Required Instructional Materials: None

Transcription

1 Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Health Course Number: 6534 Department: Health and Physical Education Grade(s): 10 Level(s): General Credit: ½ Course Description This course equips students with the health literacy skills and knowledge to transition successfully from adolescence to adulthood. Students will learn how to evaluate and use information from various sources to achieve overall health and well being. The major learning strands are Substance Abuse Prevention, Mental and Emotional Health, and Human Development and Relationships. This course is required for graduation. Required Instructional Materials: None Completion/Revision Date Revisions Approved by Board of Education on November 19, 2007 Mission Statement of the Curriculum Management Team The mission of the Physical Education, Health, and Safety Curriculum Management Team is to ensure that students are provided with experiences that enable them to make healthy choices, developing the best possible levels of fitness and a variety of activity skills. The educated student recognizes the importance of balancing the physical, emotional, and social components of a lifetime wellness program. Enduring Understandings for the Course Personal choices affect current experiences and long term outcomes for individuals, families and society. Mental and emotional health affects a person s physical health and overall well being. Assertive communication skills enhance health by helping one avoid and/or reduce health risks. Accessing and evaluating health information, products and services will improve a person s ability to make healthy decisions and one s quality of life. Recognizing risk factors and applying risk reducing strategies can prevent negative health consequences. Individuals need to express their sexuality in ways that are both healthy and responsible. Health Page 1 of 7

2 LEARNING STRAND 1.0 Health Skills: Accessing Health Information and Resources, Self Management of Healthy Behaviors, Analyzing Internal and External Influences, Communication Skills, Decision Making Skills, Goal Setting Skills, and Advocacy NOTE: This learning strand should be taught through the integration of the other learning strands. This learning strand is not meant to be taught in isolation as a separate unit. ENDURING UNDERSTANDING(S) Personal choices affect current experiences and long term outcomes for individuals, families, and society. Mental and emotional health affects a person s physical health and overall well being. Assertive communication skills enhance health by helping one avoid and/or reduce health risks. Accessing and evaluating health information, products and services will improve a person s ability to make healthy decisions and one s quality of life. Recognizing risk factors and applying risk reducing strategies can prevent negative health consequences. Individuals need to express their sexuality in ways that are both healthy and responsible.. LEARNING OBJECTIVES The student will: 1.1 Demonstrate the ability to access and evaluate valid health information, products and services. 1.2 Demonstrate the ability to practice healthenhancing behaviors to avoid and reduce health risks. 1.3 Analyze the influence of family, peers, culture, media, technology and other factors on health. 1.4 Use assertive communication skills to enhance health and avoid or reduce health risks. 1.5 Apply decision making skills to enhance health. 1.6 Set goals to enhance health. 1.7 Advocate for personal, family and community health. ESSENTIAL QUESTION(S) How and where can I locate health resources? What can I do to avoid or reduce health risks? What influences my behaviors and decisions? How can assertive communication skills help me to develop a healthy lifestyle? What do I need to know to make good decisions and stay healthy? How can goal setting enhance and improve my health? How can I promote accurate health information and healthy behavior for myself and others? INSTRUCTIONAL SUPPORT MATERIALS See other strands for integration SUGGESTED INSTRUCTIONAL STRATEGIES See other strands for integration SUGGESTED ASSESSMENT METHODS See other strands for integration Health Page 2 of 7

3 1.8 Support and defend a position with accurate health information using a variety of print and non-print sources. 1.9 Communicate (oral and written) about health in different formats Apply computer-based tools to present and research information. Health Page 3 of 7

4 LEARNING STRAND 2.0 Wellness: Mental and Emotional Health ENDURING UNDERSTANDING(S) Personal choices affect current experiences and long term outcomes for individuals, families, and society. Mental and emotional health affects a person s physical health and overall well being. Assertive communication skills enhance health by helping one avoid and/or reduce health risks. Accessing and evaluating health information, products and services will improve a person s ability to make healthy decisions and one s quality of life. Recognizing risk factors and applying risk reducing strategies can prevent negative health consequences. LEARNING OBJECTIVES The student will: 2.1 Analyze how behaviors can affect health maintenance and disease prevention. Stress Eating and body image disorders Steroids / ergogenic substances 2.2 Apply appropriate stress management strategies. Positive and negative coping mechanisms Communication skills 2.3 Identify emotions and analyze their impact on behavior. Suicide Depression / anxiety Violence 2.4 Predict the immediate and long term impact of substance abuse on the individual, family and community. Addiction Driving responsibilities 2.5 Demonstrate the ability to advocate, influence and support others in making positive health choices. ESSENTIAL QUESTION(S) How and where can I locate health resources? What can I do to avoid or reduce health risks? What influences my behaviors and decisions? How can assertive communication skills help me to develop a healthy lifestyle? What do I need to know to make good decisions and stay healthy? How can I promote accurate health information and healthy behavior for myself and others? INSTRUCTIONAL SUPPORT MATERIALS Pamphlets from web sites and related organizations ETR Associates materials (Education, Training, Research) SUGGESTED INSTRUCTIONAL STRATEGIES Videos on topics such as addiction, eating disorders, suicide Guest speaker from police department on topics such as road safety and driving under the influence Role play Discussions Cooperative learning Problem solving activities Stress log Analyze scenarios Internet research Goal setting Health Page 4 of 7

5 Self reflection SUGGESTED ASSESSMENT METHODS Dear Gabby Advice column (similar to Dear Abby) students synthesize information (such as risk factors and warning signs) related to the question posed and provide helping resources related to the topic Constructed response prompts use at least three non-fiction resources to support a position: Discuss the role the media plays on an adolescence body image. Dialogues / rewrite a script assess how students would respond in a given situation Portfolio Tests and quizzes Pamphlets / fliers / posters Health Page 5 of 7

6 LEARNING STRAND 3.0 Human Development and Relationships *State law permits parents to request that their child be exempted from participation in family life education and/or AIDS education. ENDURING UNDERSTANDING(S) Individuals need to express their sexuality in ways that are both healthy and responsible. Personal choices affect current experiences and long term outcomes for individuals, families, and society. Assertive communication skills enhance health by helping one avoid and/or reduce health risks. Accessing and evaluating health information, products and services will improve a person s ability to make healthy decisions and one s quality of life. Recognizing risk factors and applying risk reducing strategies can prevent negative health consequences. LEARNING OBJECTIVES The student will: 3.1 Identify the major structures and functions of the male and female reproductive system. 3.2 Explain the menstrual cycle. 3.3 Compare and contrast abstinence to other forms of contraception to reduce risks of sexually transmitted diseases and unplanned pregnancy. 3.4 Examine the responsibilities for and consequences of actions/behaviors related to sexuality. 3.5 Evaluate the advantages, disadvantages and effectiveness rates of contraceptive methods. 3.6 Explain causes, transmission, symptoms, treatment, long term affects and prevention of sexually transmitted diseases. 3.7 Demonstrate strategies for maintaining healthy relationships and solving interpersonal conflicts. Healthy relationships ESSENTIAL QUESTION(S) How and where can I locate health resources? What can I do to avoid or reduce health risks? What influences my behaviors and decisions? How can assertive communication skills help me to develop healthy relationships? What do I need to know to make good decisions and stay healthy? How can I promote accurate health information and healthy behavior for myself and others? INSTRUCTIONAL SUPPORT MATERIALS Pamphlets from web sites and related organizations ETR Associates (Education, Training, Research) SUGGESTED INSTRUCTIONAL STRATEGIES Videos on topics such as sexually transmitted infections (STI), contraception, healthy and unhealthy relationships Guest speaker sexual assault crisis center Discussions Cooperative learning Problem solving activities Relationship log Analyze scenarios Internet research Health Page 6 of 7

7 Sexual assault Cycle of abuse Setting boundaries Myth Fact sexual health survey / pre-test Self-survey on relationships Student designed assessments Power point presentations SUGGESTED ASSESSMENT METHODS Dear Gabby Advice column (similar to Dear Abby) students synthesize information (such as risk factors and warning signs) related to the question posed and provide helping resources related to the topic Constructed response prompts use at least three non-fiction resources to support a position: Write a position paper supporting abstinence. Dialogues / rewrite a script assess how students would respond in a given situation Portfolio Tests and quizzes Pamphlets / fliers / posters Health Page 7 of 7