Unit 1: Health Literacy/Communicable & Non Communicable Diseases Approximate Time Frame: 3 Weeks Standards Essential Questions Enduring

Transcription

1 Course: 10 th Grade Health Sophomore Health is a broad overview of health concepts. Year: 2014 Teacher: Nicole Esposito Lacroix Unit 1: Health Literacy/Communicable & Non Communicable Diseases Approximate Time Frame: 3 Weeks 1.Students will comprehend concepts related to health promotion and disease prevention to enhance S1: Core Concepts Concepts & Plans What do I need to know to stay healthy? Personal choices impact current and long term outcomes on individuals, family and society Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 3. Students will to access valid and services to enhance 4. Students will to use interpersonal skills to enhance 5. Students will to use decision making S2: Analyzing Internal & External Influences Concepts & Plans What influences my healthy behaviors and decisions? S3: Accessing Health Information Literacy How and where do I find information and resources? S4: Comm. How can enhance my personal health? S5: Decision Making /Concepts & Plans Assertive skills enhance health by avoiding and/or reducing health risks. Accessing and evaluating health and services will improve a person s ability to make healthy decisions and ones quality of life. Recognizing risk factors and applying risk reducing strategies can prevent health consequences *Substances are covered within this unit: Identify/Define Substances Impact on brain and body Addiction Reflective Question How can you relate substances to this information in unit? Review of Vocabulary & Concepts: Health Triangle, Health Continuum (i.e. Emotions can drive behaviors that influence life s decisions. Articles: Health Literacy Reliable Resources Why We Sleep Movies/Videos: Contagion Immune System Action Plan Media Goal(s) Peers Culture Technology Abstinence Heredity Life Style Factors Advocacy Communication Refusal Prevention Health Literacy Health Education Role Model Immune System Vaccine Transmission Vector Health Triangle Health Wellness Morbidity Mortality Epidemic Pandemic CDC White Blood Cells Communicable Disease

2 6. Students will to use goal setting 7. Students will to practice health enhancing behaviors and avoid or reduce health risks. 8.Students will to advocate for personal, family and community How do I make good decisions to keep myself healthy? S6: Goal Setting Skill/Concepts & Plans How do I use the goalsetting process to improve my health? S7: Self Management of Healthy What can I do to avoid or reduce health risks? S8: Advocacy & Literacy What can I do to promote accurate health information and healthy behaviors? Teaching Strategies: Identifying Similarities and Differences: Venn Diagram Summarizing and Note Taking Nonlinguistic Representations: Physical models and physical movement Information Stations & Symbols Cooperative Learning: Small group work Setting Objectives and Feedback: Objective outline w/k L W sheet, Exit Slips Generating & Testing Hypotheses: Informal Q & A Non Communicable Disease Allergy Asthma Arthritis CVD Cancer Biopsy Metastasis Remission Cues, Questions and Advance Organizers: Graphic Organize i.e. Make a Concept Map/Mind Map Assessments: Advocacy Project Bumper Sticker 10 Lifestyle Factors Quizzes DDDM/RfI/Text Dept. Vaccines NAVIANCE: Make an Action Plan for Lacroix s Challenge

3 Unit 2: Mental & Emotional Health Approximate Time Frame: 3 Weeks 1. Students will comprehend concepts related to health promotion and disease S1: Core Concepts Concepts & Plans What do I need to know to stay healthy? Personal choices impact current and long term outcomes on individuals, family and *Substances are covered within this unit: Reflective Question prevention to enhance society How can you relate substances to this information in unit? 2. Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 3. Students will to access valid and services to enhance 4. Students will to use interpersonal skills to enhance 5. Students will to use decision making 6. Students will S2: Analyzing Internal & External Influences Concepts & Plans What influences my healthy behaviors and decisions? S3: Accessing Health Information Literacy How and where do I find information and resources? S4: Comm. How can enhance my personal health? S5: Decision Making /Concepts & Plans How do I make good decisions to keep myself healthy? S6: Goal Setting Skill/Concepts & Plans Mental and Emotional health effects a person s physical health and overall well being. Accessing and evaluating health and services will improve a person s ability to make healthy decisions and ones quality of life. Recognizing individual risk factors and applying risk reducing strategies can be used in preventing health consequences. Identifying that everyone has special and unique qualities and understanding that adolescent developmental changes, facilitates the emotional transition from childhood to Review of Vocabulary & Concepts: Mental & Emotional Health Nature vs Nurture Hierarchy of Needs Impact on Individual, Family and Society TIPS/TOOLS Journaling Bubbles Music Art Therapy Articles: Stress Linked to Memory Decline Yoga May Treat Depression and Anxiety Feeling Unfairly Treated Can Make you Sick Slacker Psychopath Shay Day Humanity Personality Personal Identity Perception Maslow s Hierarchy of Needs Developmental Assets Emotional Health Mental Health Self Actualization Modeling Emotions Hormones Empathy Sympathy Defense Mechanism Suppression Resiliency Stress Chronic Stress Stress Management Relaxation Response Anxiety Depression Protective Factors Psychosomatic Response Coping Grief Response Alienation Suicide Mental Disorder

4 to use goal setting 7. Students will to practice health enhancing behaviors and avoid or reduce health risks. 8.Students will to advocate for personal, family and community How do I use the goalsetting process to improve my health? S7: Self Management of Healthy What can I do to avoid or reduce health risks? S8: Advocacy & Literacy What can I do to promote accurate health information and healthy behaviors? adolescents to adulthood. Movies/Videos: A Beautiful Mind Stephen Wiltshire Living Camera Teaching Strategies: Identifying Similarities and Differences: Venn Diagram Summarizing and Note Taking Nonlinguistic Representations: Physical models and physical movement Information Stations & Symbols Mood Disorder Mourning Cooperative Learning: Small group work Reinforcing Effort & Providing Recognition Read articles about people/perseverance Setting Objectives and Feedback: Objective outline w/k L W sheet, Exit Slips Generating & Testing Hypotheses: Informal Q & A Cues, Questions and Advance Organizers: Graphic Organize i.e. Make a Concept Map/Mind Map

5 Assessments: Case Study Quizzes NAVIANCE: Advocating for A Friend in Need Unit 3: Sexuality Education Approximate Time Frame: 3 Weeks 1. Students will comprehend concepts related to health promotion and disease prevention to enhance 2. Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 3. Students will ability to access valid information, products and services to enhance 4. Students will ability to use interpersonal S1: Core Concepts Concepts & Plans What do I need to know to stay healthy? S2: Analyzing Internal & External Influences Concepts & Plans What influences my healthy behaviors and decisions? S3: Accessing Health Information Literacy How and where do I find information and resources? S4: Comm. How can enhance my personal health? S5: Decision Making Personal choices impact current and long term outcomes on individuals, family and society. Accessing and evaluating health and services will improve a person s ability to make healthy decisions and ones quality of life. Individuals need to express his/her sexuality in ways that are both healthy and responsible. Understanding puberty helps to facilitate the emotional transition from childhood to adolescence *Substances are covered within this unit: Reflective Question How can you relate substances to this information in unit? Review of Vocabulary & Concepts: Sexuality Articles: Nutrition and Pregnancy Statistics on Teen Pregnancy & STI s Movies/Videos: And the Band Played On 9 Month Journey Teaching Strategies: Identifying Similarities and Differences: Venn Diagram Hormones Sexuality Identity Sexual Orientation Scrotum Ovulation Pituitary Gland Fallopian Tubes Penis Gonads Semen Vagina Reproductive System Sterility Cervix Sperm Ova Menstruation Testosterone Uterus Testes Ovaries Sexually Transmitted Birth Control Methods: Hormonal Methods, Barrier Methods,

6 5. Students will ability to use decision making 6. Students will ability to use goalsetting skills to enhance 7. Students will ability to practice health enhancing behaviors and avoid or reduce health risks. /Concepts & Plans How do I make good decisions to keep myself healthy? S6: Goal Setting Skill/Concepts & Plans How do I use the goalsetting process to improve my health? S7: Self Management of Healthy What can I do to avoid or reduce health risks? S8: Advocacy & Literacy What can I do to promote accurate health information and healthy behaviors? Summarizing and Note Taking Nonlinguistic Representations: Physical movement Information Stations & Symbols Draw Vocabulary Visual Literacy on STI s Cooperative Learning: Small group work Reinforcing Effort & Providing Recognition Read articles about people/perseverance Setting Objectives and Feedback: Objective outline w/k L W sheet, Exit Slips Generating & Testing Hypotheses: Informal Q & A Spermicides, Permanent Reproduction Fertilization Miscarriage Implantation Stillbirth Embryo Heredity Fetus Chromosomes Amniotic Sac Genes Umbilical Cord Amniocentesis Placenta Labor 8.Students will ability to advocate for personal, family and community Cues, Questions and Advance Organizers: Graphic Organize i.e. Make a Concept Map/Mind Map ASSESSMENTS: Unit Test Birth Story DDDM/RfI/Text Dept. Origins of AIDS NAVIANCE: Birth Story Alligator River =Societal

7 Norms/Personal Perceptions Student Rewrite Unit 4: NUTRITION & FTINESS Approximate Time Frame: 3 of Weeks 1.Students will comprehend concepts related to S1: Core Concepts Concepts & Plans What do I need to know to Personal choices impact current and long term outcomes *Substances are covered within this unit: health promotion stay healthy? on individuals, family and disease and society Reflective Question How can you relate prevention to substances to this enhance information in unit? 2. Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 3. Students will ability to access valid information, products and services to enhance 4. Students will ability to use interpersonal S2: Analyzing Internal & External Influences Concepts & Plans What influences my healthy behaviors and decisions? S3: Accessing Health Information Literacy How and where do I find information and resources? S4: Comm. How can enhance my personal health? S5: Decision Making /Concepts & Plans Assertive skills enhance health by avoiding and/or reducing health risks. Accessing and evaluating health and services will improve a person s ability to make healthy decisions and ones quality of life. Recognizing risk factors and applying risk reducing strategies can prevent health consequences Review of Vocabulary & Concepts: Nutrient Dense Moderation, Variety and Balance Articles: Anorexia (final exam) Food Production (final exam) Sippable Snacks Breakfast Lover Buzz on Energy Drinks Social Side of Obesity Why Exercise Won t Make You Thin Movies/Videos: 60 Minutes Sports Teaching Strategies: Nutrition Nutrients Carbohydrates Protein Fats Water Vitamins Minerals Food allergy Food Intolerance Calories Appetite Hunger Variety Balance Moderation Food Plate Physical activity Physical fitness Sedentary lifestyle Osteoporosis Cardiorespiratory endurance Muscular strength Muscular endurance Exercise Aerobic exercise Anaerobic exercise Hydration

8 5. Students will ability to use decision making 6. Students will ability to use goalsetting skills to enhance 7. Students will ability to practice health enhancing behaviors and avoid or reduce health risks. 8.Students will ability to advocate for personal, family and community How do I make good decisions to keep myself healthy? S6: Goal Setting Skill/Concepts & Plans How do I use the goalsetting process to improve my health? S7: Self Management of Healthy What can I do to avoid or reduce health risks? S8: Advocacy & Literacy What can I do to promote accurate health information and healthy behaviors? Identifying Similarities and Differences: Venn Diagram Summarizing and Note Taking Nonlinguistic Representations: Physical movement Information Stations & Symbols Find media images that relate to vocabulary Cooperative Learning: Small group work Reinforcing Effort & Providing Recognition Read articles about people/perseverance Make a Food Journal Make a Fitness Journal Setting Objectives and Feedback: Objective outline w/k L W sheet, Exit Slips Generating & Testing Hypotheses: Informal Q & A Cues, Questions and Advance Organizers: Graphic Organize i.e. Make a Concept Map/Mind Map Anabolic steroids Health screening Flexibility Body composition Fad Diets Supplements Eating Disorders Vegetarian Body Image BMI Overweight Obesity Underweight Nutrient dense foods ASSESSMENTS: Nutrition & Fitness PSA

9 Make a Lesson for Elementary or MS Unit 5: UNIT TITLE Approximate Time Frame: # of Weeks Unit 6: UNIT TITLE Approximate Time Frame: # of Weeks Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks Unit 8: UNIT TITLE Approximate Time Frame: # of Weeks

10