High School. Health 1

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High School

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Table Contents

Page

1 Table

of

Page

2 Oregon

Health

Education

Content

Standards

Pages 3-4

Oregon

Health

Content

Areas

Pages 5-8

Health

Alignment

Pages 9-11

Unit

1–Wellness

Pages

12–17

Unit 2–Physical Fitness & Healthy Bodies

Pages

18–24

Unit 3–Tobacco, Alcohol and other Drugs

Pages 25–34 Unit

4–Healthy

Sexuality–Reducing

the

Risk

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Oregon Health Education Content Standards

1. Concepts Students will comprehend concepts related to health promotion and

disease prevention.

2. Accessing

Information Students will demonstrate the ability to access valid health information and health information and health-promoting products and services.

3. Self Management Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. 4. Analyzing Students will analyze the influence of culture, media, technology and other

Influences factors on health. 5. Interpersonal

Communication Students will demonstrate the ability to use interpersonal communication skills to enhance health. 6. Goal Setting Students will demonstrate the ability to use goal-setting skills to enhance health.

7. Decision Making Students will demonstrate the ability to use goal-setting skills to enhance health.

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Oregon Health Education Content Areas:

1. Alcohol, tobacco and other drug use and prevention.

This content area focuses on licit and illicit drugs. Over the counter medicines and prescription medications are drugs used to treat illness. These drugs have both benefits and risks. Alcohol, tobacco and other drug use refer to all types of alcohol and tobacco and many other drugs, including marijuana, steroids and inhalants. The use of many of these drugs has both short-term and long-term risks. ATOD use has physi-cal, social and emotional effects, including dependence and addiction. A variety of influences affect attitudes and choice about ATOD. Includes: Short and long-term consequences of use, influences on use, addiction, cessation, laws and influence of advertising.

2. Prevention and Control of Disease

This content area focuses on the preventing non-communicable and communicable diseases. The spread of communicable diseases can be prevented with specific behaviors. Personal health habits are developed at a young age and it is important for students to recognize how these habits affect their health and future.

Includes: Heart disease, stroke, diabetes, cancer, HIV/AIDS and others. 3. Promotion of Environmental Health

Environmental health addresses individual and community responsibility including population density, world health, waste disposal, sanitation, lead, asbestos, pesticides and polluted air and water. Responsible individual behavior contributes to the health of the envi-ronment and the community.

Includes: Community health services, environmental health, sun protection, and resource conversation. 4. Promotion of Health Eating

Healthful nutrition contributes to growth and energy and helps prevent chronic diseases such as cancer and hear disease. Important concepts include the healthful food choices, a need for variety in food choices and recommended proportions of foods consistent with the Food Guide Pyramid. Consuming more water, fruits, vegetables, grains and calcium-rich foods also contributes to health.

Includes: Healthy eating, accessing nutrition information and products, food choices, balancing food intake and physical activity, eat-ing disorders and food safety.

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6. Promotion of Physical Activity

Physical activity focuses on the role of exercise in promoting health. Regular physical activity promotes cardiovascular health. The benefits of exercise are related to frequency, intensity, and duration.

Includes: Benefits of healthy physical activity, prevention of sports and exercise injuries, effects of drugs on fitness, use of safety equipment, and steroid use.

7. Sexual Health Promotion

Growth and development is a maturing process with physical, mental and social aspects. Building personal and family relationships and influences are central to attitudes and decisions about sexual behavior. Respect for oneself and others and recognizing family and community values form the foundation for health sexuality. Unprotected sex can lead to unintentional pregnancy and sexually transmit-ted infections, including HIV/AIDS. Abstinence is the most effective method of preventing pregnancy and STI’s. Different methods of contraception have varying effectiveness in preventing pregnancy and STI’s.

Includes: Families and relationships, growth and development, sexual behavior, and pregnancy prevention, abstinence, and contracep-tion.

8. Unintentional Injury Prevention

This content area includes an introduction to learning about first aid and emergency health care. Injury prevention includes being safe at home, being safe on the move, being safe at school, being safe at work, being safe in the community and who to contact in case of injury.

Includes: Fire safety, water safety, first aid prevention and care, traffic, transportation and pedestrian safety, personal safety, use of pro-tective equipment, work safety and accident prevention.

9. Violence and Suicide Prevention

This content area includes prevention of different forms of violence and suicide. A focus on communication and pro-social behaviors is emphasized.

Includes: Preventing violence, including sexual harassment, racism and dating abuse, suicide prevention, pro-social behaviors, conflict resolution, anger management, problem solving and empathy.

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Health Alignment

8th_{Grade Health} _{Health 1} _{Health 2}

Wellness Unit 1, (20 days) Wellness Unit 1 (4-days) Wellness-Mental Health Unit 1 (9 days) 1. Physical, mental/emotional, social health,

achieving a healthy balance, and developing healthy lifestyle choices.

2. Promotion of physical activity and the impact on maintaining and improving health, and wellbe-ing.

3. Promotion of healthy nutrition and how it con-tributes to growth, energy and the prevention of chronic diseases and disorders–obesity: diabetes, heart disease, and eating disorders.

4. Decision making skills and refusal skills. 5. Analyzing influences which affect health

choices–culture, family, media, technology, and peers.

1. Balancing physical, emo-tional/mental, and social health.

2. Health Literacy

3. Goal setting and decision mak-ing skills.

4. Character education and build-ing integrity.

Wellness–physical, mental/emotional, social health Time management and stress reduction

Goal setting and decision making skills (values) Mental disorders

Suicide prevention The grieving process Coping with loss and crises

Safety Unit 2, (10 days)

1. Violence prevention. The effects of violence, bullying, intimidation, harassment, and conflict. 2. Anger management, conflict resolution, and

communication skills.

3. Media’s influence on violence. Sexual harassment Suicide prevention Warning signs Depression Communication Support 4. Injury prevention

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Health Alignment Continued

Physical Fitness & Healthy bodies Unit 2 (4 days)

Physical, mental, and social benefits of ac-tivity & exercise

Elements of fitness:

Cardio respiratory endurance Muscular strength

Muscular endurance Flexibility

Body composition

Training diet, eating before competition, & ergogenic aids (dietary supplements) Hydration-water, sports drinks, & en-ergy drinks.

Tobacco, alcohol and other drugs Unit 3 (10 days)

Tobacco, alcohol and other drugs Unit 3 (4 days)

1. Decision-making and refusal skills. 2. Gateway drugs–long and short term

ef-fects

3. Disease and addiction–benefits of a drug free lifestyle.

4. Influences and pressures teenagers face regarding issues of tobacco, alcohol, and other drugs.

5. Peers, family, media, and music.

1. Health risks–long & short-term effects. 2. Factors that influence drug use;

deci-sion-making & refusal skills.

3. Role of alcohol & other drugs in unsafe situations.

4. Alcohol poisoning & binge drinking 5. Strategies for drug use prevention, & for

becoming drug-free

6. Legal consequences of drug/alcohol use & abuse.

1. Decision making skills 2. Refusal skills

3. Risks and consequences of intoxicated driving. 4. Project based advocacy.

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Health Alignment Continued 8th

Grade Health Health 1 Health 2

Healthy Sexuality Unit 4 (15 days)

Healthy Sexuality– Reducing the Risk Unit 4 (15-18 days)

Healthy Sexuality–Reducing the Risk Unit 2 (15 days)

1. Puberty

2. Male and female reproduc-tive systems

3. Abstinence

4. Refusal skills and decision making skills 5. Gender characteristics 6. Birth control 7. Teen pregnancy 8. Communicable diseases– HIV/AIDs, hepatitis 9. Introduction to other STI’s 10. Healthy relationships

1. Maintaining healthy dating relationships Communication, setting limits, & assert-ing personal boundaries

Resisting & effectively dealing with negative pressure

2. Identifying and dealing with unhealthy relation-ships, sexual harassment, cohersion, and vio-lence.

3. Endocrine & reproductive systems. 4. Abstinence

5. Conception & pregnancy 6. Contraception

Condoms & hormone contraceptive (most common)

7. Disease prevention

HIV/AIDS, Hepatitis, Herpes, and HPV

1. Relationships

• Family relationships

• Characteristics of healthy relationships • Long-term relationships and commitment • Maintaining reproductive health

Testicular self exams Breast self exams Pelvic examination Pap smear

Birth control methods Pregnancy

Prenatal care and birth Sexually transmitted infections

HIV/AIDS (social implication of epidemics statistics) HPV, chlamydia, genital herpes, gonorrhea,

trichomonia-sis syphilis, hepatitis B & C

Communicable Diseases Unit 5 (6 days)

1. Pathogen types (bacteria, virus)

2. Methods of transmission & prevention strategies 3. Vaccines

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Health Alignment Continued

Non-Communicable Diseases Unit 4 (6 days)

1. Cancer

• Vocabulary and terminology

• Types of cancers

• Risk factors

• Symptoms

• Screening and detection methods

• Reducing the risk of cancer

• Treatment 2. Cardiovascular disease

• Types of cardiovascular disease

• Diagnostic tools

• Treatment options

• Risk factors–controllable and uncontrollable 3. Allergies, Asthmas, Diabetes, Arthritis

• Causes • Diagnosis • Symptoms • Treatment Nutrition Unit 5 (10 days)

1. Vocabulary and terminology

2. Influences on food choices 3. Nutrients and daily caloric

in-take

4. Dietary guidelines and Food Guide Pyramid

5. Nutrition facts–reading food product labels and panels 6. Serving sizes

7. Media and advertising techniques 8. Making consumer choices 9. Personal dietary analysis 10. Food log

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UNIT 1 Wellness

Suggested Time: 4 days

Oregon Health Content Area: _{Promotion of Mental, Social, and Emotional Health}

Essential Questions:

1. What is the interrelationship of the physical, mental, emotional, and social aspects of health, when applied throughout the lifespan?

2. What is the importance of goal setting in achieving desired health–enhancing behaviors?

3. What is the importance of examining health information, products and services in the decision making process about ones health?

Content Standards Benchmarks Unit Content Knowledge & Skills (the student will) Resources

1–Concepts 3–Self Management 6–Goal Setting 7–Decision Making 4–Analyzing Influences Benchmarks Explain physical, academic, mental and social benefits of physical activity and the relationship of a sedentary life-style to chronic dis-ease.

Analyze influences on health related choices (e.g. per-sonal/family/cultura l values, media, technology, peers.)

Balancing physical, emo-tional/mental and social health.

Explain how influences such as heredity, family, environment, culture, media, and technology im-pact health status.

Describe the importance of taking responsibility for establishing and implementing health mainte-nance for individuals of all ages by keeping the three areas of health in balance.

Give examples of how technology can lead to better health.

Glencoe Health, chapter 1, lesson 1, page 4-9.

Glencoe Health, chapter 1, lesson 2, pages 10-16.

Glencoe Student Activity work-book, chapter 1, pages 1, 2, & 3. Chapter 1, study guide, pages 5-8. Video: Live or Die, Milwaukie High School.

Being Healthy–Staying Healthy, DVD (Glencoe) Maintaining Mental and Emotional Health, viewer guide, pages 9-10.

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UNIT 1 Wellness Continued

Suggested Time: 4 days Oregon Health Content Area: _{Promotion of Mental, Social and Emotional Health}

1–Concepts

2–Accessing Information

Benchmarks

Access information and resources to meet specific health needs and solve health related prob-lems.

Health Literacy Explain how being health literate helps a person achieve and maintain good health.

Compare and contrast health education and health literacy.

Glencoe Health, chapter 1, les-son 1, pages 8-9.

Glencoe Health, chapter 3, les-son 1, pages 48-53.

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UNIT 1 Wellness Continued

Suggested Time: 4 days Oregon Health Content Area: _{Promotion of Mental, Social and Emotional Health}

2–Accessing Information 6–Goal Setting

7–Decision Making

Benchmarks Set short and long term goals to promote healthy living.

Use a decision making model to make life long healthy decisions.

Goal setting and decision making skills.

Explain the six steps of the decision mak-ing process.

Identify the processes involved in choos-ing and achievchoos-ing goals.

Develop and implement a plan for a per-sonal health goal.

Explain how to access information and use decision making skills to make an in-formed choice that promotes individual, family and community health.

Glencoe Health, chapter 2, lesson 2, pages 33-36. Glencoe Health Student Activity workbook, chapter 2, page 9, activity 5, page 11.

Student activity––Write letter to self––to be opened in Health 2.

5–Interpersonal Communication Character Education and

building integrity.

Define the traits of good character. Identify ways to demonstrate good charac-ter in the home, school, and community.

Glencoe Health, chapter 2, lesson 3.

Video–Classroom of the Heart, (Milwaukie High School)

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UNIT 2

Physical Fitness and Healthy Bodies

Suggested Time: 4 days Oregon Health Content

Area: Promotion of Physical Activity _{Promotion of Healthy Eating}

Promotion of Mental, Social, and Emotional Health Essential Questions:

1. How can the elements of fitness be used as a framework for developing a personal physical activity program? 2. Why is proper nutrition and hydration especially important for physically active individuals?

1–Concepts 3–Self Management 7–Decision Making Benchmarks Explain physical, academic, mental and social benefits of physical activity and the relationship of a sedentary life-style to chronic dis-ease.

Physical, mental, and social benefits of activ-ity and exercise.

Analyze how regular physical activity will enhance and maintain health.

Explain which body systems benefit from regular physical activity.

Analyze the relationship between regular physical activity, health promotion and disease prevention. Analyze the role of fitness in recognizing and re-solving conflicts effectively.

Personal Fitness Workbook (MHS, PHS).

Glencoe Health Course 3, chapter 4, lesson 1, pages 74-70.

Glencoe T.W., Foundations of Personal Fitness, Physical Activ-ity and Personal Fitness, chapter 1, lesson 1, pages 2-11.

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UNIT 2

Physical Fitness and Healthy Bodies Continued

Promotion of Mental, Social, and Emotional Health

1–Concepts 7–Decision Making 4–Analyzing Influences 6–Goal Setting Benchmarks Access informa-tion about the recommended amount and types of physical activity for adolescents.

Elements of Fitness Cardiovascular Endur-ance.

Describe the role of life long fitness in maintaining personal fitness, blood pres-sure, weight and percentage of body fat.

Being Healthy, Staying Healthy, DVD & View Guide, page 21, Cardio Respiratory Endurance.

Glencoe––Fitness Zone, Heart Rate Activi-ties.

Activity 1-1, pages 5/6, The Heart is a Pump.

Activity 1-2, pages 7-9, The Circulatory and Respiratory System.

Activity 1-4, Activity 1-5, 1-7, 1-8, Measuring Heart Rate.

Activity 3-3, page 63, Target Heart Rate.

Activity 3-4, page 65, Types of Cardio-vascular Fitness.

Glencoe Foundations of Personal Fitness Program, chapter 3, lesson 1, pages 70-81.

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UNIT 2

Benchmarks

Muscular Strength Muscular Endurance Flexibility

Describe the five areas of health-related fitness.

How can using the Physical Activity Pyramid help a person meet their fitness goals?

Define the three principles upon which all effective fitness programs are based.

Glencoe Health Course 3, chapter 4, les-son 2, pages 80-86.

Glencoe–Foundations of Personal Fitness, Designing a Personal Fitness Program, chapter 3, lesson 1, pages 70-81, chapter 3, lesson 2, pages 82-89.

Being Healthy, Staying Healthy, DVD (Glencoe).

Viewer Guide:

Muscular Fitness and Flexibility, page 25-30.

Glencoe–Fitness Zone

Activity 4-1, types of strength Activity 4-2, FITT Principals for Mus-cular Strength and Endurance.

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UNIT 2

Content Standards Benchmarks Unit Content Knowledge & Skills (the student

will) Resources

1–Concepts 3–Self Management 6–Goal Setting

Benchmarks

Body Composition Analyze the role of energy bal-ance in maintaining body weight and body composition. Analyze methods of measuring body composition, your func-tional health and fitness. Define ranges of healthy body fat for teens.

Glencoe–Foundations of Personal Fitness, Designing a Personal fitness Program, chapter 3, lesson 1, pages 70-81, chapter 3, lesson 2, pages 82-89.

Being Healthy, Staying Healthy, DVD (Glencoe). Viewer Guide:

Muscular Fitness and Flexibility, pages 25-30. Glencoe Fitness Zone:

Activity 4-1, Types of Strength

Activity 4-2, FITT Principals for Muscular Strength and Endur-ance.

Glencoe Health–chapter 6, lesson 1 & 3. Glencoe Foundations of Personal Fitness

The Basics of Body Composition, chapter 5, lesson 1, pages 146-152.

Influence on Your Body Composition, chapter 5, lesson 2, and pages 153-158.

Evaluating Your Body Composition, chapter 5, lesson 3, and pages 159-163.

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UNIT 2

1–Concepts 2–Accessing Information 3–Self Management 6–Goal Setting 7–Decision Making Benchmarks Describe dietary guidelines, food groups, nutrients and serving size for healthy eating habits. Critique the adequacy of own diet for key nutrients and identify foods that supply the identified nutrients.

Performance nutrition. Training diet, pre and post event meals. Post event restoration.

Analyze the effects of performance-enhancing supplements on health and physical performance.

Apply sound nutritional practices to physical activity and performance. Explain the importance of rehydra-tion, replenishment of carbohydrate stores (glycogen), repair of muscle tissue.

Video–Minerals (H2O) You Eat Vitamins From A to Z. (MHS)

Glencoe––Foundations of Personal Fit-ness, chapter 4, lesson 1, pages 112-122.

Nutrition and Your Personal Fitness, chapter 4, lesson 4, pages 138-145. Nutrition for Peak Performance. Glencoe Health–chapter 5, lesson 1, pages 110-114.

Lesson 2, pages 114-121 Lesson 3, pages 122-129

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UNIT 2

1–Concepts 2–Accessing In-formation 3–Self Management 6–Goal Setting 7–Decision Making Benchmarks

Set a personal goal based on dietary analysis to enhance health.

Hydration

Water, sports drinks, and energy drinks.

Electrolytes and fluid bal-ance.

Fluid replacement and physical activity.

Explain the relationship between fluid balance and physical activity. Identify the importance of water to your body’s functioning.

Explain the relationship between physical performance and proper in-take of each of the following:

• Calcium • Potassium • Sodium Activity

Keep a fluid log––determine whether you are meeting your hy-dration needs.

Glencoe–Foundations of Personal Fit-ness, chapter 4, lesson 2, page 127.Figure 4-8

Reproducible Master 4.4.

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UNIT 3

Tobacco, Alcohol, and Other Drugs

Oregon Health Content Area:

Alcohol, tobacco, and other drug use and prevention Promotion of mental, social, and emotional health Violence and suicide prevention

Unintentional injury prevention Essential Questions:

1. What is the importance of analyzing and comparing the short and long-term consequences of safe, risky, and harmful behaviors of drug use? 2. What is the relationship between alcohol and other drug use on vehicular crashes, injuries, violence, suicide, and sexual risk behaviors? 3. What are strategies for preventing drug use and becoming drug free?

1–Concepts

2–Accessing Information 3–Self Management

Benchmarks

Explain different signs and symptoms of ad-dictive behavior. Examine the impact of

alcohol, tobacco, and other drug use on un-intentional injury,

Health risks–long and short term effects to-bacco.

List harmful substances in tobacco and tobacco smoke.

Examine the harmful effects of to-bacco use on the body.

Compare the physical, mental, social, and legal consequence of tobacco use.

Analyze the harmful effects of to-bacco smoke on non-smokers, the unborn and children

American Cancer Society

Glencoe Health, chapter 21, lesson 1, page 540-545.

Glencoe Health Student Activity Workbook, chapter 21, pages 160-vocabulary.

Activity 77, pages 161-162 smoke gets in your eyes.

Activity 78, page 163, Under Pres-sure.

Glencoe Health, chapter 21, lesson 3, page 552

Video–The Teen Files–The Truth about Smoking (MHS)

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UNIT 3

Tobacco, Alcohol, and Other Drugs Continued

Unintentional injury prevention

7-Decision Making 5–Interpersonal Communica-tion 3–Self Management 7–Decision Making Benchmarks Use decision-making model to make life-long healthy decision. Communicate effec-tively, using peer re-sistance, assertiveness, conflict resolution skills and negotiation and refusal skills to avoid unsafe situa-tions.

Benefits of living tobacco free.

Resisting negative peer pressure.

Discuss the benefits of a tobacco-free life style.

Demonstrate refusal strategies, and apply skills for making responsible health decision in high-pressure situa-tions.

Use a decision making model to avoid or refuse addictive substance.

Glencoe Health, chapter 21, lesson 2, page 542-550

Guard Adventure Program–Teresa Whalen (503-871-4031).

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UNIT 3

Area:

Unintentional injury prevention Content

Standards Benchmarks Unit Content Knowledge & Skills (the student will) Resources

1–Concepts

Benchmarks

Health risks–long and short term effects of alcohol.

Describe the harmful effects of alcohol use.

Define blood alcohol concentration and metabolism.

Explain how alcohol impairs the function-ing of the nervous system.

Glencoe Health

Chapter 22, lesson 1, pages 562-567

Video–The Teen Files–The Truth about Alcohol (MHS)

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UNIT 3

Area:

Standards Benchmarks Unit Content Knowledge & Skills (the student will) Resources

1–Concepts

Benchmarks

Analyze the influences and pressures teenagers face regarding issue of alcohol, tobacco, and other drug use.

Explain different signs and symptoms of addictive be-havior.

Binge drinking and alcohol poisoning.

Alcohol use during preg-nancy.

Alcoholism

What are the signs of alcohol poison-ing?

Describe the harmful effects of alco-hol on the fetus.

Explain the stages of alcoholism.

Glencoe Health––Student Activity Work-book

Chapter 22, page 168 Activity 80, page 169 Activity 81, pages 170-171 Activity 82, page 172

Study Guide for chapter 22, pages 173-175.

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UNIT 3

5–Interpersonal Communi-cation

Benchmarks

Demonstrate refusal skills around drinking and driving or being the passenger when the driver has been drinking and driving.

Role of alcohol and other drugs in unsafe situations.

Explain the consequences of DWI. Identify the risks of riding in a vehi-cle whose driver has been drinking.

Speaker & slide show––“Trauma Nurses Talk Tough, Emmanuel Hospital.” Campus SRO “Drug Laws” presentation.

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UNIT 3

Standards Benchmarks Unit Content

Knowledge & Skills (the student

will) Resources

1–Concepts

Benchmarks

Explain the relationship be-tween alcohol and other drug use on vehicle crashes, inju-ries, violence, suicide, and sexual risk behavior.

Marijuana, inhalants, steroids.

Health risks of psychoactive drugs.

Identify the harmful effects of marijuana, inhalants, and ster-oids.

Examine and explain the harm-ful effects of stimulants and hal-lucinogens on the central nerv-ous systems.

Glencoe Health, Chapter 23, lesson 4, pages 608-610.

Video–The Meth Epidemic–Frontline

“Smashed” Tales of Toxic Teens.2004 (PHS)

Video–Dateline–Sudden Impact Alcohol.

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UNIT 3

Content Standards Benchmarks Unit Content Knowledge & Skills (the student

will) Resources 8–Advocacy 7–Decision Making 5–Interpersonal Commu-nication 3–Self Management 2–Accessing Information Benchmarks

Identify school and

com-munity resources that support people with addic-tive behaviors.

Identify how to

communi-cate to a friend or relative you think is an addict and should get support/help.

Strategies for preventing

use of drugs.

Analyze the importance of

healthy alternatives to drug and substance abuse.

Glencoe Health, chapter 23, lesson 5,

pages 611-615.

Video–Dateline Sudden Impact Alcohol.

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UNIT 4

Health Sexuality––Reducing the Risk

Suggested Time: 15-18 days Oregon Health Content

Area:

Sexual Health Promotion Prevention and control of disease

Promotion of mental, social, and emotional health Violence and suicide prevention

1. What is the importance of analyzing how interpersonal communication and asserting personal boundaries affect relationships?

2. Why is it important to demonstrate healthy ways to express needs, wants, and feelings in dating relationships to avoid negative pressure or sexual harassment?

3. Why is it important to identify healthy & unhealthy relationships?

4. What are possible alternatives to delay the onset of sexual activity and/or pregnancy?

5. What is the significance of abstinence education?

6. What are effective disease-preventing strategies to reduce the risk of transmitting HIV/AIDS, hepatitis, herpes, HPV, and other STIs?

5–Interpersonal Communica-tion

7–Decision Making

Benchmarks

Use a decision making

process to make life-long healthy decisions.

Demonstrate personal

responsibility to follow procedures that enhance health and reduce risk.

Use the decision making

process to make healthy choices around sexual health.

Maintaining healthy

dat-ing relationships.

Communication, setting

limits asserting personal boundaries.

Analyze how interpersonal

com-munication affects relationships.

Demonstrate strategies for solving

interpersonal conflicts.

Glencoe Health

Chapter 10, lesson 1, pages

246-53.

302-306

Glencoe Human Sexuality

Teach-ers annotated edition, chapter 2, lesson 1, pages 16-21.

Glencoe-Being Healthy Staying

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UNIT 4

Health Sexuality––Reducing the Risk Continued

Area:

5–Interpersonal Communication 7–Decision Making

Benchmarks

Effectively communicate

the decisions and behav-iors of family peers and other that promote healthy sexual behaviors.

Resisting and

effec-tively dealing with negative pressure.

Demonstrate healthy ways to express

needs, wants, and feelings.

Describe the relationship between peer

pressure, media influences, and sexual decision-making.

Glencoe Health

254-261.

313-317.

Glencoe Human Sexuality

Teach-ers annotated edition.

22-27.

Reducing the Risk

Class 3, Refusals, page 49 Class 4, Using Refusal skills,

page 69.

Class 5, Delaying tactics, page 81.

Video–The Notebook (MHS) Reality Unlimited Presentation–– Jason Schanafelt 971-230-0484.

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UNIT 4

Suggested Time: 15-18 days

Sexual Health Promotion

Prevention and Control of Disease

Content Standards Benchmarks Unit Content Knowledge & Skills (the

stu-dent will) Resources

3–Self Management 5–Interpersonal Communica-tion 7–Decision Making 4–Analyzing Influences Benchmarks

Describe the consequence of prejudice, discrimination, racism, sexism, and hate crimes.

Advocate for the promotion of respect and empathy for individual differences.

Identify and dealing with un-healthy relationships, sexual harassment, cohersion, and vio-lence.

Demonstrate refusal, ne-gotiation, and collabora-tion skills to avoid poten-tially harmful situation. Demonstrate strategies used to prevent conflict. Demonstrate ways to communicate care consid-eration and respect of self and others.

Glencoe Health

Chapter 13, lesson 2, 334-340 Lesson 3, pages 345-346 Glencoe TAE Healthy Sexuality, chapter 6.

Sexual Abuse and Violence, lesson 3, pages 96-101.

Glencoe Health–Student Activity Workbook, Activity 47 & 48, pages 102-103.

Reducing the Risk, class 6, page 93

Videos––Sexual Cohersion “Dating

and Sexual Responsibility.” Video series. (MHS & PHS)

Speakers–Clackamas County Victims Assistance.

Glencoe Being Healthy Staying Healthy, DVD Staying Safe, page 13 Viewers Guide.

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UNIT 4

3–Self Management 5–Interpersonal Communica-tion 7–Decision Making 4–Analyzing Influences Benchmarks

Describe the consequence of prejudice, discrimina-tion, racism, sexism, and hate crimes.

Advocate for the promo-tion of respect and empa-thy for individual differ-ences.

Identifying and dealing with unhealthy relation-ships, sexual harass-ment, cohersion, and violence.

Demonstrate refusal, negotiation and collaboration skills to avoid poten-tially harmful situation.

Demonstrate strategies used to prevent conflict.

Demonstrate ways to communicate care, consideration and respect of self and others.

Glencoe Health

286-290

Chapter 13, lesson 2,

334-340

Lesson 3, pages

345-346

Glencoe TAE Healthy Sexuality, chapter 6.

Sexual Abuse and Violence, les-son 3, pages 96-101.

Glencoe Health–Student Activity Workbook, Activity 47 & 48, pages 102-103.

Reducing the Risk, class 6, page 93

Videos––Sexual Cohersion

“Dating and Sexual

Responsi-bity.” Video series. (MHS &

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UNIT 4

Area:

Content

Stan-dards Benchmarks Unit Content Knowledge & Skills (the student will) Resources

1–Concepts

Benchmarks

Endocrine and Reproductive

Systems.

Describe physical, social and

emo-tional changes during the transition from adolescence to adulthood.

Glencoe Health, chapter 18,

les-sons 1-3, pages 462-483.

Glencoe T.A.E. Human

Sexual-ity, chapter 3, lessons 1,2,3, pages 28-47.

Glencoe Health–Student Activity

Workbook, chapter 18, activity 66, 67, & 68, pages 137-142.

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UNIT 4

Area:

3–Self Management 7–Decision Making

Benchmarks

Explain why abstinence is the safest, most effective method of protection from HPV, HIV, Hepatitis B & C, and pregnancy. Use the decision making

process to make healthy choice around sexual health.

Abstinence Analyze the importance of abstinence

from sexual activity as a preferred choice of behavior for teens. Analyze the importance and benefits

of abstinence as it relates to the pre-vention of STDs.

Meeks Heit-Teaching Facts About birth Control Methods, pages 1 & 2, Top Ten List to Practice Abstinence.

Glencoe T.A.E. Human Sexu-ality, chapter 2, lesson 2, pages 22-27/

Glencoe Health, chapter 12, lesson 4, pages 318-327. Glencoe Health, chapter 12,

lesson 4, pages 318-327. Glencoe Health Student

Activ-ity Workbook, activActiv-ity 45 & page 95.

Reducing the Risk, class 1, pages 10-24.

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UNIT 4

Area:

1–Concepts

Benchmarks

Conception and Pregnancy Explain the menstrual cycle and its

relationship to conception and preg-nancy.

Explain how conception occurs, the

stages of pregnancy, fetal develop-ment and responsibility of parenting.

Glencoe Health, chapter 19,

Prenatal Development and Birth, lesson 1, pages 486-491. Lesson 2, pages 492-497.

Glencoe Health Student

Activ-ity Workbook, pages 143, 144, & 145.

Glencoe TAE Human

Sexual-ity

49-54 Parenthood.

55-61, Becoming a Parent.

Chapter 5, lesson 1. Pages

63-68, Prenatal Develop-ment.

Chapter 5, Lesson 2, pages

69-76, Pre-natal Care.

77-81, Childbirth.

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UNIT 4

Area:

Content

Stan-dards Benchmarks Unit Content Knowledge & Skills (the student will) Resources

1–Concepts

Benchmarks

Explain why abstinence is the

saf-est most effective method of pro-tection form HPV, HIV, Hepatitis B & C and pregnancy.

Contraception

Condoms and hormone

con-traceptives.

Introduction to other methods

of contraceptives.

Describe contraceptive methods,

dis-ease reduction measures, proper use and their effectiveness.

Develop short and long term goals that

will maintain sexual health and avoid unintended pregnancy and STIs.

Meeks Heit–Teaching Facts

About Birth Control Methods– Fact, lessons, transparencies.

Glencoe T.A.E. Human

Sexu-ality, chapter 6, lesson 1, pages 83-91.

Reducing the Risk.

Class 7, “Getting and Using

Protection I,” pages105-116.

Class 8.Getting and Using

Protection II, pages 117-129.

Class 9, Knowing and

Talk-ing about Protection, pages 133- appendix D

How Well do Condoms Work? Page 219.

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UNIT 4

1–Concepts 3–Self Management 7–Decision Making

Benchmarks

Identify screenings, including melanoma, breast and testicu-lar self examinations, and medical examinations, includ-ing pap smear, HPV, STD, HIV, and Hepatitis B & C testing necessary to maintain reproductive health. Disease Prevention HIV/AIDs Hepatitis B & C Herpes HPV

Analyze how behavior can impact health maintenance and disease pre-vention.

Describe strategies for preventing communicable diseases.

Describe symptoms and treatments for HIV, Hepatitis, Herpes, & HPV.

Reducing the Risk

Class 1, pages 25

Absti-nence, sex and protection, HIV Prevention Emphasis.

Class 12, page 165,

Pre-venting HIV and other STDs.

Class 13, page 177, HIV

Risk Behaviors.

Glencoe Health––Chapter 25

Lesson 1–Risks of STI’s,

page 648-651.

Lesson 2–Common STI’s,

page 652-657.

Lesson 3–HIV and AIDs,

pages 659-661

Lesson 4, Treatment of

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UNIT 4

1–Concepts 3–Self Management 7–Decision Making

Benchmarks

Introduction to other STDs. Describe how HIV affects and de-stroys the immune system. Compare the relationships between

unsafe behaviors, refusal skills and the risk of STD infection.

Glencoe Student Activity Workbook, Chapter 25, pages 193-203.

Glencoe TAE Human Sexual-ity

Chapter 7, lesson 1,

Com-mon Sexually Transmitted Infections, pages 102-109 (HPV, Herpes)

Lesson 2, pages 110-115

(Hepatitis B & C)

117-121 HIV/AIDS

Lesson 2, pages 122-127,

HIV/AIDS––Testing & Treatment.

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UNIT 5 Communicable Disease

Area: Prevention and control of diseases.

1. What is the importance of analyzing the role of individual responsibility in disease prevention? 2. How can information on antibiotics and vaccines influence healthy behaviors?

Content Standards Benchmarks Unit Content Knowledge & Skills (students will) Resources

1–Concepts

Benchmarks

Pathogens, bacteria, virus, fungi, protozoans, rickettsias, latent viruses.

Identify the types of pathogens that cause communicable diseases.

Glencoe Health

Chapter 24, Lesson1, pages

622-626.

Glencoe Student Activity Workbook, chapter 24, pages 186-187.

Video––Germs Hand Washing. (MHS)

Glitter or Glow in the Dark

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UNIT 5

Communicable Disease Continued

Content Standards Benchmarks Unit Content Knowledge & Skills (students will) Resources

1–Concepts 3–Self Management 8–Advocacy

Benchmarks

Use decision-making models to make life long healthy decisions.

Demonstrate personal responsibility to follow procedures that enhance health and reduce risk.

Methods of transmission prevention strategies.

Describe ways in which

communicable diseases are spread –modes of transmission.

Develop strategies to help prevent communicable diseases.

Describe 3 ways in which patho-gens spread and 3 healthful behav-iors to limit their spread.

Glencoe Health

Chapter 24, Lesson 1, pages 622-626.

Chapter 24, Lesson 2, pages 627-634.

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UNIT 5

Communicable Disease Continued

Content

Stan-dards Benchmarks Unit Content Knowledge & Skills (students will) Resources

1–Concepts

Benchmarks

Access information and resources to meat specific health needs and solve health related problems.

Vaccines and antibiotics. Examine the ways the body protects itself against invading pathogens. Explain the body’s physical and

chemical barriers which are its first line of defense.

Describe the eight stages of the immune responses.

Explain how vaccines aid the body’s defenses.

Glencoe Health

627-634.

635-641. Glencoe Student Activity

Workbook, chapter 24, activity 89, page 188, Give Your Im-mune System a Fighting Change.

Activity 90–Make the Diagnosis, page 189. Study Guide, pages 190-192.