High School
Health 1
HEALTH EDUCATION
HEALTH 1
Table Contents
5/9/07
Page
1
Table of Contents
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
Pages
35–37
Unit 5–Communicable Diseases
North Clackamas School District
1
HEALTH EDUCATION
HEALTH 1
Oregon Health Education Content Standards
1. Concepts
2. Accessing
Information
Students will comprehend concepts related to health promotion and
disease prevention.
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
Influences
Students will analyze the influence of culture, media, technology and other
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.
8. Advocacy
Students will demonstrate the ability to advocate for personal, family, and community health.
5/9/07
North Clackamas School District
2
HEALTH EDUCATION
HEALTH 1
Oregon Health Education Content Areas:
5/9/07
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 physical, 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 environment 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, eating disorders and food safety.
5.
Promotion of Mental, Social, and Emotional Health
A positive self-image is an important component of mental and emotional health. Emotional health includes the ability to express
needs, wants and feelings; to handle emotions in positive ways; to manage anger and conflict; and deal with frustration. Stress management skills contribute to mental health. Interpersonal skills help build and maintain relationships.
Includes: Positive self-image, emotional health, interpersonal relationships and communication, resources and support, stress management and mental health problems.
North Clackamas School District
3
HEALTH EDUCATION
HEALTH 1
5/9/07
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 transmitted 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 contraception.
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 protective 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.
North Clackamas School District
4
HEALTH EDUCATION
HEALTH 1
Health Alignment
1.
2.
3.
4.
5.
1.
2.
3.
4.
5/9/07
8th Grade Health
Wellness
Unit 1, (20 days)
Physical, mental/emotional, social health,
achieving a healthy balance, and developing
healthy lifestyle choices.
Promotion of physical activity and the impact on
maintaining and improving health, and wellbeing.
Promotion of healthy nutrition and how it contributes to growth, energy and the prevention of
chronic diseases and disorders–obesity: diabetes,
heart disease, and eating disorders.
Decision making skills and refusal skills.
Analyzing influences which affect health
choices–culture, family, media, technology, and
peers.
Safety
Unit 2, (10 days)
Violence prevention. The effects of violence,
bullying, intimidation, harassment, and conflict.
Anger management, conflict resolution, and
communication skills.
Media’s influence on violence.
Sexual harassment
Suicide prevention
Warning signs
Depression
Communication
Support
Injury prevention
1.
2.
3.
4.
Health 1
Health 2
Wellness
Wellness-Mental Health
Unit 1 (4-days)
Unit 1 (9 days)
Balancing physical, emoWellness–physical, mental/emotional, social health
tional/mental, and social
Time management and stress reduction
health.
Goal setting and decision making skills (values)
Health Literacy
Mental disorders
Goal setting and decision mak Suicide prevention
ing skills.
Character education and build- The grieving process
ing integrity.
Coping with loss and crises
North Clackamas School District
5
HEALTH EDUCATION
HEALTH 1
Health Alignment Continued
8th Grade Health
1.
2.
3.
4.
5.
5/9/07
Health 1
Physical Fitness & Healthy bodies
Unit 2 (4 days)
Physical, mental, and social benefits of activity & 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, & energy drinks.
Tobacco, alcohol and other drugs
Tobacco, alcohol and other drugs
Unit 3 (10 days)
Unit 3 (10 days)
Decision-making and refusal skills.
1. Health risks–long & short-term effects.
Gateway drugs–long and short term ef2. Factors that influence drug use; decifects
sion-making & refusal skills.
Disease and addiction–benefits of a drug 3. Role of alcohol & other drugs in unsafe
free lifestyle.
situations.
Influences and pressures teenagers face 4. Alcohol poisoning & binge drinking
regarding issues of tobacco, alcohol, and 5. Strategies for drug use prevention, & for
other drugs.
becoming drug-free
Peers, family, media, and music.
6. Legal consequences of drug/alcohol use
& abuse.
North Clackamas School District
Health 2
1.
2.
3.
4.
Tobacco, alcohol and other drugs
Unit 3 (4 days)
Decision making skills
Refusal skills
Risks and consequences of intoxicated driving.
Project based advocacy.
6
HEALTH EDUCATION
HEALTH 1
Health Alignment Continued
8th Grade Health
Healthy Sexuality
Unit 4 (15 days)
1. Puberty
2. Male and female reproductive 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.
2.
3.
4.
5.
6.
7.
8th Grade Health
1.
2.
3.
4.
5/9/07
Health 1
Healthy Sexuality– Reducing the Risk
Unit 4 (15-18 days)
Maintaining healthy dating relationships
Communication, setting limits, & asserting personal boundaries
Resisting & effectively dealing with
negative pressure
Identifying and dealing with unhealthy relationships, sexual harassment, cohersion, and violence.
Endocrine & reproductive systems.
Abstinence
Conception & pregnancy
Contraception
Condoms & hormone contraceptive
(most common)
Disease prevention
HIV/AIDS, Hepatitis, Herpes, and HPV
Health 1
Communicable Diseases
Unit 5 (6 days)
Pathogen types (bacteria, virus)
Methods of transmission & prevention strategies
Vaccines
Antibiotics
Health 2
Healthy Sexuality–Reducing the Risk
Unit 2 (15 days)
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, trichomoniasis syphilis, hepatitis B & C
North Clackamas School District
Health 2
7
HEALTH EDUCATION
HEALTH 1
Health Alignment Continued
8th Grade Health
Health 1
Health 2
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
• Vocabulary and terminology
• Types of cardiovascular disease
• Diagnostic tools
• Treatment options
• Risk factors–controllable and uncontrollable
3. Allergies, Asthmas, Diabetes, Arthritis
• Vocabulary and terminology
• Causes
• Diagnosis
• Symptoms
• Treatment
Nutrition
Unit 5 (10 days)
1. Vocabulary and terminology
7. Media and advertising techniques
2. Influences on food choices
8. Making consumer choices
3. Nutrients and daily caloric in- 9. Personal dietary analysis
take
10. Food log
4. Dietary guidelines and Food
Guide Pyramid
5. Nutrition facts–reading food
product labels and panels
6. Serving sizes
**First aid class/certification will be available for students after school. Locations and times to be determined. Available at high school and middle school.
5/9/07
North Clackamas School District
8
HEALTH EDUCATION
HEALTH 1
Suggested
Time:
UNIT 1
Wellness
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
1–Concepts
3–Self Management
6–Goal Setting
7–Decision Making
4–Analyzing Influences
5/9/07
Benchmarks
Unit Content
Benchmarks
Balancing physical, emo Explain physical,
tional/mental and social
academic, mental
health.
and social benefits
of physical activity
and the relationship
of a sedentary lifestyle to chronic disease.
Analyze influences
on health related
choices (e.g. personal/family/cultura
l values, media,
technology, peers.)
Knowledge & Skills (the student will)
Explain how influences such as heredity, family,
environment, culture, media, and technology impact health status.
Describe the importance of taking responsibility
for establishing and implementing health maintenance for individuals of all ages by keeping the
three areas of health in balance.
Give examples of how technology can lead to
better health.
North Clackamas School District
Resources
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.
9
HEALTH EDUCATION
HEALTH 1
UNIT 1
Wellness Continued
Oregon Health Content Area:
Content Standards
1–Concepts
2–Accessing Information
5/9/07
Suggested Time:
4 days
Promotion of Mental, Social and Emotional Health
Benchmarks
Benchmarks
Access information
and resources to
meet specific health
needs and solve
health related problems.
Unit Content
Health Literacy
Knowledge & Skills (the student will)
Resources
Explain how being health literate helps a person
Glencoe Health, chapter 1, lesachieve and maintain good health.
son 1, pages 8-9.
Compare and contrast health education and health Glencoe Health, chapter 3, lesliteracy.
son 1, pages 48-53.
North Clackamas School District
10
HEALTH EDUCATION
HEALTH 1
UNIT 1
Wellness Continued
Oregon Health Content Area:
Content Standards
2–Accessing Information
6–Goal Setting
7–Decision Making
5–Interpersonal Communication
Suggested Time:
4 days
Promotion of Mental, Social and Emotional Health
Benchmarks
Benchmarks
Set short and long
term goals to
promote healthy
living.
Use a decision
making model to
make life long
healthy decisions.
Unit Content
Goal setting and decision
making skills.
Character Education and
building integrity.
Knowledge & Skills (the student will)
Explain the six steps of the decision mak-
ing process.
Identify the processes involved in choosing and achieving goals.
Develop and implement a plan for a personal health goal.
Explain how to access information and
use decision making skills to make an informed choice that promotes individual,
family and community health.
Define the traits of good character.
Identify ways to demonstrate good charac-
ter in the home, school, and community.
Resources
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.
Glencoe Health, chapter 2,
lesson 3.
Video–Classroom of the
Heart, (Milwaukie High
School)
5/9/07
North Clackamas School District
11
HEALTH EDUCATION
HEALTH 1
UNIT 2
Physical Fitness and Healthy Bodies
Oregon Health Content
Area:
Suggested Time:
4 days
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?
Content Standards
1–Concepts
3–Self Management
7–Decision Making
5/9/07
Benchmarks
Benchmarks
Explain physical,
academic, mental
and social benefits
of physical activity
and the relationship
of a sedentary lifestyle to chronic disease.
Unit Content
Physical, mental, and
social benefits of activity and exercise.
Knowledge & Skills (the student will)
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 resolving conflicts effectively.
North Clackamas School District
Resources
Personal Fitness Workbook
(MHS, PHS).
Glencoe Health Course 3, chapter
4, lesson 1, pages 74-70.
Glencoe T.W., Foundations of
Personal Fitness, Physical Activity and Personal Fitness, chapter
1, lesson 1, pages 2-11.
12
HEALTH EDUCATION
HEALTH 1
UNIT 2
Physical Fitness and Healthy Bodies Continued
Oregon Health Content
Area:
Content Standards
4 days
Promotion of Physical Activity
Promotion of Healthy Eating
Promotion of Mental, Social, and Emotional Health
Benchmarks
Unit Content
Benchmarks
1–Concepts
Elements of Fitness
Access informa7–Decision Making
Cardiovascular Endurtion about the
4–Analyzing Influences
ance.
recommended
6–Goal Setting
amount and types
of physical activity
for adolescents.
5/9/07
Suggested Time:
Knowledge & Skills (the student will)
Resources
Being Healthy, Staying Healthy, DVD &
Describe the role of life long fitness in
maintaining personal fitness, blood pressure, weight and percentage of body fat.
North Clackamas School District
View Guide, page 21, Cardio Respiratory
Endurance.
Glencoe––Fitness Zone, Heart Rate Activities.
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 Cardiovascular Fitness.
Glencoe Health, chapter 4, lesson 2,
pages 80-81.
Glencoe Foundations of Personal Fitness
Program, chapter 3, lesson 1, pages 7081.
13
HEALTH EDUCATION
HEALTH 1
UNIT 2
Physical Fitness and Healthy Bodies Continued
Oregon Health Content
Area:
Content Standards
4 days
Promotion of Physical Activity
Promotion of Healthy Eating
Promotion of Mental, Social, and Emotional Health
Benchmarks
Benchmarks
5/9/07
Suggested Time:
Unit Content
Muscular Strength
Muscular Endurance
Flexibility
Knowledge & Skills (the student will)
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.
North Clackamas School District
Resources
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.
Glencoe Health, chapter 5, lesson 4, pages
93-97.
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 Muscular Strength and Endurance.
14
HEALTH EDUCATION
HEALTH 1
UNIT 2
Physical Fitness and Healthy Bodies Continued
Oregon Health Content
Area:
4 days
Promotion of Physical Activity
Promotion of Healthy Eating
Promotion of Mental, Social, and Emotional Health
Content Standards
Benchmarks
1–Concepts
3–Self Management
6–Goal Setting
Benchmarks
5/9/07
Suggested Time:
Unit Content
Knowledge & Skills (the student
will)
Body Composition
Analyze the role of energy bal-
ance in maintaining body
weight and body composition.
Analyze methods of measuring
body composition, your functional health and fitness.
Define ranges of healthy body
fat for teens.
North Clackamas School District
Resources
Glencoe Health Course 3, chapter 4, lesson 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.
Glencoe Health Course 3, chapter 3, lesson 4, pages 93-97.
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 Endurance.
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.
Maintaining a Healthy Body Composition, chapter 5, lesson 4, pages
164-169
15
HEALTH EDUCATION
HEALTH 1
UNIT 2
Physical Fitness and Healthy Bodies Continued
Oregon Health Content
Area:
Content Standards
1–Concepts
2–Accessing Information
3–Self Management
6–Goal Setting
7–Decision Making
5/9/07
Suggested Time:
4 days
Promotion of Physical Activity
Promotion of Healthy Eating
Promotion of Mental, Social, and Emotional Health
Benchmarks
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.
Unit Content
Performance nutrition.
Training diet, pre and
post event meals. Post
event restoration.
Knowledge & Skills (the student will)
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 rehydration, replenishment of carbohydrate
stores (glycogen), repair of muscle
tissue.
North Clackamas School District
Resources
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
16
HEALTH EDUCATION
HEALTH 1
UNIT 2
Physical Fitness and Healthy Bodies Continued
Oregon Health Content
Area:
Content Standards
4 days
Promotion of Physical Activity
Promotion of Healthy Eating
Promotion of Mental, Social, and Emotional Health
Benchmarks
Benchmarks
1–Concepts
Set a personal goal
2–Accessing Inbased on dietary
formation
analysis to enhance
3–Self Management
health.
6–Goal Setting
7–Decision Making
5/9/07
Suggested Time:
Unit Content
Hydration
Water, sports drinks, and
energy drinks.
Electrolytes and fluid balance.
Fluid replacement and
physical activity.
Resources
Knowledge & Skills (the student will)
Explain the relationship between
Glencoe–Foundations of Personal Fit-
fluid balance and physical activity.
Identify the importance of water to
your body’s functioning.
Explain the relationship between
physical performance and proper intake of each of the following:
• Calcium
• Potassium
• Sodium
Activity
Keep a fluid log––determine
whether you are meeting your hydration needs.
ness, chapter 4, lesson 2, page
127.Figure 4-8
Glencoe Health, chapter 5, lesson 2,
pages 119-121.
Reproducible Master 4.4.
North Clackamas School District
Activity
17
HEALTH EDUCATION
HEALTH 1
UNIT 3
Tobacco, Alcohol, and Other Drugs
Oregon Health Content
Area:
Suggested Time:
10 days
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?
Content Standards
1–Concepts
2–Accessing Information
3–Self Management
5/9/07
Benchmarks
Unit Content
Benchmarks
Health risks–long and
Explain different signs
short term effects toand symptoms of adbacco.
dictive behavior.
Examine the impact of
alcohol, tobacco, and
other drug use on unintentional injury,
Knowledge & Skills (the student will)
List harmful substances in tobacco
and tobacco smoke.
Examine the harmful effects of tobacco use on the body.
Compare the physical, mental, social,
and legal consequence of tobacco
use.
Analyze the harmful effects of tobacco smoke on non-smokers, the
unborn and children
North Clackamas School District
Resources
American Cancer Society
Glencoe Health, chapter 21, lesson 1,
page 540-545.
Glencoe Health Student Activity
Workbook, chapter 21, pages 160vocabulary.
Activity 77, pages 161-162 smoke
gets in your eyes.
Activity 78, page 163, Under Pressure.
Glencoe Health, chapter 21, lesson 3, page
552
Video–The Teen Files–The Truth about
Smoking (MHS)
18
HEALTH EDUCATION
HEALTH 1
UNIT 3
Tobacco, Alcohol, and Other Drugs Continued
Oregon Health Content
Area:
Content Standards
7-Decision Making
5–Interpersonal Communication
3–Self Management
7–Decision Making
5/9/07
Suggested Time:
10 days
Alcohol, tobacco, and other drug use and prevention
Promotion of mental, social, and emotional health
Violence and suicide prevention
Unintentional injury prevention
Benchmarks
Unit Content
Benchmarks
Use decision-making
model to make lifelong healthy decision.
Communicate effectively, using peer resistance, assertiveness,
conflict resolution
skills and negotiation
and refusal skills to
avoid unsafe situations.
Benefits of living
tobacco free.
Resisting negative
peer pressure.
Knowledge & Skills (the student will)
Resources
Discuss the benefits of a tobacco-free
Glencoe Health, chapter 21, lesson 2, page
life style.
542-550
Demonstrate refusal strategies, and
Glencoe Health, chapter 12, lesson 2,
apply skills for making responsible
pages 307-311.
health decision in high-pressure situa- Guard Adventure Program–Teresa
tions.
Whalen (503-871-4031).
Use a decision making model to
Video–Ad Libbing it (smoking ads)
avoid or refuse addictive substance.
North Clackamas School District
19
HEALTH EDUCATION
HEALTH 1
UNIT 3
Tobacco, Alcohol, and Other Drugs Continued
Benchmarks
Benchmarks
1–Concepts
5/9/07
10 days
Alcohol, tobacco, and other drug use and prevention
Promotion of mental, social, and emotional health
Violence and suicide prevention
Unintentional injury prevention
Oregon Health Content
Area:
Content
Standards
Suggested Time:
Unit Content
Health risks–long and short
term effects of alcohol.
Resources
Knowledge & Skills (the student will)
Describe the harmful effects of alcohol
Glencoe Health
use.
Define blood alcohol concentration and
metabolism.
Explain how alcohol impairs the functioning of the nervous system.
Chapter 22, lesson 1, pages 562567
Chapter 22, lesson 2, pages 568573
Chapter 23, lesson 3, pages 574583
Video–The Teen Files–The Truth
about Alcohol (MHS)
North Clackamas School District
20
HEALTH EDUCATION
HEALTH 1
UNIT 3
Tobacco, Alcohol, and Other Drugs Continued
Oregon Health Content
Area:
Content
Standards
1–Concepts
1–Concepts
5/9/07
Suggested Time:
10 days
Alcohol, tobacco, and other drug use and prevention
Promotion of mental, social, and emotional health
Violence and suicide prevention
Unintentional injury prevention
Benchmarks
Benchmarks
Analyze the influences and
pressures teenagers face
regarding issue of alcohol,
tobacco, and other drug
use.
Knowledge & Skills (the student will)
Resources
Binge drinking and alcohol
What are the signs of alcohol poison-
Glencoe Health––Student Activity Work-
poisoning.
Alcohol use during pregnancy.
Alcoholism
ing?
Describe the harmful effects of alcohol on the fetus.
Explain the stages of alcoholism.
Unit Content
Explain different signs and
symptoms of addictive behavior.
North Clackamas School District
book
Chapter 22, page 168
Activity 80, page 169
Activity 81, pages 170-171
Activity 82, page 172
Study Guide for chapter 22, pages 173175.
21
HEALTH EDUCATION
HEALTH 1
UNIT 3
Tobacco, Alcohol, and Other Drugs Continued
Oregon Health Content
Area:
Content Standards
5–Interpersonal Communication
5/9/07
Suggested Time:
10 days
Alcohol, tobacco, and other drug use and prevention
Promotion of mental, social, and emotional health
Violence and suicide prevention
Unintentional injury prevention
Benchmarks
Unit Content
Benchmarks
Demonstrate refusal
skills around drinking
and driving or being the
passenger when the
driver has been drinking
and driving.
Knowledge & Skills (the student will)
Role of alcohol
Explain the consequences of DWI.
and other drugs in Identify the risks of riding in a vehiunsafe situations.
cle whose driver has been drinking.
North Clackamas School District
Resources
Speaker & slide show––“Trauma Nurses
Talk Tough, Emmanuel Hospital.”
Campus SRO “Drug Laws” presentation.
22
HEALTH EDUCATION
HEALTH 1
UNIT 3
Tobacco, Alcohol, and Other Drugs Continued
Oregon Health Content
Area:
Content
Standards
1–Concepts
5/9/07
10 days
Alcohol, tobacco, and other drug use and prevention
Promotion of mental, social, and emotional health
Violence and suicide prevention
Unintentional injury prevention
Benchmarks
Benchmarks
Explain the relationship between alcohol and other drug
use on vehicle crashes, injuries, violence, suicide, and
sexual risk behavior.
Unit Content
Marijuana, inhalants, steroids.
Knowledge & Skills (the student
will)
Identify the harmful effects of
marijuana, inhalants, and steroids.
Health risks of psychoactive
1–Concepts
Suggested Time:
drugs.
Resources
Glencoe Health, chapter 23, lesson 3, pages
598-602.
Glencoe Health, Chapter 23, lesson 4, pages
Examine and explain the harm-
608-610.
ful effects of stimulants and hal- Video–The Meth Epidemic–Frontline
lucinogens on the central nerv“Smashed” Tales of Toxic Teens.2004 (PHS)
ous systems.
Glencoe Health, chapter 23, lesson 5, pages
611-615.
Video–Dateline–Sudden Impact Alcohol.
2002.
North Clackamas School District
23
HEALTH EDUCATION
HEALTH 1
UNIT 3
Tobacco, Alcohol, and Other Drugs Continued
Oregon Health Content
Area:
Content Standards
8–Advocacy
7–Decision Making
5–Interpersonal Communication
3–Self Management
2–Accessing Information
5/9/07
Suggested Time:
10 days
Alcohol, tobacco, and other drug use and prevention
Promotion of mental, social, and emotional health
Violence and suicide prevention
Unintentional injury prevention
Benchmarks
Unit Content
Benchmarks
Strategies for preventing
Identify school and comuse of drugs.
munity resources that
support people with addictive behaviors.
Identify how to communicate to a friend or relative
you think is an addict and
should get support/help.
Knowledge & Skills (the student
will)
Analyze the importance of
North Clackamas School District
healthy alternatives to drug
and substance abuse.
Resources
Glencoe Health, chapter 23, lesson 5,
pages 611-615.
Video–Dateline Sudden Impact Alcohol.
2002.
24
HEALTH EDUCATION
HEALTH 1
UNIT 4
Health Sexuality––Reducing the Risk
Oregon Health Content
Area:
Suggested Time:
15-18 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental, social, and emotional health
Violence and suicide prevention
Essential Questions:
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?
Content Standards
5–Interpersonal Communication
7–Decision Making
5/9/07
Benchmarks
Unit Content
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.
Resources
Knowledge & Skills (the student will)
Maintaining healthy dat-
Analyze how interpersonal com-
Glencoe Health
ing relationships.
Communication, setting
limits asserting personal
boundaries.
munication affects relationships.
Demonstrate strategies for solving
interpersonal conflicts.
Chapter 10, lesson 1, pages 24653.
Chapter 12, lesson 1, pages 302306
Glencoe Human Sexuality Teachers annotated edition, chapter 2,
lesson 1, pages 16-21.
Glencoe-Being Healthy Staying
Healthy page 13.
North Clackamas School District
25
HEALTH EDUCATION
HEALTH 1
UNIT 4
Health Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Suggested Time:
15-18 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental, social, and emotional health
Violence and suicide prevention
Content Standards
Benchmarks
Unit Content
Resources
Knowledge & Skills (the student will)
Benchmarks
Glencoe Health
Chapter 10, lesson 2, pages
254-261.
Chapter 12, lesson 3, pages
Demonstrate healthy ways to express
313-317.
needs, wants, and feelings.
Glencoe Human Sexuality Teachers annotated edition.
Describe the relationship between peer
Chapter 2, lesson 2, pages 22pressure, media influences, and sexual
27.
decision-making.
Reducing the Risk
Class 3, Refusals, page 49
Class 4, Using Refusal skills,
page 69.
Class 5, Delaying tactics, page
81.
5–Interpersonal Communication
7–Decision Making
Effectively communicate
the decisions and behaviors of family peers and
other that promote
healthy sexual behaviors.
Resisting and effec-
tively dealing with
negative pressure.
Video–The Notebook (MHS)
Reality Unlimited Presentation––
Jason Schanafelt 971-230-0484.
5/9/07
North Clackamas School District
26
HEALTH EDUCATION
HEALTH 1
UNIT 4
Health Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Content Standards
3–Self Management
5–Interpersonal Communication
7–Decision Making
4–Analyzing Influences
Suggested Time:
15-18 days
Sexual Health Promotion
Prevention and Control of Disease
Promotion of mental, social, and emotional health
Violence and suicide prevention
Benchmarks
Unit Content
Benchmarks
Identify and dealing with un Describe the consequence of
healthy relationships, sexual
prejudice, discrimination,
harassment, cohersion, and vioracism, sexism, and hate
lence.
crimes.
Advocate for the promotion
of respect and empathy for
individual differences.
Knowledge & Skills (the student will)
Demonstrate refusal, ne-
gotiation, and collaboration skills to avoid potentially harmful situation.
Demonstrate strategies
used to prevent conflict.
Demonstrate ways to
communicate care consideration and respect of self
and others.
Resources
Glencoe Health
5/9/07
North Clackamas School District
Chapter 11, lesson 3, pages 286290
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.
27
HEALTH EDUCATION
HEALTH 1
UNIT 4
Health Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Suggested Time:
15-18 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental, social, and emotional health
Violence and suicide prevention
Content Standards
Benchmarks
Unit Content
Knowledge & Skills (the student will)
Resources
Benchmarks
Describe the consequence
3–Self Management
5–Interpersonal Communication
7–Decision Making
4–Analyzing Influences
5/9/07
of prejudice, discrimination, racism, sexism, and
hate crimes.
Advocate for the promotion of respect and empathy for individual differences.
Identifying and dealing
with unhealthy relationships, sexual harassment, cohersion, and
violence.
North Clackamas School District
Demonstrate refusal, negotiation and
Glencoe Health
collaboration skills to avoid poten Chapter 11, lesson 3, pages
286-290
tially harmful situation.
Demonstrate strategies used to prevent
Chapter 13, lesson 2, 334conflict.
340
Demonstrate ways to communicate
Lesson 3, pages 345care, consideration and respect of self
346
and others.
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 Responsibity.” Video series. (MHS &
PHS)
28
HEALTH EDUCATION
HEALTH 1
UNIT 4
Health Sexuality––Reducing the Risk Continued
15-18 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental, social, and emotional health
Violence and suicide prevention
Oregon Health Content
Area:
Content Standards
Suggested Time:
Benchmarks
Unit Content
Knowledge & Skills (the student will)
Resources
Benchmarks
1–Concepts
Endocrine and Reproductive
Systems.
Describe physical, social and emo-
Glencoe Health, chapter 18, les-
tional changes during the transition
from adolescence to adulthood.
Glencoe T.A.E. Human Sexual-
sons 1-3, pages 462-483.
ity, chapter 3, lessons 1,2,3,
pages 28-47.
Glencoe Health–Student Activity
Workbook, chapter 18, activity
66, 67, & 68, pages 137-142.
5/9/07
North Clackamas School District
29
HEALTH EDUCATION
HEALTH 1
UNIT 4
Health Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Content Standards
3–Self Management
7–Decision Making
Suggested Time:
15-18 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental, social, and emotional health
Violence and suicide prevention
Benchmarks
Unit Content
Benchmarks
Explain why abstinence is
Abstinence
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.
Knowledge & Skills (the student will)
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 prevention of STDs.
Resources
Meeks Heit-Teaching Facts
5/9/07
North Clackamas School District
About birth Control Methods,
pages 1 & 2, Top Ten List to
Practice Abstinence.
Glencoe T.A.E. Human Sexuality, 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 Activity Workbook, activity 45 &
page 95.
Reducing the Risk, class 1,
pages 10-24.
30
HEALTH EDUCATION
HEALTH 1
UNIT 4
Health Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
15-18 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental, social, and emotional health
Violence and suicide prevention
Benchmarks
Unit Content
Knowledge & Skills (the student will)
Resources
Benchmarks
1–Concepts
5/9/07
Conception and Pregnancy
North Clackamas School District
Explain the menstrual cycle and its
Glencoe Health, chapter 19,
relationship to conception and pregnancy.
Explain how conception occurs, the
stages of pregnancy, fetal development and responsibility of parenting.
Prenatal Development and
Birth, lesson 1, pages 486-491.
Lesson 2, pages 492-497.
Glencoe Health Student Activity Workbook, pages 143, 144,
& 145.
Glencoe TAE Human Sexuality
Chapter 4, lesson 1, pages
49-54 Parenthood.
Chapter 4, lesson 2, pages
55-61, Becoming a Parent.
Chapter 5, lesson 1. Pages
63-68, Prenatal Development.
Chapter 5, Lesson 2, pages
69-76, Pre-natal Care.
Chapter 5, lesson 3, pages
77-81, Childbirth.
Video–Life’s Greatest
Miracle, Part 1
PACE Program Student
Panel–503-653-5946, ext.
35949.
31
HEALTH EDUCATION
HEALTH 1
UNIT 4
Health Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Content Standards
1–Concepts
15-18 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental, social, and emotional health
Violence and suicide prevention
Benchmarks
Benchmarks
Explain why abstinence is the safest most effective method of protection form HPV, HIV, Hepatitis
B & C and pregnancy.
Unit Content
Contraception
Condoms and hormone con-
traceptives.
Introduction to other methods
of contraceptives.
5/9/07
Suggested Time:
North Clackamas School District
Knowledge & Skills (the student will)
Resources
Describe contraceptive methods, dis-
Meeks Heit–Teaching Facts
ease reduction measures, proper use
About Birth Control Methods–
and their effectiveness.
Fact, lessons, transparencies.
Develop short and long term goals that Glencoe T.A.E. Human Sexuwill maintain sexual health and avoid
ality, chapter 6, lesson 1, pages
83-91.
unintended pregnancy and STIs.
Reducing the Risk.
Class 7, “Getting and Using
Protection I,” pages105116.
Class 8.Getting and Using
Protection II, pages 117-129.
Class 9, Knowing and Talking about Protection, pages
133- appendix D
How Well do Condoms
Work? Page 219.
32
HEALTH EDUCATION
HEALTH 1
UNIT 4
Health Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Sexual Health Promotion
Prevention and control of disease
Promotion of mental, social, and emotional health
Violence and suicide prevention
Content Standards
Benchmarks
Unit Content
Suggested Time:
15-18 days
Knowledge & Skills (the student will)
Resources
Benchmarks
1–Concepts
Identify screenings, including
3–Self Management
melanoma, breast and testicu7–Decision Making
lar self examinations, and
medical examinations, including pap smear, HPV, STD,
HIV, and Hepatitis B & C
testing necessary to maintain
reproductive health.
5/9/07
Disease Prevention
HIV/AIDs
Hepatitis B & C
Herpes
HPV
North Clackamas School District
Analyze how behavior can impact
Reducing the Risk
health maintenance and disease prevention.
Describe strategies for preventing
communicable diseases.
Describe symptoms and treatments for
HIV, Hepatitis, Herpes, & HPV.
Class 1, pages 25 Abstinence, sex and protection,
HIV Prevention Emphasis.
Class 12, page 165, Preventing 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
HIV/AIDS, page 662-671.
33
HEALTH EDUCATION
HEALTH 1
UNIT 4
Health Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
15-18 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental, social, and emotional health
Violence and suicide prevention
Benchmarks
Unit Content
Knowledge & Skills (the student will)
Resources
Benchmarks
1–Concepts
3–Self Management
7–Decision Making
5/9/07
Introduction to other STDs.
North Clackamas School District
Describe how HIV affects and de-
Glencoe Student Activity
stroys the immune system.
Workbook, Chapter 25, pages
193-203.
Compare the relationships between
unsafe behaviors, refusal skills and the Glencoe TAE Human Sexualrisk of STD infection.
ity
Chapter 7, lesson 1, Common Sexually Transmitted
Infections, pages 102-109
(HPV, Herpes)
Lesson 2, pages 110-115
(Hepatitis B & C)
Chapter 8, lesson 1, pages
117-121 HIV/AIDS
Lesson 2, pages 122-127,
HIV/AIDS––Testing &
Treatment.
34
HEALTH EDUCATION
HEALTH 1
UNIT 5
Communicable Disease
Oregon Health Content
Area:
Suggested Time:
6 days
Prevention and control of diseases.
Essential Questions:
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
Resources
Knowledge & Skills (students will)
Benchmarks
1–Concepts
Pathogens, bacteria, virus,
fungi, protozoans, rickettsias,
latent viruses.
5/9/07
North Clackamas School District
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
Activity.
35
HEALTH EDUCATION
HEALTH 1
UNIT 5
Communicable Disease Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
6 days
Prevention and control of diseases.
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
1–Concepts
Methods of transmission
Use decision-making models to
3–Self Management
prevention strategies.
make life long healthy decisions.
8–Advocacy
Demonstrate personal responsibility
to follow procedures that enhance
health and reduce risk.
5/9/07
North Clackamas School District
Describe ways in which
communicable diseases are spread
–modes of transmission.
Develop strategies to help prevent
communicable diseases.
Describe 3 ways in which pathogens spread and 3 healthful behaviors to limit their spread.
Glencoe Health
Chapter 24, Lesson 1, pages
622-626.
Chapter 24, Lesson 2, pages
627-634.
36
HEALTH EDUCATION
HEALTH 1
UNIT 5
Communicable Disease Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
6 days
Prevention and control of diseases.
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
1–Concepts
Access information and resources
Vaccines and antibiotics.
itself against invading pathogens.
to meat specific health needs and
solve health related problems.
5/9/07
Examine the ways the body protects Glencoe Health
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.
North Clackamas School District
Chapter 24, Lesson 1, pages
627-634.
Chapter 24, Lesson 2, pages
635-641.
Glencoe Student Activity
Workbook, chapter 24, activity
89, page 188, Give Your Immune System a Fighting
Change.
Activity 90–Make the
Diagnosis, page 189.
Study Guide, pages 190-192.
37