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Health I

Health I

ORANGE A

GOALS/STANDARDS and BENCHMARKS:

  • 22.A.3b: Identify how positive health practices and relevant health care canhelp reduce risks
    • Students will create a healthy menu for all three meals with a balance of food groups at each meal
    • Students will answer a series of questions on eating disorders.
  • 22.A.3d: Identify various careers involved in health promotion, care & injury prevention
    • Students will complete the chapter 21 test
  • 22.C.3a: Identify potential environmental conditions that may affect health of community
    • Students will design an ad poster/answer questions to sell a consumer product.
  • 22.C.3b: Develop potential solutions to address environmental problems
    • Students will complete the chapter 21 test
    • Students will design an ad poster/answer questions to sell a consumer product
  • 23.B.3: Explain the effects of health related actions upon body systems
    • Students will answer a series of questions on eating disorders
  • 23.C.3: Describe the relationships among physical, mental and social health factors during adolescence
    • Students will create a chart listing healthy and unhealthy behaviors, and then determine which of the health factors each behavior is
    • Students will complete a written assessment from the text using the reviews from chapters 1, 2,3,4,and 11, and the dental health handout
    • Students will take a test on puberty
  • 24.A.3a: Describe possible causes and consequences of conflict and violence among youth in schools and communities
    • Students will complete a test from chapters 12 and 13
  • 24.A.3b: Demonstrate methods for addressing interpersonal differences without harm
    • Students will complete a test from chapters 12 and 13
  • 24.A.3c: Explain how positive communication helps to build and maintainrelationships at school, home and workplace
    • Students will complete a written assessment from the text using the reviews from chapters 1, 2,3,4,and 11, and dental health handout
  • 24.B.3: Apply decision-making process to an individual health concern
    • Students will complete a written assessment from the text using the reviews from chapters 1, 2,3,4,and 11
  • 24.C.3: Apply refusal and negotiation skills to potentially harmful situations
    • Students will complete a written assessment from the text using the reviews from chapters 1, 2,3,4,and 11 and dental health handout

 

MATERIALS ARE KEPT BY: Hillmann/Zickgraf/Ortiz

 

ASSESSMENTS: correlated to the benchmarks and objectives

  • Assessment questions pp: 18, 46, 70, & 100 (23.C.3, 24.A.3b, 24.A.3c, 24.B.3,24.C.3) and dental health crssword puzzle
  • Create healthy menus (22.A.3b, 23.B.3, 23.C.3)
  • Eating disorders six questions (22.A.3b, 23.B.3, 23.C.3)
  • The Puberty test (23.C.3)
  • Test on Conflict/Violence (24.A.3a, 24.A.3b)
  • Wise Consumer Activity (22.C.3a, 22.C.3b)
  • Ch. 21 review (22.A.3d, 22.C.3b, 22.C.3c)

 

STRATEGIES

  • Transparencies
  • Directed reading guides for note taking
  • Participation grade (20%) in addition to projects/test/HW grades (80%)

 

CURRICULUM MAP:

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8
Healthy life style Healthy life style Nutrition Nutrition Puberty Puberty Conflict & Violence Health & Environment

 

Unit 1:HEALTHY LIFE STYLES
State Goals:23C.3, 24A.3b, 24A.3c, 24B.3, 24C.3
Objectives:

  1. Students will learn the four parts of health and how they relate to wellness and personal health habits.
  2. Students will learn about decision making and what influences their decisions, as well as consequences of decisions.
  3. Students will learn what stress is and how to manage stress.
  4. Students will learn how people experience and cope with emotions, and how physical health effects mental and emotional health.
  5. Students will learn how to build healthy relationships, and the qualities of positive friendships.
Materials: Text (chpt. 1,2,3,4,11), stress handouts, dental health handouts

Day 1 (Chpts. 1,2)
  1. Create a list of healthy and unhealthy habits on chart paper to post in room.
  2. For each habit, list the type of health it affects.
  3. Discuss personal health habits, including hygiene and dental health.
  4. Assess health on page 7 of text
  5. Discuss wellness and health, and its influences.
  6. Discuss the six steps of decision making, and what influences decisions – pg. 26.
  7. Talk about goals, reaching goals, and assessing goals.
  8. HW:Compile of list of goals. Academic, social, etc.

Days 2 and 3 (Chpts. 3,4)
  1. Share goals and how students are going to accomplish them.Save them to assess in a few weeks.
  2. Define stress and stressors, and what positive stress is.
  3. How does stress effect people, and how can distress be prevented.
  4. Discuss emotions and how to express and cope with them.
  5. Talk about depression and mental health/illness, and getting help.
  6. On page 102 in text, use the 5 steps of coping to help Sabrina.
  7. HW:Managing stress and Balance Health handouts

Day 4(Chpt. 11)
  1. Discuss homework
  2. Understand social and sensitivity skills.
  3. Discuss family health and healthy friendships.
  4. Assessment for chapters 1,2,3,4,11
(Pg. 18:10,11,13, 15; Pg. 46: 10,11,14; Pg. 7013, 15(name 3 ways), 16
Pg. 100:11,12; Pg. 2828,10,18), dental health crossword puzzle
Unit 2:NUTRITION
State Goals:22A.3b, 23.B.3, 23C.3
Objectives:
  1. Students will learn about the importance of having a healthy, balanced diet.
  2. Students will explore the different food pyramids, and which one they prefer and why.
  3. Students will learn about body image, eating disorders, and weight management.

Materials:text (chpt. 8), Note taking guide for chapter 8, transparencies of food pyramids, movie quiz, BMI transparency, computers, healthy menu assignment (assessment), Power Point presentation

Day 1
  1. Define nutrition.
  2. Discuss the process of digestion.
  3. Discuss the six classes of nutrients and where to find the nutrients.
Days 2 and 3
  1. Discuss the food pyramids, and why there are different varieties.
  2. In pairs, have students look up food pyramid on mypyramid.gov and define their section of the pyramid and examples.
  3. Assessment:Begin working on healthy menu.
Day 4
  1. Continue on healthy menu – due next class period.
Day 5
  1. Share menus
  2. Discuss the importance of eating healthy as well as exercising.
  3. Discuss different types of exercise, and compile a class list of all the different types of exercise.
  4. Discuss the “small” types of exercise – walking to the store, parking far away, etc.
  5. Look on website for the calories burned from different types of exercise.
Day 6
  1. Discuss body image and unhealthy eating disorders.
  2. Define eating disorders, including obesity.
  3. Powerpoint on eating disorders.
Day 7
  1. Discuss the different types of eating disorders, and how they are alike and how they differ.
  2. Movie from United Streaming – Eating Disorders: Profiles of Pain (24 minutes)
  3. Take quiz on movie
  4. Assessment:Have students answer six of the thirteen short answer questions from handout.(taken from video)

Unit 3:PUBERTY(Check the list of those who are not to be in class)
State Goals:23C.3
Objectives:
  1. Students will understand the changes that take place during puberty.
  2. Students will learn how their bodies change physically.
  3. Students will learn how their mental abilities and emotions change to prepare them for adulthood.
Materials:text (chpt. 10), question box, girls/boys puberty packets with handouts (Remember when…), letter to parents, test for assessment

Day 1
  1. With whole class, discuss hormones and the changing body of both males and females.
  2. Discuss how their mind and feelings also change during puberty.
Days 2, 3, 4, and 5
  1. Split boys and girls into groups
  2. Using packets, read through the packet for the class you are teaching
  3. Leave a question box for students who may be embarrassed.
  4. Movie: United streaming:Puberty for Girls OR Puberty for Boys.
Day 6
  1. Discuss any topics that may have come up since the movie.
  2. Assessment test
Unit 4:CONFLICT/VIOLENCE
State Goals:24A.3a
Objectives:
  1. Students will learn about conflict, how to recognize it, and how to avoid it.
  2. Students will learn to use healthy communication during a conflict and learn strategies to resolve conflicts.
  3. Students will learn the relationship between conflict and violence, and how to avoid violence.
  4. Students will explore abuse and where to find help.
  5. Students will learn the difference between joking and harassment, and how to stop harassment.

Materials:text/tworkbooks (chpt 12, 13)

Day 1 (Chpt. 12)
  1. Define conflict and the major sources of conflict.
  2. Discuss the signs of conflict and how to avoid it.
  3. Discuss communication during conflicts and resolving conflict.
Day 2
  1. Discuss conflict at school, specifically teasing and bullying.
  2. Discuss conflict at home with parents and siblings.
  3. Discuss conflict in the community.
  4. Discuss how conflict CAN lead to violence.
Day 3 (Chpt. 13)
  1. Discuss how to prevent violence, as well as cope with it.
  2. Define abuse and where you can find help.
  3. Discuss the differences between joking and harassment, and how harassment can lead to serious consequences.
Day 4
  1. Assessment:Chapter 12 test (pp.28-29) and chapter 13 test (pp.21-23)

Unit 5:HEALTH AND THE ENVIRONMENT
State Goals:22A.3d, 22C.3a, 22C.3b
Objectives:
  1. Students will learn how to be a wise healthcare consumer.
  2. Students will learn how to become involved in their healthcare, and how to chose types of services.
  3. Students will learn how the environment effects health, and how changes can lead to health problems.

Materials:text/workbooks (chpts. 20,21), Wise Consumer worksheet

Day 1
  1. Define a healthcare consumer.
  2. Discuss the variety of healthcare services, and describe the differences between them.
  3. Discuss the healthcare products as well as how they decide which ones to purchase.
  4. Discuss healthcare news and what bias means.
  5. HW:Find an article in the newspaper/news magazine that discusses healthcare and write a brief summary.You may ask a parent to help.
Day 2
  1. Share articles and finish discussing healthcare problems.
  2. Discuss healthcare services and accessing these services.
  3. Create a list of career opportunities in healthcare.
  4. Assessment:Poster Ad for the wise consumer (sun screen activity p33 in chapter 20 resources)

Day 3
  1. Have students list the factors that effect public and environmental health, both positive and negative.
  2. Discuss the basic needs for humans and how the environment provides these needs, as well as how they are being effected.
  3. Discuss environmental pollution, and how the problems of the environment are being solved.
  4. Assessment:Chapter 21 test (p.26-27) and healthcare services quiz (p.22 in chapter 20 workbook)