curriculum health 9-12

8/6/2019 Curriculum Health 9-12

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Foundations of Health

Course Description: The student will learn about the various body systems, human sexuality and AIDS, mental

health, nutrition and diet, physical fitness, substance abuse, personal hygiene, and managing stress. Students in

Foundation of Health will also learn decision making skills and refusal skills, learn about violence prevention and

teen dating issues, and about the affects of the media on issues related to healthy lifestyles.

Prerequisites: None Grade Level: 9-10

Grade Level/Course Standards:Standard 1: Students will comprehend concepts related to health promotion and disease prevention.

Standard 2: Students will demonstrate the ability to access valid health information and health-promoting

products and services.

Standard 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

Standard 4: Students will analyze the influence of culture, media, technology and other factors on health.

Standard 5: Students will demonstrate the ability to use interpersonal communication skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.

Standard 7: Students will demonstrate the ability to advocate for personal, family and community health.


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Course: Foundations of Health Grades 9-12

Standard 1: Students will comprehend concepts related to health promotions and disease prevention

Indicators Instructional ExamplesThe student will

1. analyze how behavior can impact health maintenanceand disease prevention.

2. describe the interrelationships of mental, emotional,social, and physical health throughout adulthood.

3. explain the impact of personal health behaviors on the

functioning of body systems.

4. analyze how the family, peers, and communityinfluence the health of individuals.

5. analyze how the environment influences the health ofthe community.

6. describe how to delay onset and reduce risks ofpotential health problems during adulthood.

7. analyze how public health policies and governmentregulations influence health promotion and diseaseprevention.

8. analyze how the prevention and control of healthproblems are influenced by research and medicaladvances

The teacher will

(a) explain the effects of the risk behaviors of adolescence

which increase the risk of various diseases and lifethreatening situations (such as alcohol poisoning, datingviolence, and sexual harassment) and assess studentsover content knowledge.

(b) explain the six dimensions of health and have the

students complete a pre-personal health and wellnessinventory.

(c) have students list the health risks and consequences

involved in substance abuse (e.g. alcohol, tobacco,prescription, and illegal drugs) and certain sexualbehaviors.

(d) have students identify the benefits of abstinence insubstance use and sexual behaviors.

(e) have students select from various risk behaviors andpresent a project on the positive or negative influences offamily or peers on personal health.

The instructional examples provided in this document are only examplesof teaching strategies and are not intended to endorse any one specificidea or concept. These examples should not be used exclusively forinstruction.)


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Standard 2: Students will demonstrate the ability to access valid health information and health-promoting productsand services.


1. evaluate the validity of health information, productsand services.

2. demonstrate the ability to evaluate resources fromhome, school, and community that provide valid healthinformation.

3. evaluate factors that influence personal selection ofhealth products and services.

4. demonstrate the ability to access school andcommunity health services for self and others.

5. analyze the cost and accessibility of health careservices.

6. analyze situations requiring professional healthservices

The teacher will

(a) assign an Internet activity that requires studentsto access a health product website (approved bythe instructor) and evaluate the website.

(b) assign the class to research and compile adirectory of school and community health

services.

(c) Have students compare and contrast cost andaccessibility of health services and products.

(d) Present scenarios (eating disorders, threatenedsuicide, addition, abuse, etc.) requiring studentsto discern the need for health services andappropriate community referral.

The instructional examples provided in this document are only examples

of teaching strategies and are not intended to endorse any one specificidea or concept. These examples should not be used exclusively forinstruction.)

Teacher Notes:


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Standard 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce healthrisks.


1. analyze the role of individual responsibility forenhancing health.

2. evaluate a personal health assessment to determinestrategies for health enhancement and risk reduction.

3. analyze the short-term and long-term consequences ofsafe, risky, and harmful behaviors.

4. develop strategies to improve or maintain personal,family, and community health.

5. develop injury prevention and management strategiesfor personal, family, and community health.

6. demonstrate ways to avoid and reduce threatening

situations.

7. evaluate strategies to manage stress.

The teacher will

(a) assign a health risk appraisal assessment; havestudents identify their areas of risk, analyze short andlong-term consequences of their risky behaviors, and

complete a health behavior contract designed toaddress and improve these behaviors.

(b) teach and have students practice resistance skills.

(c) have students complete a stress inventory and

identify their own personal stressors.


Teacher Notes:


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Standard 4: Students will analyze the influence of culture, media, technology and other factors on health.


1. analyze how cultural diversity enriches and challengeshealth behaviors.

2. evaluate the effect of media and other factors onpersonal, family, and community health.

3. evaluate the impact of technology on personal, family,and community health.

4. analyze how information from the communityinfluences health

The teacher will

(a) assign each student to select an advertisement,movie or song about a health related behavior andanalyze the positive and/or negative messages.

(b) instruct students to identify and present waystechnology (e.g. cars, pedometers, computers,treadmills, etc) positively and/or negatively affect

physical activity.

(c) Assign students to interview their parents on howtechnology impacted physical activity when they werein school and compare and contrast then and now.


Teacher Notes:


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Standard 5: Students will demonstrate the ability to use interpersonal communication skills to enhance health.


1. demonstrate skills for communicating effectively withfamily, peers, and others.

2. analyze how interpersonal communication affectsrelationships.

3. demonstrate health ways to express needs, wants,

and feelings.

4. demonstrate ways to communicate care,consideration, and respect of self or others.

5. demonstrate strategies for solving interpersonalconflicts without harming self others.

6. demonstrate refusal, negotiation, and collaborationskills to avoid potentially harmful situations.

7. analyze the possible causes of conflict in schools,families, and communities.

8. demonstrate strategies used to prevent conflict

The teacher will

(a) review I messages and assign the students to usethe techniques to address a conflict in their personallives; students will turn in a reflective paper on theexperience.

(b) assign an effective communication activity and havethe students role-play active listening skills.

(c) teach the six-steps of peer mediation. (1) gather

points of view (2) focus on interests (3) create win-win points (4) evaluate options (5) create anagreement .

(d) have students demonstrate refusal skills through

role-playing.



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Standard 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhancehealth.


1. demonstrate the ability to utilize various strategieswhen making decisions related to health needs andrisks of young adults.

2. analyze health concerns that require collaborativedecision making.

3. predict immediate and long term impact of healthdecisions on the individual, family, and community.

4. implement a plan for attaining a personal health goal.

5. evaluate progress toward achieving personal healthgoals.

6. formulate an effective plan for lifelong health

The teacher will

(a) Review various decision-making models andhow they related to health needs and risks ofyoung adults.

(b) Teach short-term and long-term goal writing.Students will develop short and long termpersonal health goals.

The instructional examples provided in this document are only examplesof teaching strategies and are not intended to endorse any one specific

idea or concept. These examples should not be used exclusively forinstruction.)

Teacher Notes:


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Standard 7: Students will demonstrate the ability to advocate for personal, family, and community health.


1. evaluate the effectiveness of communication methodsfor accurately expressing health information and ideas.

2. express information and opinions about health issues.

3. utilize strategies to overcome barriers whencommunicating information, ideas, feelings, and

opinions about health issues.

4. demonstrate the ability to influence and support othersin making positive health choices.

5. demonstrate the ability to work cooperatively whenadvocating for healthy communities.

6. demonstrate the ability to adapt health messages andcommunication techniques to the characteristics of aparticular audience

The teacher will

(a) teach different communication methods of healthadvocacy.

(b) assign the class to plan and implement a healthawareness advertisement or promotion for their schooland/or community.


Teacher Notes:


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curriculum health 9-12

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