, Lesson 2, pages 635-641. Glencoe Student Activity Workbook, chapter 24, activity 89, page 188, Give Your Immune System a Fighting Change. Activity 90 Make the Diagnosis, page 189. Study Guide, pages 190-192. 5/9/07 North Clackamas School District 37