Prentice Hall Health: Skills for Wellness '2001 Correlated to: Tennessee Lifetime Wellness Curriculum Standards (Grades 9-12)

Transcription

1 Tennessee Lifetime Wellness Curriculum Standards (Grades 9-12) STANDARD NUMBER 1.0: DISEASE PREVENTION AND CONTROL Standard: The student will recognize behavioral factors leading to communicable and non-communicable disease and have the knowledge to obtain proper care. Learning Expectations: The student will 1.1 Differentiate between communicable and noncommunicable diseases. 1.2 Determine heredity, environmental, and lifestyle factors which place the student at risk for disease. 1.3 Describe different types of pathogens and how they affect health. SE: 522, 528, , 545, 548, 549, 550, TE: 524, 528, 532, 538, 540, 574, 578, 580, 586, 588; Activity: 535, 584; Breakthrough: 589; Decide: 526, 575; Sharpen: 529, 581, 585 TR: 535, 537, 541, 574, 577, 581, 583, 589, 591 TECH: Software: 545, 599; Transparencies: 535, 537, 579; Computer Test Bank: 545, 599; Take it to the Net: SE: 7-19, 49, 56-59, 190, 191, 254, 255, 256, 284, 285, 286, 287, 300, 301, 304, 305, 306, 344, 348, 356, 376, 377, 378, 381, 405, 406, 407, 423, 450, 451, 452, 457, 476, 477, 478, 479, 480, 487, 524, 525, 526, 527, 537, 551, , , 587, 588, 589, 590, 591 TE: Decide: 575; Sharpen: 305 TR: 9, 11, 12, 13, 17, 18, 21, 57, 59, 255, 285, 303, 305, 377, 452, 481, 525, 527, 574, 577, 581, 598 TECH: Software: 21, 491, 599; Transparencies: 13, 18, 451, 477, 579; Video: Working It Out at Madison: The Circle; Computer Test Bank: 21, 491, 599; Take it to the Net: SE: , TE: 524, 530,538, 540; Decide: 526; Sharpen: 539 TR: 525, 527, 541 TECH: Software: 545; Transparencies: 529; Computer Test Bank: 545; Take it to the Net: 1

2 1.4 Explain transmission, prevention, warning signs, and treatment of communicable diseases. 1.5 Identify prevention, causes, warning signs, and treatment for non-communicable diseases. 1.6 Identify appropriate community agencies providing resources for disease information and support. SE: , 545, 548, 549, 550, TE: 524, 528, 532, 538, 540, 548, 552, 554, 556, 558, 562, 566; Activity: 535, 561; Building: 569, 570 ; Decide: 526; Sharpen: 529, 556, 566 TR: 559, 563, 565 TECH: Software: 571; Transparencies: 565; Computer Test Bank: 571; Take it to the Net: SE: 182, 183, 190, 191, 423, 478, 479, , 617 TE: 478, 479, 574, 578, 580, 586, 588; Activity: 584; Breakthrough: 589; Decide: 575; Sharpen: 581, 585 TR: 191, 479, 574, 577, 581, 583, 587, 589, 591, 599 TECH: Software: 573, 599; Transparencies: 579, 583; Computer Test Bank: 599; Take it to the Net: SE: 89, 90, 91, 92, 93, 111, 112, 319, 456, 457, 458, , 557, 580, 595, , 648, 649, 650, 653, 654, 655, 656 TE: 16, 17, 90, 91, 112, 456, 512, 514, 516, 556, 580, 626, 628, 630, 650, 660; Activity: 91; Breakthrough: 93, 569; Sharpen: 516, 556, 581, 595 TR: 89, 91, 93, 95, 457, 458, 515, 517, 518, 557, 629, 630, 631, 653, 655 TECH: Software: 95, 521, 646; Transparencies: 653; Video: Working It Out at Madison: The Circle; Computer Test Bank: 95, 521, 645; Take it to the Net: Performance Indicators: At Level 1, the student will be able to 2

3 Define disease, communicable disease, and non-communicable disease. List common communicable and noncommunicable diseases. Define STD, HIV, and AIDS. Describe behaviors and preventative measures to control the spread of communicable disease SE: , , , , 571, , , TE: 536, 538, 540, 548, 552, 556, 558, 566, 572, 574, 584, 586, 588; Activity: 561, 566, 584 ; Breakthrough: 589; Decide: 575; Sharpen: 539, 556, 581, 585 TR: 537, 541, 545, 551, 553, 555, 557, 559, 565, 568, 569, 571, 574, 577, 581, 583, 589, 591, 599 TECH: Software: 545, 579, 583; Transparencies: 565, 579, 583; Computer Test Bank: 545, 571, 599; Human Sexuality: 549, 553; Take it to the Net: At Level 2, the student will be able to List and define the types of pathogens (virus, bacteria, fungi) that cause communicable disease. Describe how a person can protect themselves against the spread of germs. Differentiate between the symptoms of the common cold and the flu. Name common STDs to include signs, symptoms, treatment, and the resulting effects on the body. Discuss healthy behaviors for avoiding STDs. Differentiate between HIV and AIDS. Discuss how HIV is spread. Describe risk factors and warning signs of cancer, heart disease, hypertension, and diabetes. Recognize factors leading to the early onset of heart disease. Identify when to seek medical care. Research available community resources. SE: , 536, 537, 538, 539, 545, , , , , 569, 571, , , 588, 589, 599 TE: 524, 528, 530, 532, 538, 550, 554, 558, 584; Activity: 561, 584 ; Decide: 526, 575; Sharpen: 529, 539, 556, 566 TR: 525, 527, 531, 533, 537, 545, 547, 551, 553, 555, 557, 559, 565, 571, 574, 577, 581, 583, 587, 589, 599 TECH: Software: 545, 571, 573, 599; Transparencies: 529, 531, 533, 565, 579, 583; Computer Test Bank: 545, 571, 599; Human Sexuality: 549, 553; Take it to the Net: At Level 3, the student is able to 3

4 Outline how the immune system responds to a pathogen. Explain how vaccines help prevent some diseases. Explain how HIV affects the immune system. Define T-cells, B-cells, and antibodies. Categorize STDs by bacterial or viral pathogens. SE: , 540, 545, , , 569, 571 TE: 528, 530, 532, 534, 552, 556, 558; Activity: 535, 561 TR: 531, 533, 535, 537, 545, 553, 555, 557, 559, 560, 569, 570, 571 TECH: Software: 545, 571; Transparencies: 529, 531, 533; Computer Test Bank: 545; Human Sexuality: 553; Take it to the Net: STANDARD NUMBER 2.0: MENTAL HEALTH Standard: The student will identify sound mental practices and make decisions using available information, resources, and services. Learning Expectations: The student will 2.1 Identify basic human needs. SE: 28, 29, 30, 31, 32, 47 TE: 30 TR: 29, 31, 32, 47 TECH: Software: 47; Transparencies: 31; Computer Test Bank: 47; Take it to the Net: 2.2 Describe characteristics of good mental health. SE: 22, 25, 26, 267, 28, 29, 30, 31, 32, 34, 36, 37, 38, 39, 40, 44, 45, 47, 52, 63, 64, 65, 66 TE: 22, 26, 68, 30, 34, 38, 64; Activity: 65; Sharpen: 26, 36 TR: 25, 27, 29, 31, 32, 34, 36, 45, 47 TECH: Software: 22, 47; Transparencies: 31; Video: Working It Out at Madison: Working It Out; Human Sexuality: 25; Take it to the Net: : 2.3 Explain how to develop and maintain a positive self-concept and high self-esteem. SE: 34, 35, 36, 37, 44, 45, 47 TE: 34; Sharpen: 36 TR: 35, 36, 45, 47 TECH: Software: 47; Computer Test Bank: 47; Take it to the Net: 4

5 2.4 Recognize the origin of stress and stressor and formulate personal stress management coping techniques. SE: 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 71 TE: 48, 50, 52, 54, 56, 62, 64, 66; Activity: 65; Decide: 60; Sharpen: 61, 67 TR: 49, 52, 55, 57, 58, 59, 61, 62, 67, 69, 71 TECH: Software: 49, 71; Transparencies: 55; Video: Working It Out at Madison: The Boy Wonder; Computer Test Bank: 71; Take it to the Net: 2.5 Discuss appropriate coping and resistance skills. SE: 18, 19, 37, 38, 39, 40, 41, 42, 43, 44, 45, 47, 63, 64, 65, 66, 67, 68, 69, 71 TE: 38, 40, 64, 66; Activity: 41, 42, 65; Sharpen: 67 TR: 43, 45, 47, 66, 71 TECH: Software: 23, 47, 71; Transparencies: 43; Video: Working It Out at Madison: Working It Out; Working It Out at Madison: The Circle; Working It Out at Madison: The Boy Wonder; Computer Test Bank: 47, 71; Take it to the Net: 2.6 Describe stages of the grief process. SE: 39, 40, 41, 42, 43, 47, 260, 261 TE: 40, 260; Activity: 41 TR: 43, 47 TECH: Software: 47; Transparencies: 43; Video: Working It Out at Madison: Working It Out; Working It Out at Madison: The Circle; Computer Test Bank: 47; Take it to the Net: 2.7 Identify socially acceptable ways of resolving interpersonal conflict by practicing non-abusive behavior. SE: TE: ; Activity: 65; Building: 114, 115, 162, 163, 620, 621; Sharpen: 30, 67, 110, 127, 237, 434 TR: 29, 31, 43, 45, 47, 67, 69, 71 TECH: Software: 47, 71; Transparencies: 31, 43; Video: Working It Out at Madison: The Boy Wonder; Computer Test Bank: 47, 71; Take it to the Net: 2.8 Recognize the signals of a potential suicide. SE: 85, 86, 87, 88, 95 TE: 86; Sharpen: 88 TR: 85, 87, 88, 95 TECH: Software: 95; Transparencies: 87; Computer Test Bank: 95; Take it to the Net: 5

6 2.9 Examine characteristics of depression. SE: 41, 81, 82, 85, 86, 93, 95 TE: 40, 82 TR: 81, 85, 93, 95 TECH: Software: 95; Transparencies: 81; Computer Test Bank: 95; Take it to the Net: 2.10 Identify appropriate community resources providing resources and information for mental health and suicide prevention. SE: 44, 45, 67, 87, 88, 89, 90, 91, 92, 93 TE: 90; Activity: 91 TR: 88, 89, 91, 92, 93, 95 TECH: Software: 95; Video: Working It Out at Madison: The Boy Wonder; Computer Test Bank: 95; Take it to the Net: Performance Indicators: At Level 1, the student will be able to Define mental health List signs of good mental health Discuss a variety of emotions List common stressors List common warning signs for suicide Distinguish between positive and negative ways to resolve interpersonal conflicts. SE: 25, 28, 29, 30, 31, 32, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 47, 50, 51, 52, 59, 60, 61, 62, 63, 64, 65, 66, 67, 71, 109, 110, 111, 159, 160, 161 TE: 28, 38, 40, 42, 50, 52, 64, 66; Activity: 41, 65; Building: 114, 115, 162, 163, 620, 621; Decide: 60; Sharpen: 51, 67, 110, 127, 237, 434 TR: 29, 36, 43, 45, 47, 52, 59, 61, 66, 71 TECH: Software: 47, 48, 71; Transparencies: 43; Video: Working It Out at Madison: Working It Out; Working It Out at Madison: The Circle; Working It Out at Madison: The Boy Wonder; Computer Test Bank: 47, 71; Take it to the Net: 6

7 At Level 2, the student will be able to List basic human needs. Discuss the basic emotional needs. Identify the different kinds of emotions. List factors that shape personality. Examine ways to develop a positive selfconcept and self-esteem. Discuss signs, symptoms, and treatment for depression. Summarize the fight or flight stage during the stress response. Describe personal stress management coping techniques. Sequence the stages of the grief process. Practice common rules to follow during conflict resolution. Role-play communications skills with someone who is contemplating suicide. Create a list of resources for mental health assistance. SE: 24, 25, 26, 27, 28-36, 37-42, 44, 45, 47, 54-58, 59-62, 63-69, 71, 81, 85-88, 89-93, 95 TE: 24, 26, 30, 38, 40, 42, 54, 56, 58, 62, 64, 66, 86, 90, 92; Activity: 65, 91; Decide: 60; Sharpen: 67, 88 TR: 25, 29, 31, 32, 42, 47, 54, 57, 58, 59, 61, 67, 69, 71, 85, 87, 89, 91, 93, 95 TECH: Software: 47, 71, 73, 95; Transparencies: 31, 43, 54, 81, 87; Video: Working It Out at Madison: The Boy Wonder; Working It Out at Madison: Working It Out; Computer Test Bank: 47, 71, 95; Take it to the Net: At Level 3, the student will be able to Design a behavior plan to improve one s selfconcept. Recall the physiological changes occurring in the stress response. List and describe defense mechanisms. Participate in peer mediation. SE: 3, 4, 5, 15, 16, 18, 19, 41, 42, 43, 44, 45, 47, 54, 55, 56, 57, 58, 63, 64, 65, 66, 67, 68, 69, 71 TE: 3, 4, 42, 54, 56, 58, 64; Activity: 65; Building: 18, 19, 44, 45, 68, 69; Decide: 60, 80; Sharpen: 88 TR: 3, 5, 42, 47, 54, 57, 67, 71 TECH: Software: 47, 71; Transparencies: 5, 43, 54; Video: Working It Out at Madison: The Circle; Working It Out at Madison: The Boy Wonder; Computer Test Bank: 47, 71; Take it to the Net: 7

8 STANDARD NUMBER 3.0: NUTRITION Standard: The student will determine the effects of nutritional choices that contribute to an improved quality of life. Learning Expectations: The student will 3.1 Identify the six classes of nutrients and describe their function. SE: , 289 TE: 268, 270, 272, 274, 276, 278; Activity: 271 ; Sharpen: 273 TR: 269, 273, 275, 277, 289 TECH: Software: 267, 289; Transparencies: 272; Computer Test Bank: 289; Take it to the Net: 3.2 Explain personal nutritional and energy needs SE: 279, 280, 281, 282, 283, 289, 292, 298, 299, 300, 301, 302, 303, 305, 306, 313 TE: 280, 292, 298, 302, 306; Decide: 282; Sharpen: 301 TR: 279, 281, 289, 299, 301, 313 TECH: Software: 289, 313; Transparencies: 279; Computer Test Bank: 289, 313; Take it to the Net: 3.3 Discuss the role of the dietary guidelines. SE: 279, 280, 281, 282, 283, 289, 295, 296 TE: 280; Decide: 282; Sharpen: 283 TR: 279, 280, 283, 289 TECH: Software: 289; Transparencies: 279; Computer Test Bank: 289; Consumer Reports: 281; Take it to the Net: 3.4 Explain the relationship between eating habits and total health. 3.5 Discuss eating disorders and their effects on the physical and emotional status of the individual. SE: , 289, , 313 TE: 268, 270, 272, 274, 276, 278, 284, 292, 294, 296; Activity: 271, 295 ; Decide: 282; Sharpen: 283 TR: 269, 273, 275, 277, 279, 281, 285, 289, 295, 296, 313 TECH: Software: 267, 289, 313; Transparencies: 272, 279, 293; Computer Test Bank: 289, 313; Take it to the Net: SE: 79, 80, 95, 302, 303 TE: 78, 79; Decide: 80 TR: 95 TECH: Software: 95; Computer Test Bank: 95; Take it to the Net: 8

9 3.6 Assess personal dietary practices by comparing daily consumption of food from each of the categories in the Food Guide Pyramid to the recommended number of servings. 3.7 Accurately interpret information provided on food labels. 3.8 Differentiate between healthy eating patterns and commercial fad diets. 3.9 Discuss food safety including food storage, cooking, and sanitation. SE: , 286, 287, 289 TE: 280; Building: 286, 287; Decide: 282; Sharpen: 283 TR: 279, 281, 289 TECH: Software: 267, 289; Transparencies: 279; Computer Test Bank: 289; Consumer Reports: 281; Take it to the Net: SE: 307, 308, 309, 310, 311, 313 TE: 306, 308; Building: 310, 311; Sharpen: 383, 308, 309 TR: 307, 309, 310, 313 TECH: Software: 313; Transparencies: 311; Computer Test Bank: 313; Take it to the Net: SE: 291, 292, 293, 294, 295, 296, 302, 303, 304, 305, 306, 313 TE: 292, 294, 296, 302, 304, 306; Activity: 295; Decide: 282; Sharpen: 305 TR: 295, 296, 303, 305, 313 TECH: Software: 291, 313; Transparencies: 293; Computer Test Bank: 313; Take it to the Net: SE: 308, 309, 325, 326, 335, 526, 527, 545 TE: 326; Decide: 526 TR: 325, 335, 545 TECH: Software: 335, 545; Computer Test Bank: 335, 545; Take it to the Net: Performance Indicators: At Level 1, the student will be able to List and describe the six nutrient classifications. Label the categories in the Food Guide Pyramid. Identify eating disorders. Compare healthy and unhealthy foods. SE: 79, 80, 95, , , 286, 287, 289, , 302, 303, 313 TE: 78, 79, 270, 272, 274, 276, 292, 294, 296; Activity: 271; Building: 286, 287; Decide: 80, 282; Sharpen: 273 TR: 95, 269, 272, 275, 277, 279, 289, 295, 296, 313 TECH: Software: 95, 267, 289, 291, 313; Transparencies: 272, 279, 292; Computer Test Bank: 95, 289, 313; Take it to the Net: At Level 2, the student will be able to 9

10 Examine factors influencing diet. Identify food sources for each of the classifications of nutrients. Define each eating disorder and the resulting effects on the body. Calculate the food and energy needs (i.e. caloric need, actual caloric intake and use). Design a one day menu meeting the goals of the Food Guide Pyramid. Discuss the problems associated with popular fad diets. Compare the information provided on food labels with dietary needs. Recognize how advertising affects food choices. Discuss the relationship between diet and diseases (i.e. osteoporosis, colon cancer, hypertension, etc.). Analyze fat grams, sugar content, caloric content, etc., of fast foods and snacks. SE: 79, 80, 95, 256, , 279, 286, 287, 289, , 299, , , 313, 344, 584, 585 TE: 78, 79, 268, 270, 274, 276, 292, 294, 297, 302, 304, 308, 344; Activity: 271, 295; Building: 286, 287, 310, 311 ; Decide: 80, 282; Sharpen: 283, 308, 309 TR: 95, 269, 277, 279, 289, 303, 305, 313, 344 TECH: Software: 95, 267, 289, 291, 313; Transparencies: 279, 293, 311; Computer Test Bank: 95, 289, 313; Take it to the Net: At Level 3, the student will be able to Analyze the RDA guidelines. Establish the connection between saturated fats and cholesterol with heart disease. Discuss the psychological connection to eating disorders. Assess food handling procedures. SE: 79, 80, , 304, 308, 309, 313, 325, 326, 335, 378, 381, 526, 527, 545, 575 TE: 78, 79, 280, 326, 574; Decide: 282, 575 TR: 95, 279, 281, 313, 325, 335, 545 TECH: Software: 95, 335, 545; Transparencies: 279, 281; Computer Test Bank: 95, 313, 335, 545; Take it to the Net: STANDARD NUMBER 4.0: PERSONAL FITNESS AND RELATED SKILLS 10

11 Standard: The student will have the skills and knowledge to achieve and maintain a health-enhancing level of personal fitness. Learning Expectations: The student will 4.1 Identify and define concepts of physical fitness A. Identify and describe the health related components of physical fitness (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition), and, B. Identify and describe the skill-related components of physical fitness (balance, reaction time, speed, power, agility, coordination). 4.2 Assess individual health related fitness levels by measuring flexibility, cardio-respiratory endurance, muscular strength, muscular endurance, and body composition by appropriate methods. 4.3 Design a personal fitness plan and set goals based on the health related fitness assessment results that will lead to or maintain a satisfactory fitness. SE: , , 412, 413, 415 TE: 388, 390, 394; Activity: 391; Building: , 412, 413 TR: 356, 359, 387, 391, 393, 394, 415 TECH: Software: 415; Transparencies: 391; Computer Test Bank: 415; Skills for Physical Fitness: 359, 389; Take it to the Net: SE: 336, , 352, 353, 357, 358, 359, 361 TE: 352; Activity: 347; Building: TR: 334, 348, 353, 361 TECH: Software: 361; Transparencies: 353; Video: Human Body: Muscular System; Computer Test Bank: 361; Skills for Physical Fitness: 347, 353; Take it to the Net: SE: , , 388, 389, 412, 413 TE: 382, 388; Activity: 347, 367; Building: 357, 358, 359, 382, 383, 412, 413 ; Decide: 378 TR: 357, 359, 383, 412 TECH: ;Skills for Physical Fitness: 359, 383, 389, ; Take it to the Net: SE: 357, 358, 359, 382, 383, 390, 391, , 412, 413, 415 TE: 382, 390, 396, 398, 400 ; Decide: 378; Building: 357, 358, 359, 382, 383, 412, 413; Sharpen: 398 TR: 357, 359, 383, 390, 399, 415 TECH: Software: 415; Transparencies: 391, 401; Computer Test Bank: 415; Skills for Physical Fitness: 359, 383, 397, 413; Take it to the Net: 11

12 4.4 Select cardio-respiratory endurance activities and practice skills needed for successful participation in lifetime activities. Activities may include, but are not limited to the following: aerobic walking, circuit training, cycling, dance aerobics, racquet activities, rhythmic movement, rock climbing, rope jumping activities, rowing, running, skating (ice, in-line, roller), snow skiing, step aerobics, swimming, water aerobics. 4.5 Describe and apply principles related to physical activity: A. Describe and demonstrate proper warm-up and cool-down procedures when participating in physical activity. B. Describe the F.I.T. (frequency, intensity, and time) principle. C. Calculate resting, target, and maximum heart rate as it relates to personal fitness planning, and, D. Define the training principles of overload, progression, and specificity 4.6 Apply proper safety practices as related to exercise and physical activity. SE: 348, 356, , 381, , 387, 392, 393, 400, 401, 405, 406, 407, 408, 415 TE: 382, 406; Building: 357, 358, 359, 382, 383; Decide: 378; Sharpen: 406 TR: 359, 383, 401, 405, 407, 408, 415 TECH: Software: 415; Transparencies: 383, 401; Computer Test Bank: 415; Skills for Physical Fitness: 359, 405; Take it to the Net: SE: 387, , 412, 413, 415 TE: 398, 400 TR: 399, 401, 412, 415 TECH: Software: 415; Transparencies: 401, 413; Computer Test Bank: 415; Take it to Net SE: , 415 TE: 396, 398, 400 TR: 399, 415 TECH: Software: 415; Transparencies: 401; Computer Test Bank: 415; Skills for Physical Fitness: 397; Take it to the Net: SE: 382, 383, , 415 TE: 382, 398; Building: 382, 383 TR: 383, 399, 401, 415 TECH: Software: 415; Transparencies: 401; Computer Test Bank: 415; Skills for Physical Fitness: 383; Take it to the Net: SE: 382, 383, 398, 400, 402 TE: 382, 398, 400, 402; Building: 382, 383; Sharpen: 398 TR: 383, 401 TECH: Transparencies: 401; Take it to the Net: SE: 381, 382, 383, 387, 401, 402, 403, 404, 412, 413, 415 TE: 404; Building: 383, 383 TR: 383, 401, 412, 415 TECH: Software: 415; Transparencies: 401; Computer Test Bank: 415; Skills for Physical Fitness: 383, 403, 413; Take it to the Net: 12

13 4.7 List the health problems associated with inadequate levels of health related fitness. 4.8 Distinguish between fact and fallacies as related to fitness products, services, and marketing. 4.9 Discuss the social and emotional benefits associated with participation in physical fitness activities Demonstrate improvement in the health-related fitness components Identify resources and facilities in the community that relate to physical fitness and wellness. SE: 300, 302, 304, 344, 378, 405, 406, 407, 408, 415 TE: 300, 304, 380, 406; Sharpen: 406 TR: 405, 407, 415 TECH: Software: 415; Computer Test Bank: 415; Skills for Physical Fitness: 405; Take it to the Net: SE: 393, 394, 402, 403, 407, 415 TE: 394, 403 TR: 394, 415 TECH: Software: 415; Computer Test Bank: 415; Consumer Reports: 403; Take it to the Net: SE: , 395, , 415 TE: 388, 390; Activity: 391 TR: 391, 393, 407, 408, 415 TECH: Software: 415; Transparencies: 391 ; Computer Test Bank: 415; Skills for Physical Fitness: 389; Take it to the Net: SE: 344, 348, 356, 357, 358, 359, 381, 382, 383, 399, 400, 415 TE: 382, 398; Activity: 391 TR: 357, 359, 383, 399, 415 TECH: Software: 415; Computer Test Bank: 415; Skills for Physical Fitness: 359, 383; Take it to the Net: SE: 406 TE: 346, 392, 393, 396, 398; Sharpen: 378, 406 TECH: ; Take it to the Net: Performance Indicators: At Level 1, the student will be able to Define physical fitness List and define the health-related components of fitness Differentiate between health-related and skillrelated fitness. SE: 336, , 352, 353, 357, 358, 359, 381, 387, 388, 389, 390, 391, 392, 393, 394 TE: 352, 388, 390, 394; Activity: 347, 391; Building: 357, 358, 359, 412, 413 TR: 348, 353, 356, 359 TECH: Software: 361; Transparencies: 353, 391; Computer Test Bank: 361; Take it to the Net: At level 2, the student will be able to 13

14 Describe the social, mental, and physical benefits of being physically fit. Differentiate between aerobic and anaerobic exercise and give examples. Design a personal fitness plan. Compare a physically fit person to a sedentary person to include body weight, mental health, blood pressure, life expectancy, etc. Examine popular fitness products (shoes, clothing, equipment, foods, sports drinks and facilities). Define and differentiate between isometric, isotonic, and isokinetic exercise. Calculate resting, maximum, and target heart rates. Recognize and apply proper warm-up and cool-down procedures associated with exercise. Differentiate between moderate and high intensity exercises and give examples of each. Practice skills associated with different cardiorespiratory activities. Examine common injuries associated with exercise. SE: 353, 354, 357, 358, 359, 382, 383, , , , 412, 413, 415, 677 TE: 382, 388, 390, 398, 400, 404, ; Activity: 391; Building: 357, 358, 359, 382, 383, 412, 413 TR: 383, 391, 393, 394, 399, 401, 407, 408, 412, 415 TECH: Software: 415; Transparencies: 391, 401; Computer Test Bank: 415; Skills for Physical Fitness: 383, 389, 397, 413; Take it to the Net: At Level 3, the student will be able to Analyze a friend s exercise plan and make suggestions for improvement. Discuss how steroids affect the body. Examine common injuries associated with exercise. Identify bio-mechanical principles to health components of fitness. SE: 344, 347, 348, 353, 354, , 361, 382, 383, 387, 388, 389, 390, , 404, 412, 413, 415, 502, 511, 512 TE: 349, 382, 388, 390, 398; Building: ; Decide: 378; Sharpen: 398, 406 TR: 347, 348, 359, 361, 383, 399, 412, 415, 511 TECH: Software: 361; Transparencies: 353, 391, 401; Computer Test Bank: 361, 415; Skills for Physical Fitness: 383, 389, 397, 413; Human Body: Muscular System; Take it to the Net: STANDARD NUMBER 5.0; SAFETY AND FIRST AID 14

15 Standard: The student will recognize and have the knowledge to react appropriately to accidental and life threatening situations. Learning Expectations: The student will 5.1 Identify hazardous and life threatening situations and their consequences. 5.2 Explain how one s attitudes affect one s personal safety behavior. 5.3 Develop and identify the priorities in responding to medical emergencies. 5.4 Describe proper first aid techniques for common emergencies. SE: 106, 107, 148, 149, 150, 151, 165, 666, , 679, 680, 684, 685, 686, 688, 689, 691 TE: 106, 148, 668, 670, 672, 676, 686; Activity: 149, 671; Building: 688, 689; Sharpen: 681 TR: 149, 165, 669, 671, 673, 677, 678, 685, 687, 691 TECH: ; Transparencies: 681; Video: Ethical Choices: Confronting Youth Violence; Computer Test Bank: 165, 691; Take it to the Net: SE: , , 162, 163, 165, 667, 668, 675, 677, 679, 680, 684, 688, 689, 691 TE: 152, 156, 158, 676, 678, 684, 688; Building: 162, 163, 688, 689; Sharpen: 154, 159 TR: 153, 156, 158, 161, 163, 165, 677, 685, 687, 689, 691 TECH: ; Video: Working It Out at Madison: Working It Out; Ethical Choices: Confronting Youth Violence; Computer Test Bank: 165, 691; Take it to the Net: SE: , , 421 TE: 694, 696, 698, 700, 702, 704; Breakthrough: 700; Decide: 715; Sharpen: 697, 699 TR: 701, 703, 704, 721 TECH: ; Transparencies: 699; Computer Test Bank: 721; Take it to the Net: SE: 693, , , 721 TE: 698, 700, 704, 706, 708, 710, 712, 714, 716; Activity: 707; Breakthrough: 700; Sharpen: 703 TR: 698, 701, 703, 704, 706, 709, 712, 721 TECH: ; Transparencies: 698; Computer Test Bank: 721; Take it to the Net: 15

16 5.5 List the steps for a choking victim. SE: 699, 718, 719, 721 TE: 699, 718; Building: 718, 719 TR: 699, 719, 721 TECH: ; Transparencies: 699, 719; Computer Test Bank: 721; Take it to the Net: 5.6 Explain the steps used in administering CPR. SE: 577, 698, 699, 700, 721 TE: 576, 698, 700 TR: 699, 721 TECH: ; Transparencies: 699; Computer Test Bank: 721; Take it to the Net: Performance Indicators: At Level 1, the student will be able to Give the characteristics of an accident. Identify the relationship between attitudes and safety behavior. Differentiate between safe and unsafe behaviors. Define first aid. List guidelines for using 911. SE: 7, 11, 12, , , 162, 163, 668, 669, 674, 675, 679, 688, 689, 691, TE: 12, 13, 152, 156, 158, 668, 688, 694, 696; Building: 162, 163, 688, 689; Sharpen: 12, 154, 159 TR: 13, 153, 156, 158, 161, 163, 165, 669, 689, 691, 695, 697 TECH: ; Transparencies: 13; Video: Working It Out at Madison: Working It Out; Ethical Choices: Confronting Youth Violence; Computer Test Bank: 165, 691; Take it to the Net: At Level 2, the student will be able to Define CPR. Compare the difference between CPR and rescue breathing. Categorize and analyze life threatening and non-life threatening emergency situations. Describe how to respond to common emergencies with first aid treatment. Role-play first aid procedures for life threatening and non-life threatening emergency situations. Simple steps for aiding a choking victim. Simulate steps for administering CPR. SE: , , 721 TE: 698, 702, 704, 708, 712, 714, 716; Activity: 707; Building: 718, 719; Decide: 715; Sharpen: 703 TR: 699, 701, 703, 704, 709, 712, 717, 721 TECH: ; Transparencies: 699, 719; Computer Test Bank: 721; Take it to the Net: At Level 3, the student will be able to 16

17 Earn certification for CPR. Pass a standardized first aid test. SE: 694, 699, 700, 721 TE: 694, 699 TR: 694, 697, 701, 721 TECH: ; Transparencies: 699; Computer Test Bank: 721; Take it to the Net: STANDARD NUMBER 6.0: SEXUALITY AND FAMILY LIFE Standard: The student will examine behaviors, responsibilities, and attitudes of human sexuality and recognize the influence of social and family structures on decision-making. Learning Expectation: The student will: 6.1 Recognize abstinence from sexual activity as a positive choice. SE: 133, 140, 141, 547, 550, 565, 571; Building: 140, 141; Decide: 182 TR: 140, 565, 571 TECH: ; Transparencies: 565; Computer Test Bank: 571; Human Sexuality: 131; Take it to the Net: 6.2 Identify positive aspects of a relationship. SE: , 131, 132, 133, 134, 135, 136, 143, 248, 250, 251, 252, 258 TE: 120, 122, 125, 126, 136; Decide: 126; Sharpen: 123, 132 TR: 121, 123, 124, 126, 132, 143 TECH: Software: 119; Transparencies: 123; Video: Working It Out at Madison: Best Friends; Computer Test Bank: 143; Take it to the Net: 6.3 Identify ways of resisting persuasive tactics regarding sexual involvement. 6.4 Define sexual harassment, promiscuity, and date rape and the effects of each. SE: 119, 131, 132, 133, 134, 140, 141, 143 TE: 133, 134; Building: 140, 141; Decide: 182; Sharpen: 132, 566 TR: 132, 134, 140, 143 TECH: ; Video: Ethical Choices: Confronting Youth Violence; Computer Test Bank: 143; Human Sexuality: 131; Take it to the Net: SE: 146, 147, 685, 686, 691 TE: 146, 684, 685, 686 ; Sharpen: 686 TR: 685, 686, 691 TECH: ; Video: Ethical Choices: Confronting Youth Violence; Computer Test Bank: 691; Take it to the Net: 17

18 6.5 Discuss the influence of families, traditions, economic factors, and cultural activities on one s sexuality. SE: 98, 99, 107, 132, 133, 134, 135, 143 TE: 98, 135 TR: 107, 132, 143 TECH: ; Computer Test Bank: 143; Human Sexuality: 131, 135; Take it to Net: 6.6 Explain human reproduction. SE: 167, 173, 174, 175, 178, 179, 180, 193, 195, 201, 202, 203, 204 TE: 174 TR: 175, 179, 193, 202 TECH: Transparencies: 175, 179, 203; Video: Human Body: Reproductive System; Computer Test Bank: Human Sexuality: 175, 179, 203; Take it to the Net: 6.7 Explore alternatives to consequences of teenage pregnancy including adoption, single parenting, teenage marriage, and abortion. SE: 100, 138, 139, 143, 194, 199, 200 TE: 138, 198, 199, 200 TR: 139, 143 TECH: Computer Test Bank: 143; Take it to the Net: 6.8 Compare various contraceptive methods. SE: 140, 141, 550 TE: 200, 549, 566; Building: 140, 141; Decide: 182 TR: 141, 200 TECH: Take it to the Net: 6.9 Describe gender difference, expectation, and biases. SE: 127, 130, 154, 236, 237 TE: 127, 132, 148 TR: 127 TECH: Take it to Net; 6.10 Examine the lifelong responsibilities and requirements of being a parent. SE: 27, 97, 101, 102, 109, 110, 111, 113, 117, 196, 197, 214, 215, 217, 248, 249 TE: 102; Activity: 205; Building: 214, 215; Sharpen: 197 TR: 102, 109, 113, 117, 197, 217 TECH: Software: ; Transparencies: ; Video: Working It Out at Madison: The Circle; Computer Test Bank: 117, 217; Human Sexuality: 197; Take it to the Net: Performance Indicators: At Level 1, the student will be able to 18

19 Define relationship, friendship, and dating. Discuss the positive issues pertaining to abstinence and recognize abstinence as a responsible choice for adolescents. Explain the stages of sexual maturation. List and discuss the different family structures (nuclear, single parent, blended, extended, adoptive, foster) in today s society. Recognize the effect television, movies, and the media have on forming one s values toward relationships. SE: 18, 19, 97, 102, 119, 120, 121, 122, 123, 124, 125, 126, 127, 128, , 140, 141, 143, 148, 149, 172, 173, 174, 175, 178, 179, 180, 181, 193, 223, 224, 225, 226, 243, 248, 250, 251, 252, 258, 547, 550, 565, 571 TE: 98, 100, 120, 122, 125, 126, 136, 148, 174, 178, 500; Activity: 149; Building: 18, 19, 140, 141; Decide: 129, 182; Sharpen: 100, 123, 132, 175, 225, 228 TR: 99, 101, 121, 123, 124, 126, 132, 140, 143, 149, 175, 178, 193, 225, 243, 565, 571 TECH: Software: 119; Transparencies: 123, 175, 179, 193, 223, 243, 565; Video: Working It Out at Madison: Best Friends; Working It Out at Madison: The Circle; Human Body: Reproductive System; Computer Test Bank: 143, 571; Human Sexuality: 131, 175, 223; Take it to the Net: At Level 2, the student will be able to Discuss the influence of societal expectations on gender roles. State factors contributing to a successful marriage. Describe marriage trends such as age, twocareer marriages, staying single, etc. List trends in parenting such as delaying parenthood, working mothers, father involvement, etc. Examine teen pregnancy statistics and issues. Give examples of positive and negative peer pressure and manipulation. Role play refusal skills using verbal and nonverbal tactics. Define fertilization, egg cell, sperm cell, embryo, and fetus. Identify the structures and functions of the male and female reproductive systems. Examine hormones and their effects on body changes. Identify the different methods of contraceptives to include advantages and disadvantage, user effectiveness, and how it works. SE: 89, 99, 100, 101, 102, 117, 120, 121, 122, 129, , 140, 141, 143, 153, 154, , 178, 179, 180, 193, , , 214, 215, 217, 228, 237, 460, 461, 462, 463, 501, 550 TE: 98, 100, 102, 120, 122, 135, 136, 138, 168, 170, 174, 178, 196, 198, 199, 236, 238, 549, 566; Activity: 137; Building: 140, 141, 214, 215, 462, 463; Decide: 182, 199; Sharpen: 101, 123, 154, 197, 237 TR: 98, 101, 102, 117, 123, 137, 139, 143, 168, 172, 175, 179, 193, 197, 200, 201, 203, 205, 217, 462 TECH: Software: 119, 145; Transparencies: 123, 168, 175, 179, 203; Video: Working It Out at Madison: The Circle; Working It Out at Madison: Best Friends; Human Body: Reproductive System; Human Body: Endocrine System; Computer Test Bank: 117, 143, 193, 217; Human Sexuality: 135, 175, 179, 197, 203; Take it to the Net: At Level 3, the student will be able to 19

20 Examine the stages of development of the fetus. Summarize the process of heredity. Discuss the future of genetics and its potential to design the perfect offspring. Explain the menstrual cycle to include hormonal changes, uterine lining changes, and ovulation. SE: 179, 180, 181, 184, 185, 186, 187, 188, 189, 193, 201, 202, 203, 204, 205, 217 TE: 178, 179, 180, 184, 186, 202, 204; Activity: 186 TR: 179, 184, 187, 189, 193, 201, 203, 205, 217 TECH: ; Transparencies: 179, 181, 185, 203; Video: Human Body: Reproductive System; Computer Test Bank: 193, 217; Human Sexuality: 179, 203; Take it to the Net: STANDARD NUMBER 7.0: SUBSTANCE USE AND ABUSE Standard: The student will differentiate between appropriate and inappropriate use of chemical substances. Learning Expectations: 7.1 Describe the proper and improper (legal and illegal) use of alcohol, tobacco, and other drugs. 7.2 Identify the effects of drug use on crime, disease, pregnancy, and personal relationships. SE: 441, 442, 443, 444, 445, 453, 465, 469, 470, 493, 494, 495, 496, 497, , 521 TE: 442, 444, 496, 504, 508, 510; Decide: 449 TR: 445, 465, 495, 497, 505, 508, 511, 526 TECH: Software: 441, 493; Video: Working It Out at Madison: The Circle; Computer Test Bank: 465, 521; Take it to the Net: SE: 440, 441, 445, 448, 449, 450, 451, 452, 454, 455, 456, 462, 463, 465, 468, 469, 470, 478, 481, 484, 485, 4886, 487, 491, 496, 498, 499, 500, 501, 502, 506, 507, 508, 509, 510, 511, 518, 519, 521 TE: 444, 446, 448, 450, 452, 455, 460, 461, 478, 480, 492, 493, 498, 500, 506, 510; Decide: 449; Sharpen: 461 TR: 445, 447, 448, 452, 469, 473, 479, 491, 499, 502, 511, 521 TECH: Software: 441, 467, 493; Transparencies: 447, 448, 451, 473, 477; Video: Working It Out at Madison: The Circle; Working It Out at Madison: The Boy Wonder; Working It Out at Madison: Best Friends; Computer Test Bank: 491, 521; Take it to the Net: 20

21 7.3 Recognize that combining drugs, whether elicit or prescription, can be fatal. 7.4 Analyze the effects of drugs on job and sports performance. 7.5 Evaluate drug testing as a way to identify drug use. 7.6 Identify school and community resources pertaining to treatment and intervention. 7.7 Examine strategies for avoiding drugs and developing a commitment to a drug free lifestyle. SE: 450, 494, 495, 496, 497, 542, 543, 639, 640 TE: 450, 496, 497, 542; Building: 542, 543 TR: 497, 543 TECH: ; Transparencies: 543; Take it to the Net: SE: 448, 449, 454, 455, 456, 465, 480, 481, 491, 498, 499, 511, 512, 521 TE: 454, 455, 478, 480, 512 TR: 455, 465, 481, 491, 512, 521 TECH: ; Computer Test Bank: 465, 491, 521; Take it to the Net: SE: 447, 512, 513, 521 TE: 448, 450, 512; Breakthrough: 512 TR: 512, 521 TECH: ; Transparencies: 448; Computer Test Bank: 521; Take it to the Net: SE: 457, 458, 459, 460, 461, 462, 463, 465, 483, 484, 485, 486, 487, 491, 513, 514, 515, 516, 517, 521 TE: 456, 458, 460, 484, 486, 494, 512, 514, 516; Building: 462, 463, 518, 519; Focus: 481; Sharpen: 457, 469, 486, 516 TR: 457, 458, 460, 465, 485, 487, 491, 515, 517, 521 TECH: ; Transparencies: 485; Video: Working It Out at Madison: Best Friends; Computer Test Bank: 465, 491, 521; Take it to the Net: SE: 457, 458, , 465, , 491, 513, 514, 515, 516, 517, 518, 519, 521 TE: 456, 460, 484, 514, 516; Activity: 460, 515; Building: 462, 463, 488, 489, 518, 519; Sharpen: 457, 461, 486, 511, 516 TR: 458, 461, 462, 465, 485, 489, 491, 513, 515, 517, 521 TECH: ; Transparencies: 485; Video: Working It Out at Madison: Best Friends; Computer Test Bank: 465, 491, 521; Take it to the Net: Performance Indicators: At Level 1, the student will be able to 21

22 Define drug, drug abuse, and drug abuse. Distinguish between over-the-counter and prescription drugs. List reasons why young people might be interested in smoking cigarettes and/or drinking alcohol. Recognize refusal skills. Recognize the consequences of drug use and abuse. SE: 442, 452, 453, 454, 455, 456, 459, 463, 465, , , , 491, , , , , 521 TE: 442, 446, 448, 450, 454, 468, 472, 476, 478, 480, 494, 498, 500, 502, 512, 516; Activity: 460, 474; Build: 462, 463, 488, 489, 518, 519 ; Decide: 449, 470; Sharpen: 457, 461, 469, 478, 499, 511, 516 TR: 448, 452, 455, 462, 465, 469, 471, 473, 479, 491, 495, 497, 502, 505, 507, 508, 513, 515, 517, 518 TECH: Software: 467, 473,, 493; Transparencies: 447, 448, 451, 477, 521 ; Video: Working It Out at Madison: The Circle; Working It Out at Madison: The Boy Wonder; Working It Out at Madison: Best Friends; Computer Test Bank: 465, 491, 521; Take it to the Net: At Level 2, the student will be able to Describe the effect of drugs on specific body organs. Define tar, nicotine, and carbon monoxide. Discuss the legal issues of buying and consuming alcohol and tobacco. Differentiate between short term and long term physical effects of drug use. Calculate blood alcohol level (BAL) by factoring in the variables to include how fast and how much one drink and the effect of body weight, food intake, gender, and mood. Associate one s behavior change due to drinking alcohol or using drugs. Discuss the effects of alcohol on a fetus. Classify the stages of alcoholism. Examine smokeless tobacco products and their effects on the mouth. Discuss the problems associated with passive smoking. Examine the advertising appeal to alcohol and cigarettes. List the classifications of drugs (depressants, stimulants, hallucinogens, marijuana, and inhalants) and give examples of each. SE: 440, 455, 465, 471, 481, 488, 489, 491, , , 521 TE: 446, 448, 450, 452, 454, 467, 471, 472, 476, 478, 480, 496, 498, 504, 506, 510, 512; Activity: 474; Building: 488, 489; Decide: 449, 470; Sharpen: 499, 511 TR: 445, 447, 448, 452, 465, 471, 473, 475, 478, 488, 491, 495, 497, 499, 505, 507, 508, 511, 512, 513, 521 TECH: Software: 440, 467, 493; Transparencies: 447, 448, 451, 473, 477; Video: Working It Out at Madison: The Circle; Working It Out at Madison: Best Friends; Computer Test Bank: 465, 491, 521; Take it to the Net: At Level 3, the student will be able to 22

23 Discuss co-dependency and enabling. Examine programs designed for alcoholics and drug abusers. Be prepared, when appropriate and supervised, to serve as a peer leader for younger children. SE: 441, 456, 457, 458, 459, 460, 461, 462, 463, 465, 467, 482, , 491, 493, 503, , 521 TE: 456, 458, 460, 464, 486, 512, 514, 516; Activity: 460; Building: 462, 463, 486, 488, 489, 518, 519; Sharpen: 457, 461, 511, 516 TR: 457, 458, 461, 462, 462, 465, 485, 491, 512, 515, 517, 518, 521 TECH: Software: 441; Video: Working It Out at Madison: The Boy Wonder; Working It Out at Madison: Best Friends; Computer Test Bank: 465, 491, 521; Take it to the Net: 23