Health Grade 8 Health Education/Physical Education

Transcription

1 Scope And Sequence Timeframe Unit Instructional Topics 2 Week(s) Power Standards Students will investigate principles and practices of physical, mental, and social health. Students will formulate methods used to assess health, reduce risk factors, and avoid high-risk behaviors. Prerequisites None A Healthy Foundation Relationships Body Systems Review Communicable and Noncommunicable Disesaes Sexually Transmitted Infections Tobacco, Alcohol, and Other Drugs Nutrition Consumer Health Safety 1. Health Triangle 2. Communication 3. Conflict Resolution 4. Personal Health 5. Goal Setting and Core Values 6. Stress 1. Relationships 2. Societal Problems Why is it important to know the effects of tobacco, alcohol and other drugs on the body? How will students assess their health, risk factors, and avoid high risk behaviors? Pearson Health Book, Pintrest, YouTube, Google, National Institute on Drug Abuse Course Description The purpose of the Health education class is to provide students with the knowledge and resources they need to make responsible and well-informed decisions about their health. An understanding of what constitutes good health and of the conscious decisions individuals make in order to reach and maintain a state of wellness will influence your child s decisions for the rest of his or her life. It is our goal as your child s health teachers to give them the knowledge needed to empower and strengthen them to make wise decisions concerning their health. During health, we will cover topics pertaining to total health, nutrition, health careers, disease prevention, tobacco, alcohol, other drugs, and safety. 1. Skeletal, Muscular, Digestive, Cardiovascular, Urinary and Excretory, and Respiratory Systems Review 2. Nervous System 3. Endocrine System 4. Reproductive System 1. Communicable and Noncommunicable Disease 1. HIV/AIDS 2. Sexually Transmitted Infections 3. Contraceptive Methods 1. Tobacco, Alcohol, Other Drugs 1. Food Sources 1. Marketing and Advestising 2. Consumer Health 1. Environment 2. First Aid Unit: A Healthy Foundation Course Details Duration: Students will learn about the relationship between health and wellness while keeping their physical, mental/emotional, and social health in balance. Why is balancing social, emotional, and physical health important? How do you manage conflict resolution? Why is goal setting important? Page 1

2 physical social emotional wellness health decision making Pearson Health Book, life boat example, core values worksheet, decision making situations quiz on healthy foundations Topic: Health Triangle Students will identify and give examples of the three parts of the Health Triangle. physical health mental emotional health social health wellness self image self esteem prevention stress management in class discussion and observation Students will be able to cite evidence of a balanced health triangle, based off their daily habits. Assessment: health triangle discussion Topic: Communication Students will be able to have a clear exchange of ideas and information through communication. interpersonal intrapersonal nonverbal conflict resolution sexual harassment bullying refusal skills peer pressure Students will distinguish between problems that can be solved independently and those that need the help of a peer, adult, or professional. DOK Level 1 and scenarios Topic: Conflict Resolution Students will work together to find a solution to the conflict problem. conflict resoultion Scenarios based off of conflict and how to resolve it. Students will be able to identify conflict and propose resolution strategies. Page 2

3 DOK Level 4 STAR Stop Think Act Review Assessment: Classroom activities Students will demonstrate strategies to prevent, manage, or report social problems and investigate available resources., scenarios and observation Topic: Personal Health Students will evaluate personal behaviors and problems that may occur due to lack of preventative care. hygiene daily habits conflict resolution classroom discussion Students will assess personal health needs during adolescence. DOK Level 4 and observation Students will recognize problems in daily living that may contribute to self-destructive behaviors and apply strategies to reduce the risk of harm to self and others. Topic: Goal Setting and Core Values Students will identify goal setting and there importance for success in life. specific measurable attainable realistic timely Students will utilize SMART goals and list personal core values. DOK Level 1 Topic: Stress Students will be able to describe physiological responses to stress and ways to manage stress. stress stressors fight or flight fatigue discussion quiz worksheet Students will be able to describe cause and effect of how your body responds to stress and how you can manage stress. Page 3

4 Assessment: Discussion Worksheet Students will identify signs and symptoms of depression and how it affects a person. Students will become familiar with suicide prevention awareness recognizing warning signs and know how to respond. Unit: Relationships Students will understand empathy, abuse, exploitation, harassment and bullying. How do you show empathy? How can you be an active listener? Why is it important to handle/deal with conflict appropriately? empathy active listener conflict resolution healthy relationships unhealthy relationships depression bullying suicide cross the line activity, scenarios, power point(s) quiz Topic: Relationships Duration: Duration: 2 Day(s) Students will distinguish problems that can be solved independently and those that need assistant. refusal skills conflict resolution problems classroom discussion and scenarios Students will distinguish between problems that can be handled independently and those that need help of an adult, peer, or professional. Topic: Societal Problems Duration: 2 Day(s) Students will identify abuse, exploitation, harassment, bullying, and suicide. harassment bullying suicide upstander abuse exploitation cyber bullying classroom discussion, power point Students will demonstrate strategies to prevent, manage, or report social problems. Page 4

5 Unit: Body Systems Review Students will be able to describe basic functions of body systems. How do body systems work together? Why is taking care of your body systems important? smooth muscle cardiac muscle skeletal muscle glide joint pivot joint ball and socket joint hinge joint aorta ventricle atrium esphogus small instestine large instestine pancreas large intestine/colon small intestine trachea kidney lungs Pearson Health Book quiz over review of body systems Topic: Skeletal, Muscular, Digestive, Cardiovascular, Urinary and Excretory, and Respiratory Systems Review Duration: 2 Week(s) Duration: 2 Day(s) Students will recall the functions of the body systems. joints: ball and socket, gliding, hinge, pivot three types of muscle: cardiac, smooth, and skeletal bloodflow central nervous system peripheral nervous system lymph nodes oral review Students will recall basic functions of the skeletal, muscular, digestive, cardiovascular, urinary, and respiratory systems. DOK Level 1 and notes Topic: Nervous System Students will analyze how learning is influenced by the brain's short and long term memory. long term memory short term memory learning styles multiple intelligence classroom discussion and in class activity with learning styles Page 5

6 Students will analyze how learning is influenced by the brain's short and long term memory. Assessment: classroom activity with different memory activities. Topic: Endocrine System Students will review and interpret how the endocrine system is affected by daily choices. adolescence puberty pituitary gland thyroid gland adrenal gland pancreas ovaries testes metabolism insulin classroom discussion and observation Students will relate a function of each endocrine gland and how it is impacted by lifestyle choices. and observation. Topic: Reproductive System Duration: 4 Day(s) Students will identify basic anatomy and functions of the male and female reproductive system. sperm ova/egg testes ovary semen reproduction reproductive system prostate gland scrotum urethra testosterone penis epididymis hernia fertilization ovulation menstruation fallopian tube uterus labia vagina gynecologist PMS Students will describe the impact heredity and lifestyle choices have on the reproductive system functions and disease. Students will explain how to maintain a healthy reproductive system. DOK Level 1 Page 6

7 Assessment: Quiz and classroom discussion Students will identify cancer signs and symptoms and explain the importance of monthly self-examinations. DOK Level 1 quiz Unit: Communicable and Noncommunicable Disesaes Students will distinguish between communicable and noncommunicable diseases. How are communicable and noncommunicable diseases different? How do risk behaviors increase the risk for communicable and noncommunicable diseases? virus bacteria pathogens fungi toxins inflammation immune system immunity vaccines Pearson Health Book, bread, pathogens quiz on communicable and noncommunicable diseases Topic: Communicable and Noncommunicable Disease Duration: Duration: 3 Day(s) Students will describe the body's line of defense and stages of disease progression for communicable and noncommunicable diseases. cardiovascular disease cancer type 1 diabetes type 2 diabetes asthma allergies arthritics pathogens incubation stroke anegurysum atherosclerosis arteriosclerosis hypertension heart attack milagent benign carcinogens biopsy insulin strep thoart flu classroom discussion and observation communicable/noncommunicable activity Students will describe the body's lines of defense and the stages of disease progression. DOK Level 1 Assessment: Students will hypothesize optimal conditions for growth and transmission of pathogens. Page 7

8 Assessment: classroom observation bread activity to show pathogen progression Students will connect causative factors, symptoms, treatment, and preventive measures to their appropriate noncommunicable diseases. quiz Students will explain how risk behaviors can contribute to the development of chronic disease. DOK Level 1 Students will analyze the impact noncommunicable diseases have on adolescents physical, social, and emotional development. Students will recognize appropriate strategies to solve or prevent problems. DOK Level 1 DOK Level 4 Assessment: Unit: Sexually Transmitted Infections Students will be able to name and describe symptoms, transmission, treatment and prevention of common STI's. How are STI's and HIV spread? Why is it important to be educated on the transmission and prevention of STI's? Why is it important to understand the possible side effects and health benefits of all forms of contraception? STI's asymptomatic opportunistic infections HIV/AIDS Pearson Health Book quiz over STI's and contraception methods Topic: HIV/AIDS Duration: Duration: 2 Day(s) Students will explain how HIV infection leads to AIDS and how it is transmitted from person to person. HIV AIDS asymptomatic stage opportunistic infection abstinence hepatitis b and c gonorrhea genital herpes genital warts/hpv syphilis chalymdia trichomoniasis pubic lice classroom discussion and notetaking Students will explain the patterns of, transmission, treatment, and prevention of HIV/AIDS. DOK Level 1 and observation Topic: Sexually Transmitted Infections Duration: 2 Day(s) Students will identify risky behaviors associated with the current epidemic with STI's and describe behaviors to prevent the spread of STI's. asymptomatic abstinence Page 8

9 trichomomiasis HPV/genital warts chlamydia gonorrhea hepatitis a,b,c genital herpes public lice syphilis Students will identify risky behaviors associated with the current epidemic with STI's and describe behaviors to prevent the spread of STI's. Topic: Contraceptive Methods Students will make healthy choices about their sexual activity. oral contraception/pill condom spermicide diaphragm implant current contraception methods Students will be able to identify current contraceptive methods. DOK Level 1 and observation Unit: Tobacco, Alcohol, and Other Drugs Students will learn about the dangers of tobacco, alcohol, drug use and ways to avoid such harmful behaviors. Why are all forms of tobacco harmful to your health? How does drinking affect your health and why should teens avoid all forms? How can over the counter drugs be used safely and responsibly? Why are illegal drugs dangerous? nicotine tar carbon monoxide addiction emphysema snuff secondhand smoke refusal skills alcohol drug cirrhosis alcoholism fetal alcohol syndrome prescription mediciation over-the-counter medicines tolerance drug abuse withdrawl stiimulants depressants naroctics hallucinogens Duration: Page 9

10 inhalants marijuana anabolic steroids Pearson Health Book internet quiz on tobacco, alcohol, and other drugs Topic: Tobacco, Alcohol, Other Drugs Duration: 5 Day(s) Students will describe the dangers of using tobacco, alcohol, and other drugs. nicotine tar carbon monoxide addiction emphysema secondhand smoke impaired judgement low birth weight alcohol marijuana Students will develop and share an informed decision regarding the use of smoked and smokeless tobacco based on long and short term effects on the body, individual, and society. Assessment: Classroom discussion and observation Students will be able to determine a cause and effect relationship regarding body functions and the use of TAOD, alcohol and impaired judgement, marijuana and short term memory loss, smoking and low birth weight. Students will determine the cause and effect relationship between the use of tobacco, alcohol, and other substances and emergency situations. and teacher observation Unit: Nutrition Students will apply nutrition knowledge to justify food sources and to create meal plans based on energy needs. How does each specific nutrient play a specific role in keeping your body healthy? How can creating a meal plan help meet your energy needs? carbohydrates fats vitamins/minerals calorie nutrients proteins water fruits vegetables basic metabolic rate daily values vegetrain diabetes metabolism saturated fats/unsaturated fats cholesterol amino acids Duration: Page 10

11 Pearson Health Book, Pintrest, Meal Plan Sheet quiz over essential nutrients Topic: Food Sources Duration: 5 Day(s) Students will explain how the body obtains energy from foods and the roles that carbohydrates, fats, and proteins play. food energy carbohydrates fats proteins Students will justify food sources that supply each of the essential nutrients. Students will create a meal plan based on energy needs, food preferences, and nutrient requirements based off the food plate. DOK Level 4 Assessment: meal planning for several days Students will analyze marketing and advertising techniques that influence consumer decisions., scenarios, and teacher observation Unit: Consumer Health Students will explore marketing strategies and consumer health issues. How does marketing affect consumer health choices? Why are public health issues important in meeting health needs? consumer bandwagon consumer protection agencies societal health issues disease reduction disease control disease prevention disease research food inspection safe food storage/handling flu vaccines ordinances health-related professions Pearson Health Book, deadly messengers lab, google, Pintrest quiz over consumer issues Topic: Marketing and Advestising Duration: Students will identify marketing ploys. bandwagon star power jingles marketing ploy heart strings Page 11

12 family fun appearance Students will analyze marketing and advertising techniques that influence consumer decisions. Assessment: watching marketing tricks and filling out a worksheet Topic: Consumer Health Duration: 2 Day(s) Students will identify societal health issues and explore government health agencies and health-related professions. societal health issues managing waste conserving energy pollution control tobacco free facilities Students will identify consumer protection agencies that address various consumer health issues in order to make wise decisions. Students will analyze how public health agencies are responsible for disease reduction, control prevention, research and education. DOK Level 4 Assessment: Public Health Issues Group Project Unit: Safety Students will understand basic first aid procedures and assess home and school environments for potential unsafe situations. How do you administer basic first aid? Why is it important to assess potential unsafe environments? CPR heimlich bleeding R.I.C.E. water safety first safety electrical shock Pearson Health Book, speaker from the red cross, nurse performing basic first aid procedures based off of scenarios, and quiz. Topic: Environment Students will discuss potential unsafe environments and how to correct the hazard. overpopulation overuse of resources ecosystems environmental health problems water safety fire safety gun safety flooding Duration: Page 12

13 hazard unintentional injury outdoor safety tornado blizzard hypothermia hurricane earthquake/after shock classroom discussion and observation Students will describe ways in which the environment and ecosystems are damaged, disrupted and will create solutions. and teacher observation Topic: First Aid Duration: 3 Day(s) Students will learn basic procedures for first aid that can carry over to exercise and sports. abdominal thrust rescue breathing chest compression poisoning burns control bleeds R.I.C.E. sprain strain ABC check, call, care classroom discussion, performance events based on scenarios Students will investigate and model basic first aid procedures for everyday life along with exercise, sports or other activities. Assessment: classroom observation and scenario performance Page 13