High School
Health 2
6/12/07
North Clackamas School District
HEALTH EDUCATION
Health 2
Table of Contents
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
9-13
Unit 1 Wellness–Mental Health
Pages
14-21
Unit 2 Healthy Sexuality–Reducing the Risk
Pages
22-26
Unit 3 Tobacco, Alcohol & other Drugs
Pages
27-29
Unit 4 Non Communicable Diseases
Pages
30-36
Unit 5 Nutrition
6/12/07
North Clackamas Schools
1
HEALTH EDUCATION
Health 2
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
6/12/07
North Clackamas Schools
2
HEALTH EDUCATION
Health 2
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 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.
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.
6/12/07
North Clackamas Schools
3
HEALTH EDUCATION
Health 2
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.
6/12/07
North Clackamas Schools
4
HEALTH EDUCATION
Health 2
Health Alignment
1.
2.
3.
4.
5.
1.
2.
3.
4.
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
6/12/07
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 health. Time management and stress reduction
Health Literacy
Goal setting and decision making skills (values)
Goal setting and decision mak Mental disorders
ing skills.
Character education and building Suicide prevention
The grieving process
integrity.
Coping with loss and crises
North Clackamas Schools
5
HEALTH EDUCATION
Health 2
Health Alignment Continued
8th Grade Health
1.
2.
3.
4.
5.
Health 1
Tobacco, alcohol and other drugs
Unit 3 (10 days)
Decision-making and refusal skills.
Gateway drugs–long and short term effects
Disease and addiction–benefits of a drug free lifestyle.
Influences and pressures teenagers face regarding issues of tobacco,
alcohol, and other drugs.
Peers, family, media, and music.
6/12/07
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
Unit 3 (10 days)
1. Health risks–long & short-term effects.
2. Factors that influence drug use; decision-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.
North Clackamas Schools
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 2
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
8th Grade Health
6/12/07
Health 1
Healthy Sexuality– Reducing the Risk
Unit 4 (15-18 days)
1. Maintaining healthy dating relationships
Communication, setting limits,
& asserting personal boundaries
Resisting & effectively dealing
with negative pressure
2. Identifying and dealing with unhealthy
relationships, sexual harassment, cohersion, and violence.
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
Health 1
Communicable Diseases
Unit 5 (6 days)
1. Pathogen types (bacteria, virus)
2. Methods of transmission & prevention
strategies
3. Vaccines
4. Antibiotics
North Clackamas Schools
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
Health 2
7
HEALTH EDUCATION
Health 2
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 intake
9. Personal dietary analysis
4. Dietary guidelines and Food Guide Pyramid
10. Food log
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.
6/12/07
North Clackamas Schools
8
HEALTH EDUCATION
Health 2
UNIT 1
Wellness–Mental Health
Oregon Health Content Area:
Suggested Time:
9 days
Promotion of Mental, Social, and Emotional Health
Violence and Suicide Prevention
Essential Questions:
1. How can excessive or prolonged stress have a detrimental effect on physical, mental/emotional and social health?
2. What is the connection between a person values and responsible decision-making and goal setting?
3. How can improving time management skills and developing time management strategies help reduce stress for teens?
4. What are the types of mental disorders that affect our society?
Content Standards
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
1–Concepts
3–Self Management
6–Goal Setting
6/12/07
Demonstrate personal responsibility to
follow procedures that enhance health
and reduce risk.
Analyze influences on health related
choice (e.g. personal/family/cultural
values, media technology peers,
(physical and social, including substance use) and public health polices.
Wellness physical-
mental/emotion, social
health.
North Clackamas Schools
Explain how health literacy enables a
Glencoe Health, chapter 1, lesson
person to make wise choice about their
health.
Explain how influences such as heredity,
family, environment, culture, media and
technology impact health status.
1, pages 4-9, Your Health and
Wellness.
Glencoe Health, chapter 1, lesson
2 & 3, pages 10-22.
Glencoe Health–Student Activity
Workbook, Activity 2, page 3,
study guide pages 5-8.
Glencoe T.W.E.–Foundation of
Personal Fitness, chapter 1, lesson
1, Physical Activity Exercise and
Health, pages 2-11.
9
HEALTH EDUCATION
Health 2
Suggested
Time:
UNIT 1
Wellness–Mental Health Continued
9 days
Oregon Health Content Area:
Content Standards
Promotion of Mental, Social, and Emotional Health
Violence and Suicide Prevention
Benchmarks
Knowledge & Skills (students will)
Unit Content
Resources
Benchmarks
3–Self Management
5–Interpersonal Communication
Demonstrate personal
responsibility to follow
procedures that enhance
health and reduce risk.
Time management
Discuss strategies for cop-
and stress reduction.
ing positively with stress.
Relate the importance of
managing person time to
managing stress.
Practice strategies for
managing and reducing
stress.
Clarity personal stressors
at home, in school and
with peers.
Set a goal to reduce and
cope with life stressors in
a health enhancing way.
Glencoe T.W.E.–Foundations of Personal Fit-
ness, chapter 1, lesson 2, page 16.
Glencoe Health, chapter 8, lesson 1, pages
198-204, lesson 2, page 16.
Glencoe Health, chapter 8, lesson 1, pages
198-204, lesson 2, pages 205-209.
Use of “Biodot Skin Thermometers” to order
call 1-800-272-2340.
Being Healthy Staying Healthy,” video/DVD
viewer guide page 9.
Glencoe Student Activity Workbook
6/12/07
North Clackamas Schools
Vocabulary chapter 8, pages 54-55.
Activity 27, page 56
Activity 28, page 57
Study Guide, page 62-65.
10
HEALTH EDUCATION
Health 2
UNIT 1
Wellness–Mental Health Continued
Oregon Health Content Area:
Content Standards
Suggested Time:
9 days
Promotion of Mental, Social, and Emotional Health
Violence and Suicide Prevention
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
6–Goal Setting
7–Decision Making
Set short and long term goals to pro-
mote healthy living.
Use a decision making model to make
life long healthy decisions.
Goal setting and decision
Identify the processes in choosing
Glencoe Health, chapter 2, lesson
making skills (values).
and achieving goals.
Explain steps of the decision making process.
Open–“Letter to self” from
2, pages 33-36.
Health 1 (RPHS & CHS)
Open “letters from ‘Rowe’
(MHS)
Explain the importance of consider-
ing ones values as part of the decision making process. How do ones
values influence decisions and behaviors?
6/12/07
North Clackamas Schools
Glencoe––Human Sexuality, page
17, chapter 2, lesson 1.
11
HEALTH EDUCATION
Health 2
UNIT 1
Wellness–Mental Health Continued
Oregon Health Content Area:
Content Standards
Suggested Time:
9 days
Promotion of Mental, Social, and Emotional Health
Violence and Suicide Prevention
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
Mental Disorders
1–Concepts
6/12/07
North Clackamas Schools
Explain why mental disorders are a
Video––Dying To Be Thin
critical health issue.
(CHS).
Discuss the types of mental disor Glencoe Health, chapter 9,
ders that affect our society.
Explain the term mental disorders,
lesson 1, pages 224-229.
and explain how organic and function disorders differ.
Describe how the causes, symptoms
and treatment of eating disorders
differ from those of other types of
mental disorders.
12
HEALTH EDUCATION
Health 2
UNIT 1
Mental Health Continued
Oregon Health Content Area:
Content Standards
Suggested Time:
9 days
Promotion of Mental, Social, and Emotional Health
Violence and Suicide Prevention
Benchmarks
Unit Content
Knowledge & Skills (students
will)
Resources
Benchmarks
1–Concepts
3–Self Management
7–Decision Making
5–Interpersonal Communication
6/12/07
Advocate to self, peers, family,
Suicide Prevention
and community members the
importance of participating in
health enhancing behaviors and
abstain from unsafe behavior.
Use a decision making model to
make life long healthy decisions.
Communicate effectively using
peer resistance, assertiveness,
conflict resolution skills, and
The Grieving Process.
negotiation and refusal skills to
Coping with loss and criavoid unsafe situations.
ses.
North Clackamas Schools
Recognize signs of suicidal
behaviors.
Analyze and apply decisionmaking skills to help prevent
suicides.
Identify school and community resources that can help a
person, which is depressed,
or contemplating suicide.
Glencoe Health, chapter 9, lesson 2,
pages 230-233.
Glencoe-Student Activity Work-
book, activity 32, page 68.
Suicide Prevention Education Kit.
American Foundation for Suicide
Prevention Northwest.
Curriculum Guide––Transparencies,
videos/DVDs.
Kits available from Nancy Ward,
Sunrise 503-353-5750.
Compare the stages of the
Glencoe Health chapter 9, lesson 4,
grieving process and the
pages 238-245.
ways in which people cope
Glencoe–student activity workbook,
with emotional loss.
activity 4, page 70, All Kinds of
Discuss different kinds of
Grief.
emotional loss.
Develop strategies for coping
with crises.
13
HEALTH EDUCATION
Health 2
UNIT 2
Human Sexuality––Reducing the Risk
Suggested Time:
15 days
Sexual Health Promotion
Oregon Health Content Area: Prevention and Control of Disease
Promotion of mental social and emotional health
1. How can the use of effective communication skills enhance relationships with family and friends?
2. What is the importance of health screenings and medical examinations in maintaining reproductive health?
3. What is the relationship between drug use and unsafe situations that can lead to transmission of STDs?
4. What are the benefits and importance of abstinence in the prevention of STDs?
Content Standards
Benchmarks
Unit Content
Resources
Knowledge & Skills (students will)
Benchmarks
1–Concepts
3–Self Management
5–Interpersonal Communication
6/12/07
Effectively communicate
the decisions and behaviors of family, peers, and
others that promote
healthy sexual behaviors.
Relationships–Family Rela-
tionships.
North Clackamas Schools
Demonstrate communication skills
that build and maintain healthy relationships.
Evaluate ways parents, guardians
and other family members contribute to physical and mental/emotional health and help a person develop healthy relationships.
Identify strategies that strengthen
family relationships.
Explain how the skills of communication, cooperation and compromise can help develop positive
healthy relationships.
Glencoe–Human Sexuality
TAE
Chapter 2, lesson 1, Relationships & Communication, pages 16-21.
Glencoe Health, chapter 10,
lesson 1-3, pages 248-271.
Glencoe Health, Chapter 11,
lesson 1, page 279.
Glencoe Health, Chapter 10,
lesson 1, pages 245-253.
Glencoe Student Activity
Workbook, chapter 10, Study
Guide, pages 80-81, chapter
10, vocabulary page 73.
14
HEALTH EDUCATION
Health 2
UNIT 2
Human Sexuality––Reducing the Risk Continued
Oregon Health Content Area:
Content Standards
Suggested Time:
15 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental social and emotional health
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
Characteristics of healthy
5–Interpersonal Communication
6–Goal Setting
7–Decision Making
3–Self Management
6/12/07
relationships.
Use the decision making
process to make healthy
choices around sexual
health.
Long-term relationships and
commitment.
North Clackamas Schools
Understand how mutual respect,
consideration, honesty, dependability, and community are characteristics of healthy relationships.
Explain strategies for maintaining
safe and healthy dating relationships.
Understand the difference between
infatuation and affection.
Glencoe Health––Chapter 12,
lesson 3, pages 313-317.
15
HEALTH EDUCATION
Health 2
UNIT 2
Human Sexuality––Reducing the Risk Continued
Oregon Health Content Area:
Content Standards
Suggested Time:
15 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental social and emotional health
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
5–Interpersonal Communication
6–Goal Setting
7–Decision Making
3–Self Management
Explain why abstinence is
the safest, most effective
method of protection from
HPV, STD, HIV, Hepatitis
B & C, and pregnancy.
Long-term relationships and
Explain how to show affection in rela-
commitment.
6/12/07
North Clackamas Schools
tionships that enhances dignity, respect
and responsibility.
Explain the importance of setting limits.
Evaluate ways to practice abstinence in
a dating relationship.
Demonstrate refusal strategies to reinforce the decision to remain abstinent.
Explain how commitment changes a relationship.
Glencoe Student Activity
Workbook, Chapter 12,
vocabulary page 91
Activity 42,
page 92
Activity 45,
page 95
Glencoe––Healthy Sexuality–Decisions about
sexual relationship. Lesson 2, pages 22-27.
Glencoe Healthy Sexuality–The Commitment to
Marry, chapter 4, lesson
1, pages 48-54.
16
HEALTH EDUCATION
Health 2
UNIT 2
Human Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
15 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental social and emotional health
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
3–Self Management
8–Advocacy
6/12/07
Identify screenings, includ-
ing pap smear, HPV, STD,
HIV Hepatitis B & C testing, necessary to maintain
reproductive health.
Maintaining reproductive health
Develop strategies for health en-
Glencoe Health, chapter
testicular self-exams
Breast self-exam
Pelvic examination
Pap smear
hancement and risk reduction.
Examine the care of the female reproductive system and identify systems that identify situations requiring professional health services.
18, lesson 2, page 471––
Care of the Male
Reproductive System.
Glencoe Healthy Sexuality, chapter 3, pages 3234.
Glencoe Health, chapter
18, lesson 3, pages 476479, Care of the Female
Reproductive System.
Problems of the Female
Reproductive System.
Glencoe Healthy Sexuality, chapter 3, pages 3943.
North Clackamas Schools
17
HEALTH EDUCATION
Health 2
UNIT 2
Human Sexuality––Reducing the Risk Continued
Oregon Health Content Area:
Content Standards
Suggested Time:
15 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental social and emotional health
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
1–Concepts
2–Accessing Information
6/12/07
Explain why abstinence is the
Birth control methods
safest, most effective method
of protection from HPV, STD,
HIV, Hepatitis B & C, and
pregnancy
North Clackamas Schools
Identify kinds of birth control meth- Meeks Heit––Teaching Facts
ods
Describe contraceptive methods,
disease reduction measures, proper
use and their effectiveness
About Birth Control Methods
Lesson Plans
Color transparencies
18
HEALTH EDUCATION
Health 2
UNIT 2
Human Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
15 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental social and emotional health
Benchmarks
Unit Content
Knowledge & Skills (students
will)
Resources
Benchmarks
3–Self Management
5–Interpersonal
Communication
Use the decision making
Birth control methods
process to make healthy
choices around sexual health
Explain the benefits of prac-
ticing abstinence
Glencoe Human Sexuality
6/12/07
North Clackamas Schools
Chapter 6, lesson pages 82-91
Reducing the Risk
Class 1, page 105, Getting and
Using Protection
Class 8, page 117, Getting and
Using Protection II
Class 9, page 133, Knowing
and Talking About Protection
Class 14, page 185, Implementing protection from STD &
pregnancy
Class 15, page 191, Sticking
with Abstinence and Protection
19
HEALTH EDUCATION
Health 2
UNIT 2
Human Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
15 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental social and emotional health
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
Pregnancy, prenatal care, and
1–Concepts
2–Accessing Information
6/12/07
birth
North Clackamas Schools
Explain fetal development from
Glencoe Human Sexuality
conception through pregnancy
Chapter 5, lesson 1, page 63,
Discuss the importance of a
Prenatal Development
healthful lifestyle before and
Lesson 2, page 69, Prenatal
during pregnancy
Care
Explain how technology has im Lesson 3, page 77, Childbirth
Video–“Lives Greatest Miracle.”
pacted the health of families by
adding in prenatal diagnosis of
Part 2 of video.
certain conditions
Identify and explain the stages of
labor. Demonstrate the ability to
access community resources that
provide assistance around sexual
health and pregnancy
20
HEALTH EDUCATION
Health 2
UNIT 2
Human Sexuality––Reducing the Risk Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
15 days
Sexual Health Promotion
Prevention and control of disease
Promotion of mental social and emotional health
Benchmarks
Unit Content
Knowledge & Skills (students
will)
Resources
Benchmarks
1–Concepts
7–Decision Making
2–Accessing Information
Explain why abstinence is the
safest, most effective method of
protection form HPV, STD,
HIV, Hepatitis B & C, and
pregnancy
Use the decision making process to make healthy choice
around sexual health
Access information and resources to meet health needs
and health related problems
Sexually transmitted infec-
tions, HIV/AIDs and social
implications of epidemics,
statistics
HPV
Chlamydia
Genital Herpes
Gonorrhea
Trichomoniasis
Syphilis
Hepatitis B & C
Develop strategies to pre
6/12/07
North Clackamas Schools
vent STDs
Identify high risk behaviors
which could lead to infections with STDs
Analyze the importance
and benefits of abstinence
as it relates to the prevention of STDs
Describe the symptoms and
treatments for common
STDs
Identify describe and access community health
services available for prevention and treatment for
STDs
Glencoe Human Sexuality chapter 8
Lesson 1, pages 116-121
Lesson 2, pages 122-127
Video–Letter from Brian (MHS)
Reducing the Risk
Class 12, pages 165-175
Class 13, pages 177-183
CDC.gov
Glencoe Health, chapter 25
Lesson 3 & 4, pager 658-671
Glencoe Health, chapter 25, lesson 2,
pages 6552-657
Glencoe Health Student Activity Workbook, chapter 25, study guide, page
201-203
Chapter 25, vocabulary, page 193
21
HEALTH EDUCATION
Health 2
UNIT 3
Alcohol, Tobacco and Other Drugs
Oregon Health Content
Area:
Essential Questions
Content Standards
Suggested Time:
4 days
Alcohol, tobacco, and other drug use prevention
Promotion of mental, social, and emotional health
Unintentional injury prevention
1. What kinds of personal skills can help an individual avoid the negative consequences of drug use?
2. How would you advocate to others the advantages and health benefits of committing to a drug-free lifestyle?
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
3–Self Management
7–Decision Making
6/12/07
Demonstrate personal responsi-
bility to follow procedures that
enhance health and reduce risk.
Decision making skills
Use a decision making model to
make lifelong healthy decisions
North Clackamas Schools
Glencoe Health, chapter 2, les-
son 2, pages 34–Steps in the
Decision Making Process
Identify factors that influence deci-
sion about drug use
Glencoe Health, chapter 22,
lesson 2, pages 572-573
22
HEALTH EDUCATION
Health 2
UNIT 3
Alcohol, Tobacco, and Other Drugs Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
4 days
Alcohol, tobacco, and other drug use prevention
Promotion of mental, social, and emotional health
Unintentional injury prevention
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
3–Self Management
Demonstrate refusal skills around
Refusal skills
drinking and driving or being a passenger when the driver has been
drinking and driving
Identify factors that influence deci-
sions about drug use
Glencoe Health, chapter 22, lesson
2, pages 572-573
Identify benefits of committing to
stay drug free
Glencoe Health, chapter 22, lesson
2, pages 566-567
Glencoe Health, chapter 2, lesson
1 pages 30–Refusal Strategies
6/12/07
North Clackamas Schools
23
HEALTH EDUCATION
Health 2
UNIT 3
Alcohol, Tobacco and Other Drugs Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
4 days
Alcohol, tobacco, and other drug use prevention
Promotion of mental, social, and emotional health
Unintentional injury prevention
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
5–Interpersonal Communication
1–Concepts
5–Interpersonal Communication
6/12/07
Glencoe Health, chapter 12, les-
Communicate effectively using
Demonstrate appropriate refusal
peer resistance, assertiveness,
conflict resolution skills and
negotiation and refusal skills to
avoid unsafe situations.
Explain the relationship be-
tween alcohol and other drug
use on vehicular crashes, injuries, violence, suicide and sexual risk behavior
strategies to say no to a driver
who has been driving
Risks and consequences
of intoxicated driving
North Clackamas Schools
son 2, pages 307-312–Peer Pressure and Refusal Skills
Identify the risks of riding in a
vehicle with a driver that has
been drinking or using other
drug
Explain the consequences of
DWI
Explain how the use of alcohol
affects a persons ability to drive
Being Healthy Staying Healthy
video/DVD and viewers guide,
page 3, maintaining an alcohol
free lifestyle
Glencoe Health, chapter 22, lesson 2, page 571
Glencoe Health, chapter 22, lesson 2, page 570
24
HEALTH EDUCATION
Health 2
UNIT 3
Alcohol, Tobacco, and Other Drugs Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
4 days
Alcohol, tobacco, and other drug use prevention
Promotion of mental, social, and emotional health
Unintentional injury prevention
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
1–Concepts
3–Self Management
6/12/07
Examine the impact of alco-
hol, tobacco and other drug
use on unintentional injury
North Clackamas Schools
Describe the legal and financial
Health.glencoe.com (click on web
consequences of operating a
links to learn how alcohol or drug
motor vehicle while under the
use impairs driving.)
Glencoe Health, chapter 23, lesinfluence of alcohol and other
son 3, pages 60-61, Driving Undrugs. Understand the dangers of
der the Influence of Marijuana
driving under the influence of
Glencoe Student Activity Workmarijuana
book, page 168–Vocabulary
Activity 80–Good Advice,
page 173-175 Study Guide
25
HEALTH EDUCATION
Health 2
UNIT 3
Alcohol, Tobacco, and Other Drugs Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
4 days
Alcohol, tobacco, and other drug use prevention
Promotion of mental, social, and emotional health
Unintentional injury prevention
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
4–Analyzing Influences
8–Advocacy
Identify factors that influence
Analyze the influences and
alcohol use
pressures teenagers face regarding issues of alcohol, tobacco
and other drug use.
Advocate to self, peers, family
Project based advocacy
and community members, the
importance of participating in
health enhancing behaviors and
abstaining from unsafe behaviors.
6/12/07
North Clackamas Schools
Glencoe Health, chapter 22, les-
son 1, page 563
Demonstrate strategies for influ-
Develop activities and projects to
encing others to make healthful
decisions about drug use
Interpret school policies and
community laws related to alcohol, tobacco and illegal drug use,
possession and sales
encourage drug-free activities and
elevate the awareness of the
consequences of DWI
26
HEALTH EDUCATION
Health 2
UNIT 4
Non Communicable Diseases
Oregon Health Content Area:
Essential Questions:
Content Standards
Suggested Time:
6 days
Prevention and control of diseases
1. What are some healthful lifestyle behaviors which could reduce the risk of developing non-communicable diseases and disorders?
Benchmarks
Unit Content
Knowledge & Skills (students
will)
Vocabulary and ter-
Describe the causes and
minology
Types of cancers,
risk factors, symptoms, screenings and
detection methods
Reducing the risk of
cancer
Treatment
types of cancers and the
treatments for cancer
Discuss the importance of
early detection and warning signs
Identify health behaviors
that put you at risk for developing cancer
Explain the differences between a benign tumor and
one that is malignant
Resources
Benchmarks
1–Concepts
2–Accessing Information
3–Self Management
4–Analyzing Influences
8–Advocacy
6/12/07
Communicate to others the importance of
preventing exposure to UV rays and other
substances
Analyze influences that encourage young
people to abstain from protecting oneself
from the sun and influences that encourage
use of tanning beds
Advocate to others the importance of
screenings and medical examinations to
maintain reproductive health.
Identify screenings, including melanoma,
breast and testicular self examinations and
medical examinations, including pap smear
North Clackamas Schools
Glencoe Student Activity Work-
book, pages 204-205, vocabulary
Glencoe Health, chapter 26, les-
son 2, page 682-683, figure 26.3
Page 685, figure 26.5
Page 687
health.glencoe.com
American Cancer Society
27
HEALTH EDUCATION
Health 2
UNIT 4
Non Communicable Diseases
Suggested Time:
6 days
Oregon Health Content Area:
Essential Questions:
Content Standards
Prevention and control of diseases
1. What are some healthful lifestyle behaviors which could reduce the risk of developing non-communicable diseases and disorders?
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
1–Concepts
2–Accessing Information
3–Self Management
6/12/07
Access information and
Cardio Vascular Disease
Vocabulary and terminology
resources to meet specific
Types of cardio vascular disease
health needs and solve
Diagnostic tools
health related problems.
Treatment options
Demonstrate personal re Risk factors––controllable and
sponsibility to follow prouncontrollable
cedures that enhance health
and reduce risk
North Clackamas Schools
Describe the types of cardiovas-
Glencoe Student Activity
cular disease
Identify risk behaviors and risk
factors for cardiovascular disease
Explain the warning signs of a
heart attack
Explain how cardiovascular fitness activities can reduce the
risk of cardiovascular disease
Workbook, chapter 95, page
206, At the Heart of the Problem
Glencoe Health, chapter 26,
lesson 1, pages 674-680
American Heart Association,
www.americanheart.org, Oregon Affiliate 503-233-0100.
American Stroke Association,
888-478-7653
28
HEALTH EDUCATION
Health 2
UNIT 4
Non Communicable Diseases Continued
Oregon Health Content Area:
6 days
Prevention and control of diseases
1. What are some healthful lifestyle behaviors which could reduce the risk of developing non-communicable diseases and disorders?
Essential Questions:
Content Standards
Suggested Time:
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
1–Concepts
3–Self Management
6/12/07
Access information and resources
to meet specific health needs and
solve health related problems.
Demonstrate personal responsibility to follow procedures that enhance health and reduce risk
Allergies, asthma, diabetes
Explain how healthful eating habits and
and arthritis.
physical activity lifestyle behaviors re Vocabulary and terminolduce the risk of diabetes
ogy. Causes, types, diagno- Describe the symptoms of diabetes
sis, symptoms, treatment.
Explain the difference between diabetes
type 1 and diabetes type 2.
Explain strategies for managing asthma
What are some of the more common allergens that trigger allergic reaction
Describe the difference between Osteoarthritis and Rheumatoid Arthritis
North Clackamas Schools
Glencoe Health, chapter
26, lesson 3, pages 688694
Arthritis Foundation, 503245-5695
American Diabetes Foundation
www.diabetes.org, 888-3422383
29
HEALTH EDUCATION
Health 2
UNIT 5
Nutrition
Oregon Health Content Area:
Essential Questions:
Content Standards
Suggested Time:
10 days
Promotion of Healthy Eating
1. How do nutrient and energy needs vary in relation to gender, activity level and stage of life?
2. Why is variety, moderation and balance the foundation of a healthy eating plan?
3. Why is it important to evaluate the validity of food advertising techniques and gimmicks?
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
1–Concepts
2–Accessing Information
6/12/07
Nutrition vocabulary and
terminology
North Clackamas Schools
Glencoe TWE Foundations of
Personal Fitness, The Importance of Nutrition, chapter 4,
lesson 1, page 113
Glencoe Student Activity
Workbook, chapter 5, Nutrition vocabulary
30
HEALTH EDUCATION
Health 2
UNIT 5
Nutrition Continued
Oregon Health Content Area:
Content Standards
Suggested Time:
10 days
Promotion of Healthy Eating
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
4–Analyzing Influences
Analyze influences on
Influences on food choices
choices
health related choices (e.g.
personal, family, cultural,
peers, media)
6/12/07
Evaluate various influences on food
North Clackamas Schools
Glencoe TWE Foundations
of Personal Fitness, chapter
4, lesson 1
Glencoe Student Activity
Workbook, activity 16,
page 32–What Influence
your Food Choices.
Glencoe Health, Chapter 5,
lesson 1, pages 111-113
31
HEALTH EDUCATION
Health 2
UNIT 5
Nutrition Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
10 days
Promotion of Healthy Eating
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
3–Self Management
Student will demonstrate the
ability to practice healthenhancing behaviors and reduce health risks.
6/12/07
Nutrients and daily calories
intake
North Clackamas Schools
Analyze the relationship between sound
Glencoe TWE Foundations
nutritional practices and physical activity
Analyze the relationship between good
nutrition, health promotion and disease
prevention
Identify the importance of water on the
body’s functioning
of Personal Fitness, chapter
4, lesson 1, pages 115-121
Lesson 2, 122-128
Glencoe Health, chapter 5,
lesson 2, pages 114-121
32
HEALTH EDUCATION
Health 2
UNIT 5
Nutrition Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
10 days
Promotion of Healthy Eating
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
1–Concepts
4–Analyzing Influences
6/12/07
Describe dietary guide-
lines, good groups, nutrients, and serving size for
healthy eating habits
Dietary Guidelines and
the Food Guide Pyramid
North Clackamas Schools
Explain how the Dietary Guidelines help a
Glencoe TWE Foundations
person make healthy food choices.
Explain the importance of balance variety
and moderation when making food
choices.
Explain the importance of balance variety
and moderation when making food
choices
Identify the role of the Food Guide Pyramid and the Nutritional Facts panel in a
healthful eating plan
of Personal Fitness, chapter
4, lesson 3, pages 131-132
Glencoe Health, chapter 5,
lesson 3, pages 123-126
Glencoe Student Activity
Workbook, activity 17–pages
34-35 You Are What You
Eat”
Activity 18, page 36 “Guiding Your Food Choices”
33
HEALTH EDUCATION
Health 2
UNIT 5
Nutrition Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
10 days
Promotion of Healthy Eating
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
5–Interpersonal Communication
Set a personal goal
based on dietary
analysis to enhance
health
Nutrition Facts–Reading
food product labels and
panels
Serving Sizes
6/12/07
North Clackamas Schools
Analyze the information on food labels.
Glencoe TWE Foundations of
Personal Fitness, chapter 4, lesson pages 132-133
Glencoe Health, chapter 5, lesson 3, page 127
Glencoe Student Activity
Workbook, activity 19, page 37,
“Knowing What to Eat.”
34
HEALTH EDUCATION
Health 2
UNIT 5
Nutrition Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
10 days
Promotion of Healthy Eating
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
4–Analyzing Influences
Analyze influences on health
related choices – media technology
Media advertising tech-
Describe factors that influence consumer
niques. Making consumer choices
decisions
Analyze health messages delivered
through advertising in the media
Explain the techniques advertisers use to
persuade consumers to purchase their
products
Glencoe Health, chapter 5, les-
son 4, pages 130-133, figure 5.7
Video––“Super Size Me” Edu-
cation version (MHS, PHS)
Glencoe Health, chapter 3, les-
son 1, pages 48-53
Figure 3.1
Glencoe Student Activity
Workbook, chapter 5 study
guide, pages 38-39
Activity 21, pages 42––Buyer
Beware
6/12/07
North Clackamas Schools
35
HEALTH EDUCATION
Health 2
UNIT 5
Nutrition Continued
Oregon Health Content
Area:
Content Standards
Suggested Time:
10 days
Promotion of Healthy Eating
Benchmarks
Unit Content
Knowledge & Skills (students will)
Resources
Benchmarks
3–Self Management
6/12/07
Critique the adequacy of own
diet for key nutrients and
identify foods that supply the
identified nutrients.
Personal Dietary Analysis
Food Log
North Clackamas Schools
Analyze nutrient value of food con-
Activity – Keeping a food diary.
sumed on a regular basis.
36