Allen High School Health Curriculum
Teacher: Dean Garza (21years High School Health teaching experience)
Email : Dean_Garza@allenisd.org
Website: At Allen ISD
Class Time: 9:20-10:55 Periods: 2/5, 11-12:30 Periods: 3/ 6
Room A-106
Resources
Holt ,Reinehart & Winston : Lifetime Health
Parenting and Paternity Awareness (P.A.P.A) Attorney General of Texas
Related text materials, internet sources, videos , magazines, newspaper articles
Health Course Outline:
1. Unit 1 Health Skills
Take responsibility for Health
Practice Healthful behaviors: Influences on Health:
Health Products and services
Communication skills
Setting Health Goals and making responsible decisions Lessons 3-6
2. Unit 2 Mental and Emotional Health
Develop Good character
Express Emotions Lessons 8-9
Defence Mechanisms: shields that we create
Lessons 11-12: Dealing with Depression: Loss and Grief
Stress: Recognize positive and negative elements:
Give students tools to handle stress Lesson 10
3. Unit 3 Family and Social Health
Relationships Dating; Various family units
Explain a family unit: blended/nuclear/extended/single etc
Lessons 14, 15, 17: Adjust to family changes: Dating and friendships:
Recognize harmful relationships
Practice Abstinence from Sex
Protect self from sexual violence
Lessons 65, 66: Protect self from physical, psychological and sexual violence
Hazing: Harrassment: Abuse
4. Unit 4 Learning about the Reproductive Systems
Attorney General of Texas program
Pregnancy and Childbirth
P.A.P.A. state mandated program
Parenting and paternity awareness
5. Unit 5 Nutrition:
Choosing Healthful foods:
Follow dietary guidelines:
Use diets to guard against diseases:
Develop healthy eating habits: Maintaining a healthful weight
6. Unit 7 Alcohol,Tobacco and Other Drugs
Use prescription drugs and OTC drugs safely
Choose a lifestyle free of alcohol and tobacco
Avoiding illegal drug use and dependency
7 Unit 8 Communicable and Chronic diseases
Lesson 44: avoiding communicable disease
Lesson 46: Reducing the risk of STDs and HIV
8 Unit 11 Injury Prevention and Personal Safety
Lessons 61-68
Reducing Unintentional injuries
Reducing the risk of violence
Protecting yourself from physical violence
Reducing weapon injuries
Assessment:
Grades for this class will consist of
Minor Grades: homework, classwork, quizzes 40%
Major Grades: major projects and tests 60%
Nine week final exam:
Nine week grade is used for UIL eligibility
Nine week grade is 80%: Exam grade is 20%.
To pass the class total needs to be 70 or more of Nine weeks plus exam
Late work Policy:
Work will only be accepted one day late. The highest possible grade is 70%
Make-Up work Policy
The student will have one day for each day absent from school to make up any missed
work
The student will have one week max to make up any missed quizzes, tests, exams
Retest Policy: In an event a retest is needed the highest possible grade is 70%
Supplies:
Spiral: notebook paper: colored pencils/markers: Pen and pencil
Coach Albury Health Class Overview, Rules and Expectations
Dear Students and Parents
Welcome ! This is a nine week course that is required for high school graduation. Topics
will
be discussed that relate to a person¡¦s mental, social and physical health.
It is very important that you read and keep this handout ! It will inform you of important
information as to what will be included in this class; how you will be graded; and most
importantly, your responsibilities as a student in this class. These details will also be on
my
webpage and via weekly e-mails.
Rules and Expectations:
Be on time: Class starts at . School tardy policy will be strictly enforced
Seating is not assigned unless specified by me for certain students.
Bring all materials to class each day. You need a folder or binder for Health
notes/quizzes/projects.
Be respectful of others and their property.
No food or drink except water
Cell phones switched off and ipods/discman etc with headphones switched off and off
the
desk and in a bag. I will instruct you if you can use your music maker if you are working
on
individual work only. If it becomes a problem I will
1. Issue a warning 2. Confiscate and return at the end of the period 3. Call parent and
tell
about the problem and ask to have it stay at home
Restroom:
Only one person can go at a time with a pass. The restrooms are close by and should
not
take more than 5 minutes.
Grading
Daily (minor) Grades 40%
Notes: in-class assignments: individual and group work:
Quizzes are worth two grades (x 2 multiplier)
Test (major) Grades 60%
Major projects (individual and small group) : Weekly current event project due Fridays
End of nine week folder with notes/quizzes/projects
Notebook: Three sections in chronological order
1. Daily work 2. Quizzes 3. Weekly current event
Cheating will result in a zero and referred to Assistant Principal/phone call to parent
Semester Average:
At the end of the nine weeks you will have a cumulative semester exam
Nine Week average: 80% Semester Exam 20%
Late Assignment
All homework assignments are due at the beginning of class unless told otherwise
Assignments turned in one day late will have 20 points deducted. After one day it is a
zero.
If you forget to bring it to class it can be emailed to me (above applies)
Re-Testing:
If a student scores below 70 on a written exam they have the opportunity to re-take the
test/project. Test corrections from the original must be completed before retake. This
must
be completed within a week of the original test. The highest grade possible on a re-test
is
70
Absences:
If the student is absent for any reason, it is the student¡¦s responsibility to check for any
and all assignments from the day(s) missed.
Previously assigned work is due the day of return
If a student is aware of a quiz /test but is absent the day before, the student will take the
quiz/test if they are present on quiz/test day
Otherwise make-up tests and quizzes will be at a time decided by the teacher and
student
Check the website or email me if absent
Textbook:
Textbook is issued electronically from the bookroom . Cover the book and have name
written inside. It is your responsibility for nine weeks. It is your responsibility.
Supplies needed:
Notebook Paper: Three ring binder and/or folder Pens/pencils/sharpies
Acknowledgement of Course Syllabus and Management Plan
I have read the Health Course Syllabus and Classroom management Plan. I understand
my
child¡¦s responsibilities in this class in order to be successful. I am aware that I am
welcome
to contact the instructor through email about my child¡¦s progress and keep informed
through Esembler about the grades, assignments. I will check Schoolnotes.com and
Schoolweb sites to follow daily work, assignments.
Signature: Parent__________________________________Date______________
I have read the Health Course Syllabus and Classroom Management Plan. I understand
my
responsibilities as a student in this class and the requirements of the course in order to
be
successful I will check Schoolnotes.com and Schoolweb sites to follow daily work,
assignments.
Signature: Student _______________________________Date_______________
Health Course Syllabus
Course Description:
In this course, students will examine the concepts of wellness, self-assessment,
and responsible decision making choices concerning health issues. Students will
explore issues such as mental and social health, nutrition, physical fitness, human
life cycle, substance abuse, infectious diseases, and environmental issues.
Timeline and TEKS:
Unit 1 Lessons 1-6 (Week 1)
Relate the nation¡¦s health goals and objectives to individual, family and community
health.
Identify, describe and assess available health-related services in the community that
relate
to disease prevention and health promotion.
Analyze the health messages delivered through media and technology.
Develop evaluation criteria for health information.
Demonstrate ways to utilize criteria to evaluate health information for appropriateness.
Demonstrate decision-making skills based on health information.
Evaluate the effectiveness of conflict resolution techniques in various situations.
Demonstrate strategies for communicating needs, wants and emotions.
Identify decision making skills that promote individual, family and community health.
Summarize the advantages of seeking advice and feedback regarding the use of
decision
making and problem solving skills.
Classify forms of communication such as passive, aggressive or assertive.
Unit 2 Lessons 8, 10, 11, 12 (Week 2)
Examine issues related to death and grieving.
Examine causes and effects of stress and develop strategies for managing stress and
coping
with anxiety and depression.
Demonstrate empathy towards others.
Evaluate positive and negative effects of various relationships on physical and
emotional
health such as peers, family and friends.
Apply communication skills that demonstrate consideration and respect for self, family
and
others.
Demonstrate decision-making skills based on health information.
Demonstrate strategies for communicating needs, wants, and emotions.
Analyze strategies to prevent suicides.
Unit 3 Lessons 13-17, & 66; Safeguard (Week 3 & 4)
Describe the importance of taking responsibility for establishing and implementing
health
maintenance for individuals and family members of all ages.
Describe the roles of parents, grandparents and other family members in promoting a
healthy family.
Analyze the dynamics of family roles and responsibilities relating to health behavior.
Demonstrate communication skills in building and maintaining healthy relationships.
Distinguish between a dating relationship and marriage.
Analyze behavior in a dating relationship that will enhance the dignity, respect and
responsibility relating to marriage.
Demonstrate knowledge about personal and family health concerns.
Communicate the importance of practicing abstinence.
Analyze the importance of benefits of abstinence as it relates to emotional health and
the
prevention of pregnancy and sexually-transmitted diseases.
Unit 4 Lesson 20 & 21; Parenting and Paternity Awareness (Week 5 & 6)
Discuss legal implications regarding sexual activity as it relates to minor persons.
Appraise the significance of body changes occurring during adolescence.
Analyze the relationship between health promotion and disease prevention.
Explain the fetal development from conception through pregnancy and birth.
Discuss the importance of the role of prenatal care and proper nutrition in promoting
optimal health for both the baby and the mother.
Unit 5 Lessons 25- 29 (Week 7)
Examine the relationship among body composition, diet and fitness.
Explain the relationship between nutrition, quality of life and disease.
Describe the causes, symptoms and treatment of eating disorders.
Describe the importance of taking responsibility for establishing and implementing
health
maintenance for individuals and family members of all ages.
Analyze strategies related to the prevention of communicable and non-communicable
diseases.
Unit 7 Lessons 36- 40 (Week 8)
Analyze the harmful effects of certain substances on the fetus such as alcohol, tobacco,
other drugs and environmental hazards such as lead.
Analyze the harmful effects of alcohol, tobacco, drugs and other substances such as
physical, mental, social and legal consequences.
Explain the relationship between alcohol, tobacco and other drugs and other
substances
used by adolescents and the role these substances play in unsafe situations such as
HIV/STD, unplanned pregnancies and motor vehicle accidents.
Develop strategies for preventing use of tobacco, alcohol and other addictive
substances.
Analyze the importance of alternatives to drug and substance use.
Associate risk taking with consequences such as drinking and driving.