Health Grade 7 Health Education/Physical Education

Transcription

1 Scope And Sequence Timeframe Unit Instructional Topics 1 Week(s) 3 Week(s) 1 Week(s) 1 Week(s) 1 Week(s) 1 Week(s) 1 Week(s) Power Standards Students will be able to identify and compare structures, functions, and relationships among body systems. 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 Body Systems Communicable and Noncommunicable Diseases Sexually Transmitted Infections Alcohol, Tobacco, and Other Drugs Nutrition Safety Essential Questions 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? How are the relationships between structures and functions of the body system important to your health? Materials and Resources Pearson Health Book, Pinterest, YouTube, google, 1. Health Triangle 2. Communication 3. Conflict Resolution 4. Personal Health 5. Goal Setting and Core Values 6. Stress 1. Skeletal System 2. Muscular System 3. Digestive System 4. Respiratory System 5. Cardiovascular System 6. Nervous System, Urinary/Excretory System 7. Endocrine System 8. Reproductive System 1. Communicable Diseases 2. Noncommunicable Diseases 1. HIV/AIDS 2. STI's 1. Tobacco 2. Alcohol 3. Prescription, Over-the-counter, and Other Drugs 1. Food Nutrients and Food Preparation 2. Reading Food Labels 3. Food Choices and Eating Disorders 1. Environment 2. First Aid 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, body systems, disease prevention, tobacco, alcohol, other drugs, and safety. Course Details Unit: A Healthy Foundation Duration: 1 Week(s) Unit Description Students will learn about the relationship between health and wellness while keeping their physical, mental/emotional, and social health in balance. Essential Questions Why is balancing social, emotional, and physical health important? Page 1

2 How do you manage conflict resolution? Why is goal setting important? Academic Vocabulary physical social emotional wellness health Materials and Resources Pearson Health Book Summative Assessment quiz over health triangle 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 Dicussion linked to Power Standard = 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 Classroom observation and discussion Students will be able to state how to communicate thoughts and feelings and demonstrate how to be a good listener. Assessment: Classroom activity on being an active listener. Students will be able to formulate scenarios that will illustrate potential problems or difficult situations. Assessment: Classroom discussion, role play. Students will assess the impact that peer pressure refusal skills have on self-perception and perception of others. Page 2

3 Assessment: role play and different situations Students will analyze various techniques designed to enhance coping abilities and manage stress. DOK Level 4 Description: Coping and managing by staying healthy, relaxing, positive outlook, physically active, talking it out. Students will discuss sexual harassment issues and create a plan to address these issues. linked to Power Standard = Topic: Conflict Resolution Students will work together to find a solution to the problem. conflict resoultion Scenarios based off of conflict and how to resolve it. Students will be able to identify conflict and propose resolution strategies. DOK Level 4 Description: STAR Stop Think Act Review Assessment: Classroom activities linked to Power Standard = Topic: Personal Health Students will evaluate personal behaviors and problems that may occur due to a lack of preventative care. hygiene daily habits healthy choices classroom discussion and observation Students will critique personal behaviors and cause and effect that relate to the following choices; eating breakfast daily, refraining from the use of tobacco and alcohol, getting enough sleep, healthy weight, moderate to vigorous physical activity, making good food choices. DOK Level 4 Student will predict problems that may occur due to insufficient or lack of preventative care for health needs. Assessment: classroom discussion Students will be able to connect the appropriate resource in the community to determine their role in prevention and treatment of health related problems. linked to Power Standard = Topic: Goal Setting and Core Values Page 3

4 Students will identify goal setting and their importance for success in life. specific measurable attainable realistic timely Classroom observation and discussion Students will understand SMART goals and list personal core values. linked to Power Standard = 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. Worksheet linked to Power Standard = Unit: Body Systems Unit Description Students will analyze the names and major functions of body systems as well as how they work together. Essential Questions How do body systems work together? Why is taking care of your body systems important? Academic Vocabulary flexion extension aerobic exercise central nervous system peripheral nervous system heart rate excretion Materials and Resources Pearson Health Book Pintrest project for the body systems Summative Assessment Group project on body systems Topic: Skeletal System Duration: 3 Week(s) Duration: Ongoing Page 4

5 Students will learn where different bones are located, the function of the skeletal system, and different types of joints. radius ulna cranium femur scapula ribs pelvis humerus tibia fibula phalanges coccyx clavicle metcarpals tarsals metatarsal mandible sternem patalla sacrum verterbrae carpals ball and socket hinge pivot gliding moveable immovable Label the skeleton system on a paper copy, pretest, post test Students will summarize how the skeletal system supports and protects other body systems. linked to Power Standard = Topic: Muscular System Duration: Ongoing Students will cover types of muscle tissue, muscle movement, and muscle identification. smooth muscle cardiac muscle skeletal muscle voluntary muscle involuntary muscle bicep tricep abdominals quadricep hamstring gastrocnemius deltoid trapezius latissimus dorsi gluteus maximus pectoralis Label 11/11 muscles on a diagram body system project Page 5

6 Students will be able to explain how muscles work in pairs for movement to occur and provide examples; flexors and extensors. Written Quiz Students will be able to differentiate between voluntary and involuntary muscles, and give examples of each. Students will be able to identify 11 skeletal muscles. Assessment: Quiz labeling 11 skeletal muscles. Add to Skeleton Project. linked to Power Standard = Topic: Digestive System Duration: Ongoing Students will explore the functions and structures of the digestive system. mouth esophagus stomach small intestine large intestine liver pancreas completion of the digestive system added to the skeleton project Students will investigate how food is digested throughout the body. Assessment: completion of the digestive system on the skeleton project linked to Power Standard = Topic: Respiratory System Duration: Ongoing Students will investigate the anatomy of the respiratory system, function and relationship to other systems. lung oxygen carbon dioxide alveoli trachea bronchi diaphragm resting heart rate target heart rate quiz, in class activity using straws to show functions of the respiratory system Students will be able to illustrate air flow through the respiratory system and how it relates to the cardiovascular system. Page 6

7 Students will be able to measure respiratory rates during inactivity and activity. Assessment: Classroom activity for target heart rate and resting heart rate. linked to Power Standard = Topic: Cardiovascular System Duration: Ongoing Students will explain how blood flows throughout the heart and body. Students will explain the function of the cardiovascular system. blood vessels arteries veins capillaries aorta left ventricle left atrium right ventricle right atrium oxygen carbon dioxide blood pressure red blood cells white blood cells classroom discussion and completion of the cardiovascular system to be added onto the skeleton project Students will trace the blood flow through the heart. Assessment: Cardiovascular system added onto the skeleton project. Students will be able to analyze how aerobic exercise impacts an individual physically, mentally, and emotionally. DOK Level 4 Assessment: In class activity linked to Power Standard = Topic: Nervous System, Urinary/Excretory System Duration: Ongoing Students will learn the major functions of the nervous system and urinary system. central nervous system peripheral nervous system kidneys bladder colon excretory urinary tract worksheet completion Students will describe how healthy lifestyle choices affect the functioning of the CNS and PNS. Assessment: Classroom observation and discussion Students will be able to relate how health behaviors affect the urinary/excretory system. and observation Page 7

8 linked to Power Standard = Topic: Endocrine System Duration: Ongoing Students will learn how the endocrine system influences physical, mental/emotional, social growth and development. endocrine system adolescence puberty pituitary gland thyroid gland adrenal gland pancreas ovaries testes Written quiz Discussion Students will show a basic understanding of the six main glands in endocrine system and their different functions in the body. linked to Power Standard = Topic: Reproductive System Duration: Ongoing Students will learn the function of the male and female reproductive systems, the organs and structures of the male and female reproductive systems, and the importance of maintaining healthy reproductive systems. secondary sex characteristics ova sperm fertilization reproductive system chromosomes genes puberty discussion participation teacher observation Students will describe how hormones are responsible for the development of secondary sex characteristics. Students will be able to explain fertilization (egg and sperm unite) Students will be able to sequence the process and events of the human life cycle including fertilization, fetal development and birth. Assessment: Classroom discussion and quiz/worksheet linked to Power Standard = Page 8

9 Unit: Communicable and Noncommunicable Diseases Unit Description Students will distinguish between communicable and noncommunicable diseases. Essential Questions How are communicable and noncommunicable diseases different? Why is it important to do preventable measures for the develop of cancer? Academic Vocabulary pathogens communicable disease noncommunicable disease infection contagious vaccines sexually transmitted diseases HIV chronic tumors allergies asthma diabetes insulin Materials and Resources Red Health Book; Teen Health Course 1 power point paper, markers, information about noncommunicable diseases. Summative Assessment quiz Family Tree project Topic: Communicable Diseases Duration: 1 Week(s) Duration: 2 Day(s) Students will learn what a communicable disease is. Students will determine what common communicable diseases are in the United States. contagious vaccines strep throat influenza mononucleosis hepatitis tuberculosis common cold cancer classroom observation, discussion and note sheet Students will identify what a pathogen, vaccine, and communicable disease is. Assessment: classroom observation and discussion as well as completion of the communicable note page. linked to Power Standard = Topic: Noncommunicable Diseases Students will explore diseases that are not spread by germs. cancer breast cancer skin cancer testicular cancer Page 9

10 classroom discussion Students will explore various types of tests for cancer such as breast, testicular, skin. Assessment: Classroom discussion linked to Power Standard = Unit: Sexually Transmitted Infections Unit Description Students will be able to name and describe symptoms, transmission, treatment, and prevention of common STI's. Essential Questions How are STI's and HIV spread? Why is it important to be educated about transmission and prevention of STI's? Why is it important to understand the possible side effects and health benefits of all forms of contraception? Academic Vocabulary chlamydia gonorrhea genital herpes syphilis genital warts/hpv HIV/AIDS trichomoniasis Materials and Resources Pearson Health Book Summative Assessment quiz Topic: HIV/AIDS Duration: 1 Week(s) Students will be able to compare and contrast the signs and symptoms of HIV/AIDS. STI HIV/AIDS abstinence Classroom Discussion, worksheet Students will compare and contrast signs and symptoms of HIV/AIDS. linked to Power Standard = Topic: STI's Duration: 2 Day(s) Students will be able to describe how to protect themselves and others from STI's. chlamydia genital warts/hpv genital herpes gonorrhea syphilis abstinence condom personal contraceptives trichomoniasis crabs hepatitis b Page 10

11 bacterial/viral withdrawal classroom discussion, worksheet, quiz on STI's Students will be able to distinguish signs, symptoms, treatments and prevention of common STI's. Assessment: classroom discussion Students will be able to categorize side effects and health benefits of all forms of conrtaception. linked to Power Standard = Unit: Alcohol, Tobacco, and Other Drugs Unit Description Students will learn about the dangers of tobacco, alcohol, drug use and ways to avoid such harmful behaviors. Essential Questions Why are all forms of tobacco harmful to your health? How does drinking affect health and why should teens avoid all forms of alcohol? How can over the counter drugs be used safely and responsibly? Why are illegal drugs dangerous? Academic Vocabulary nicotine tar carbon monoxide addiction emphysema snuff secondhand smoke refusal skills alcohol drug cirrhosis alcoholism fetal alcohol syndrome prescription medication over-the-counter medication tolerance drug abuse withdrawal stimulants depressants narcotics hallucinogens inhalants marijuana anabolic steroids Materials and Resources Pearson Health book Internet Summative Assessment quiz talk show Topic: Tobacco Duration: 1 Week(s) Duration: 2 Day(s) Students will be able to describe the harmful effects of using tobacco products, addiction and secondhand smoke. nicotine tar carbon monoxide Page 11

12 addiction emphysema snuff secondhand smoke discussion worksheet quiz Students will draw conclusions about how using tobacco products can damage your health, and lead to addition. Assessment: Classroom discussion and quiz linked to Power Standard = Topic: Alcohol Duration: 2 Day(s) Students will be able to explain how alcohol effects a person's physical and mental health. Students will be able to describe the short- and long-term risks of using alcohol. alcohol drug cirrhosis alcoholism fetal alcohol syndrome classroom observation and discussion Students will be able to explain the cause and effect of alcohol on the brain, blood vessels, heart, liver, and stomach. Quiz Students will be able to identify factors that influence alcohol's effects on people: how fast they drink, how much they drink, body weight, amount of food in the stomach, mood, use of other drugs. Assessment: classroom observation and discussion Students will be able to compare alcohol content in different drinks: 1.5 ounces of liquor, 12 ounces of beer, 4 ounces of wine. Assessment: In class assignment, worksheet Discussion Quiz Students will be able to explain the cause and effect of addiction, alcoholism, and treatment. In class assignment, worksheet Quiz linked to Power Standard = Topic: Prescription, Over-the-counter, and Other Drugs Duration: 2 Day(s) Students will be able to explain how medicines affect the body, why medicines have warning labels, how to use medicines safely, and list the signs of drug misuse and abuse. Page 12

13 medicine prescription medicine over-the-counter medicine antibiotic tolerance side effect tolerance drug misuse drug abuse withdrawal stimulant depressant narcotic hallucinogen inhalant marijuana anabolic steroids classroom observation and participation Students will be able to interpret the difference between drug misuse and drug abuse. Students will be able to describe the main types of illegal drugs and their dangers. Description: Including stimulants, depressants, narcotics, hallucinogens, inhalants, marijuana, performance enhancing drugs. Quiz Unit: Nutrition linked to Power Standard = Unit Description Students will learn to apply nutrition knowledge, factors that influence food choices, and various eating disorders. Students will explore reading food labels and basic rules of food handling. Essential Questions How does each specific nutrient play a specific role in keeping your body healthy? How does learning to make healthful food choices help you maintain good health throughout your life? How can an unhealthy body image lead to an eating disorder? Academic Vocabulary nutrients calorie nutrition proteins amino acids carbohydrates fiber fats vitamins minerals MyPlate BMI overweight underweight body image eating disorders anorexia nervosa bulimia nervosa binge eating Materials and Resources Pearson health book, worksheets Summative Assessment Duration: 1 Week(s) Page 13

14 nutrition quiz Topic: Food Nutrients and Food Preparation Students will identify essential food nutrients as well as how to properly prepare food. carbohydrates protein water minerals vitamins fats food plate nutrient dense classroom observation and discussion Students will apply essential nutrient knowledge to compare energy contribution of a food. Assessment: quiz Students will list four basic rules of handling food. Assessment: classroom discussion linked to Power Standard = Topic: Reading Food Labels Students will analyze calories, nutrients, serving size, ingredients, and nutritional value by reading a food label. calories nutrients serving size fiber sugar sodium cholesterol classroom discussion, observation Students will analyze and critique food labeling information to determine calories, nutrients, serving size, types of ingredients, and nutritional value in a product. DOK Level 4 Assessment: Food label exercise. linked to Power Standard = Topic: Food Choices and Eating Disorders Duration: 2 Day(s) Students will understand factors that affect food choices. Also, students will recognize signs and symptoms of eating disorders. eating disorders peers media culture family Page 14

15 emotions bulimia anorexia diabulmia female athlete triad EDNOS poster on eating disorder Students will recognize symptoms of various eating disorders. Assessment: classroom observation and discussion Students will distinguish factors that influence food choices. Assessment: classroom discussion. Unit: Safety linked to Power Standard = Unit Description Students will understand basic first aid procedures and assess home and school environments for potential unsafe situations. Essential Questions How do you administer basic first aid? Why is it important to assess potential unsafe environments? Academic Vocabulary CPR Heimlich maneuver bleeding R.I.C.E water safety fire safety electrical shock Materials and Resources Pearson Book, power point, Red Cross, nurse Summative Assessment Classroom activities and quiz Topic: Environment Students will discuss potential unsafe environments and how to correct the hazard. fire safety electrical shock gun safety flooding hazard unintentional injury outdoor safety tornado blizzard hypothermia hurricane earthquake/after shock classroom discussion and teacher observation Students will draw conclusions about potential unsafe environments and recommend corrective actions, Duration: 1 Week(s) Page 15

16 linked to Power Standard = 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 RICE sprain strain classroom discussion, teacher observation, and performance on dummy Students will investigate basic first aid procedures for everyday life and also exercise, sports or other activities. Assessment: scenarios linked to Power Standard = Page 16