Adlai E. Stevenson High School Health Education Course Descriptions & Learning Targets

Transcription

1 Adlai E. Stevenson High School Health Education Course Descriptions & Learning Targets Division: Course Title: Physical Welfare Health Education PED201/PED202 Course Description: The following Health Education units are taught: Wellness and Mental Health, Adult CPR, Fitness and Personal Health, Reality of Drugs, Disease, Life Cycles. Within the Adult CPR Unit students (summer school excluded) have the opportunity to receive Adult CPR certification through the American Red Cross.* All health units are described on the health web page. The Health Education web page is a comprehensive, interactive site which offers students and parents access to complete curricular units, homework, test preparation materials, course expectations, study/review materials and class PowerPoint presentations. Students can also receive a CD-ROM containing the entire health curriculum for their own use. Health Education should be completed by the end of the sophomore year. During the semester that a student takes Health Education, the student is excused from Physical Education. During the reality of drugs unit, students will be prepared for the graduation required 46th credit test. Course Philosophy: The health education program is designed to empower students with life skills to improve or maintain a high level of social, emotional and physical wellness. The program focus is to evaluate personal choices and knowledge that can promote one s health and to prevent disease and future illness. Furthermore, it will provide students with challenge for more awareness and ownership of their wellness to balance their personal health. Course Content Objectives: By the end of this course, students will be able to: A. comprehend concepts related to health promotion and disease prevention to enhance health. B. analyze the influence of family, peer, culture, media, technology, and other factors on health behaviors. C. demonstrate the ability to access valid information and products and services to enhance health. D. demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. E. integrate decision making skills for a foundation for life, career success and improved health. F. establish and demonstrate the ability to use goal setting skills to enhance personal wellness.

2 G. recognize health enhancing behaviors and distinguish those from risky behaviors that can cause injury or illness. H. advocate for personal, family, and community health. I. describe the effects (e.g., economic losses, threats to personal safety) of conflict and violence upon the health of individuals, families and communities. State goal 24.A.4a Emotional Wellness Learning Targets Objectives A,B,D,E,F,G,K,N Essential Skill: Students will become familiar with the factors that contribute to one s overall wellness. Learning Targets: 1. I can recognize the impact of physical, mental, emotional and social health components 2. I can identify common life-style factors that contribute to wellness 3. I can detect major risk factors that may jeopardize my overall well-being 4. I am aware of positive and negative influences that may impact my health Essential Skill: Students will understand the importance of good decision-making. Learning Targets: 5. I can apply the decision making model (D.E.C.I.D.E) SG24.B.4 (NHES 6) 6. I will explore aspects of good decision making 7. I can develop my own SMART goals for application to my personal wellness 8. I can identify stages of grief and loss to help cope with potential loss Essential Skill: Students will recognize that mental health has an impact on overall well-being Learning Targets: 9. I understand the importance of self-esteem and its impact on myself and others 10. I can identify resources to help raise my self-esteem and overall self worth, if needed 11. I understand Maslow s Hierarchy of Needs and its impact on my choices and behaviors 12. I will complete a personality traits survey (Myers Briggs Typology Test) to help develop awareness of myself and others Essential Skill: Students will become aware of strategies used to cope with stress and identify other emotions. Learning Targets: 13. I can identify healthy ways to manage my emotions 14. I can categorize common stressors and the stages of the stress response (IL24.B.5) (NHES 3) 15. I can employ strategies to help cope with stress and effect positive change DMullins Nov 17, '11, 8:06 AM we will explore these by case studies and situational problem solving initiatives with associated DECISION MAKING graphic organizer DMullins Nov 17, '11, 8:10 AM how do we measure this? do we have an activity such as brainstorming to help raise self esteem - setting a goal, executing your SMART goal plan, helping others, positive self talk, setting boundaries, DMullins Nov 17, '11, 9:17 AM - school resources on fieldtrip day with social workers and kids talking pannel DMullins Nov 17, '11, 9:38 AM - how to measure? jenny does an A-Z stress relief activity that discuss DMullins Nov 17, '11, 9:38 AM - measure? - tom and dimitra do relaxation strategies

3 Essential Skill: Students will learn protective factors to prevent and manage mental illness Learning Targets: 16. I understand the different types of mental illness 17. I understand social stigmas that are associated with mental illness 18. I know the warning signs of depression and suicide 19. I know intervention strategies to prevent or overcome self-harm 20. I can identify resources that will provide emotional support at Stevenson High School CPR American Red Cross Learning Targets Objectives Train lay responders to overcome any reluctance to act in emergency situations and to recognize and care for life-threatening respiratory or cardiac emergencies in adults. DMullins Nov 17, '11, 10:04 AM - THIS IS WHERE WE STOPPED!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! To help minimize the risk of disease transmission, you should follow some basic health precautions and guidelines while participating in training. Participants should take precautions if you have a condition that may be contagious. To teach lay responders the skills and knowledge needed to provide care for victims of sudden cardiac arrest through the safe use of CPR skills and use of an automated external defibrillator (AED). I can demonstrate basic procedures in injury prevention and emergency care that can be used in the home, workplace, and community (e.g., first aid, CPR). SG 22.A.4c Essential Skill: Students will learn Cardiopulmonary Resuscitation (CPR). Learning Targets 1. Describe how to recognize and respond to an emergency. 2. Describe the purpose of the Good Samaritan Laws. 3. Identify the difference between consent and implied consent. 4. Describe the three emergency action steps. 5. Explain when and how to call or the local emergency number. 6. Explain when and how to move a person from a dangerous scene. 7. Identify how to minimize the risk of disease transmission when giving care. 8. Demonstrate how to check an unconscous person for life-threatening and nonlifethreatening conditions. 9. Explain how to check a conscious person for life-threatening and nonlife-threatening conditions. 10. Identify the signals of shock and describe how to prioritize care for injuries and sudden illnesses.

4 11. Recognize the signals of breathing emergency. 12. Demonstrate how to care for a person who is choking. 13. Demonstrate how to recognize and care for a person who is not breathing. 14. Recognize the signals of cardiac emergency. 15. Identify the links in Cadiac Chain of Survival 16. Describe how to care for a heart attack. 17. Demonstrate how to give cardiopulmonary resuscitation. 18. Identify prevention strategies to decrease the risk of breathing emergencies. 19. Pass each section of the written exams with a score of 80% or better. Essential Skill: Students will learn the use of an automated external defibrillator (AED). 20. Explain what defibrillation is and how it works. 21. Explain the role of cardiopulmonary resuscitation (CPR) in conjuction with AED use. 22. Practice the general steps for the use of an AED. 23. Identify and rehearse precautions when using an AED. 24. Demonstrate how to use an AED. 25. Participate in all skill sessions. 26. Demonstrate competency in all required skills on skills checklist. 27. Pass each section of the written exams with a score of 80% or better. Fitness & Nutrition Learning Targets Objectives: Students will understand the basic structures of the musculo-skeletal system. ( SG-Il.23.A.4) Students will understand how physical exercise can affect/ influence physical development. (SG-IL. 20.A.4a) Student will be able to identify the nutrient classes and how the body uses these nutrients. Students will be able to prepare an individual personal fitness and nutrition plan. Students can Interpret the effects of exercise/physical activity on the level of health-related fitness. SG20.A.4a I can evaluate various types of fitness training programs (e.g., circuit, cross and interval training) and describe the characteristics and benefits of each. SG 20.A.4b

5 Essential Skill: Students will develop a personal wellness plan. Fitness Learning Targets 1. I can create a fitness plan to improve my health. 2. I can define physical fitness. 3. I can discuss the impact that physical fitness activity has on my overall health. 4. I can identify the benefits of physical activity. 5. I can recognize factors that increase my motivation to exercise. 6. I know ways to pre- test, train, and post- test the five health related components of fitness. 7. I can apply the three training principles into my physical fitness. 8. I can create SMART goals to improve my physical activity. 9. I can identify proper ways to warm up and cool down when I am physically active. 10. I can calculate my maximum, target, and recovery heart rate. 11. I can recognize precautions that are necessary to take while exercising. Essential Skill: Students will understand healthy nutrition. Nutrition Learning Targets: 20. I can classify the six nutrients. 21. I can observe my own nutritional habits and set realistic goals to make better food choices. 22. I can provide examples of unhealthy and healthy choices within each nutrient class. 23. I can recognize that each nutrient has an important and specific function in my body. 24. I can recognize and will become more aware of the ingredients in my food and where my food comes from. 25. I can compare and contrast eating disorders and am familiar with warnings signs for each. 26. I can analyze the ingredients and nutritional information on food labels.

6 Drug unit & 46th Credit Learning Targets Objectives: Students should be able to identify the major classification of drugs and possible interactions. Students should be able to describe the effects of different drugs on the central nervous system and how those effects can be passed into the bloodstream of an unborn child. ( SG-IL.23.B.5) Students should be able to explain why the effects of drugs are unique to each individual. Students should recognize the addictions process and understand the bodies reward system. Complete and pass the 46th credit examination at a 75% success level. Students will understand substance abuse. Drug unit Learning Targets 1. I can identify environmental and social factors, which may influence my decisionmaking 2. I can identify ways to abstain from using alcohol, tobacco, and other drugs by examining the negative consequences of drug use 3. I can identify the stages of addiction 4. I can recall reasons why some teens begin to use drugs 5. I realize and distinguish the difference between specific and non-specific factors 6. I can define vocabulary terms: tolerance, withdrawal, dosage, and potency 7. I can compare and contrast psychological and physiological dependencies of drug use Essential Skill: Students will understand the role of medicines vs. illegal drugs 8. I can describe reasons why it is necessary to take medicine 9. I can explain the difference between prescription and over-the-counter medications 10. I can provide examples of medicine misuse and abuse 11. I can advocate for proper use of medicines 12. I am familiar with the different routes of administration for drug and medicine use 13. I can describe the different types of drug and medicine interactions on the body

7 Essential Skill: Students will understand the effects of tobacco 14. I know that most tobacco products contain over 400 known carcinogens 15. I understand nicotine is the stimulant drug found in tobacco products 16. I can identify three different forms of tobacco 17. I know short-term and long-term effects of using tobacco products 18. I recognize how smoking effects different systems of my body 19. I recognize the benefits of living tobacco free Essential Skill: Students will understand the effects of alcohol 20. I can recall the effects alcohol has on my body 21. I can investigate accidents that result from alcohol use 22. I can define pseudo-stimulation 23. I know that alcohol is a CNS depressant 24. I recognize the factor s that influence the effect alcohol will have on my body 25. I know what binge drinking is and recognize the effects of it 26. I know warning signs of alcohol poisoning 27. I can synthesize alcohol use and alcoholism 28. I understand BAC and how it can be measured 29. I recognize the consequences of consuming alcohol during pregnancy Essential Skill: Students will understand illicit drug categories 30. I know seven drug categories 31. I can identify examples in each drug category 32. I can debate or defend my beliefs about drug laws in Illinois 33. I can describe the method of administration for drug use 34. I can draw conclusions to the consequences of drug use 35. I can demonstrate my knowledge of illicit drug use by passing the 46th credit test Disease Unit Objectives:

8 Students can Compare and contrast communicable, sexually transmitted (STI ), degenerative, noncommunicable illnesses (e.g., influenza, cancer, arthritis). (SG 22.A.4a) Students can analyze possible outcomes of effective health promotion and illness prevention (e.g., reduction in stress, improved fitness, lessened likelihood of disease and illness). (S.G.- 22.A.4b) Students can research and report about a disease or health promotion topic.(sg- 22.A.4d) Essential Skill: Students will identify various communicable diseases and pathogens. Learning Targets: 1. I can define communicable disease 2. I can define pathogens 3. I can recall three ways that pathogens are spread 4. I will identify six pathogens that cause disease 5. I can demonstrate at least five ways to prevent spreading/catching disease Essential Skill: Students will understand the body s defense from disease. 6. I can define immunity 7. I can compare and contrast both specific and non-specific resistance to disease 8. I learned two ways to become immune to a disease 9. I can identify the role that vaccines have on the immune system 10. I can describe at least four types of vaccinationsi know the importance of biofeedback Essential Skill: Students will learn the risk of contacting a Sexually Transmitted Disease 11. I can define different sexual behaviors that may result in a STD 12. I know that sexual abstinence is the only 100% effective way to prevent a STD 13. I know different methods that may help reduce my risk of STD s if I am sexually active. 14. I can identify the description, symptoms, diagnosis, and treatments of at least six STD s. Essential Skill: Students will identify non-communicable diseases

9 15. I can define non-communicable disease 16. I know the three leading causes of death in the United States 17. I can define various types of cardiovascular disease 18. I recognize risks of cardiovascular disease 19. I know at least eight types of cardiovascular disease 20. I know how cardiovascular disease can be treated 21. I know ways that I can prevent cardiovascular disease 22. I can define cancer 23. I can identify the warning signs of cancer (CAUTION) 24. I can recall choices that can lead to cancer 25. I know how to give self-exams that can detect cancer 26. I understand how cancer is treated 27. I can define two types of diabetes 28. I know how to prevent diabetes 29. I can identify and describe two types of Arthritis 30. I can define Epilepsy Life cycle (Social health) Unit Objectives: Students should be able to identify effective listening and communication skills. (NHES 5) Students should be able to identify stages of growth and development. ( SG-IL. 23.C.4,5) Students should be able to recognize characteristics of healthy family units. Identify contraceptive strategies.

10 Students should be able to identify the anatomy of the male and female reproductive systems 31.I can formulate strategies to prevent conflict and resolve differences. 24.A.4b (This could also be placed in social health unit- Life cycles) Essential Skill: Students will understand all aspects of sexuality. Life cycle Learning Targets: 1. I can explore ideas of sexuality education 2. I can explain the importance of sexuality education in schools 3. I know how sexuality is formed 4. I understand the impact of my decisions about sexuality 5. I can recall parts of my biology that make up my sexuality 6. I can label the parts of both reproductive systems 7. I can describe the functions of hormones in my body 8. I can identify health concerns of the reproductive systems DMullins Nov 17, '11, 10:05 AM - we threw this in there but need to revise and put it somewhere Essential Skill: Students will understand growth and development during pregnancy 9. I know how pregnancy occurs and how it is determined 10. I know the importance of pre- natal care 11. I can recognize different stages of development in the womb 12. I can recall the three stages of childbirth 13. I know two types of delivery methods Essential Skill: Students will understand the importance of abstinence 14. I can compare and contrast reasons to abstain from sex 15. I can create refusal skills 16. I can demonstrate respect for myself 17. I can list possible outcomes of sexual behavior Essential Skill: Students will understand relationships 18. I can compare and contrast healthy and unhealthy relationships. 19. I can recognize if a friend or I are in an abusive relationship. 20. I can recall different types of abuse. 21. I know what responsible dating looks like. 22. I can demonstrate communication skills that are necessary in all relationships. 23. I know that marriage is a commitment.

11 Essential Skill: Students will understand how to deal with grief and loss 24. I can recognize some challenges that people face as they age. 25. I can identify different loses that I may encounter in my life. 26. I can recall the stages of grief and loss by doctor Elizabeth Kuebler Ross SEL Objectives: As a member of the Stevenson High School community, I will develop my Self-Awareness skills. As a member of the Stevenson High School community, I will develop my Social Awareness skills. As a member of the Stevenson High School community, I will develop my Self-Management skills. As a member of the Stevenson High School community, I will develop my Relationship Skills. As a member of the Stevenson High School community, I will develop my Responsible Decision Making skills. SEL Learning Targets Emotions &Self-Awareness Skills 1. I can identify my emotions. 2. I recognize when I need help. 3. I recognize that making mistakes is part of the learning process. Social Awareness skills 4. I act responsibly with the interests of the larger community in mind. 5. I seek to understand the diverse background of others. Self-Management skills 6. I listen to others without interrupting.

12 7. I express my emotions in positive and constructive ways. 8. I follow rules of the school. 9. I apply healthy strategies to decrease my stress level. 10. I create individualized short- term and long- term goals for myself. Relationship skills 11. I can identify and demonstrate active listening strategies. 12. I use "I" statements to communicate my feelings to others. 13. I resolve conflict and de- escalate the emotions in the situation. 14. I consider feedback from others. Responsible decision making skills 15. I identify possible options, including major alternative points of view and their consequences, before making a decision. 16. I evaluate possible options, including major alternative points of view and their consequences, before making a decision. College Readiness Learning Targets Objectives: Student will be ready for the demands of a college setting. Student will demonstrate a strong foundation and preparedness for their college experience. MATHEMATICS 1.I can use Venn Diagrams in counting and comparing ideas (24-27) 2.I can solve word problems containing several rates, proportions, or percentages, as related to health concepts (28-32) 3.I can interpret and use information from figures, tables and graphs (28-32) 4.I can analyze and draw conclusions based on information from figures, tables and graphs (33-36) READING

13 SCIENCE 5.I can locate simple details at the sentence and paragraph level in uncomplicated passages (16-19) 6.I can locate important details in uncomplicated passages (20-23) 7.I can Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages (24-27) 8.*FUTURE CONSIDERATION I can infer the main idea or purpose of straightforward paragraphs in more challenging passages (24-27) 9.* FUTURE I can locate and interpret minor or subtly stated details in more challenging passages (28-32) 10.I can extrapolate from data points in a table or graph (28-32) 11.* future inclusion into curriculum - I can determine whether new information supports or weakens a model, and why (28-32) 12. * Future - I can use new information to make a prediction based on a model (28-32) 13. *Future - I can sequences of events in more challenging passages. (28-32)