UNIT SNAPSHOT
Subject:
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Health
Grade level:
Essential/Core
Understanding
The student will:
 Glencoe Health
Teacher Edition
1 week
1A, 2A,
5A



 Lesson 2
Promoting a
Healthy
Lifestyle
1I, 4A,
4B


Relate the nation’s health
goals and objectives in
Healthy People 2010 to
individual, family and
community health.
Develop evaluation criteria
for health information
Discuss the importance of
health literacy for achieving
and maintaining good
health.





Describe the importance of
taking responsibility for
establishing and
implementing health
maintenance for individuals
of all ages.
Explain how influences
such as heredity,
environment, culture,
media and technology
have impacted the health
status of individuals,
families, communities and
the world.





Health
Wellness
Prevention
Health Education
Health People
2010
 Health literacy

Assessment
TeacherWorksCD


Lesson 1 – Pages 4-9
Lesson 2 – Pages10-16





Quick Start - Page 4
Transparency 1
Guided Reading Activity 1
Health Skills Activity-Page 8
Applying Health Skills
Activity -Page 9
Lesson 1 Review-Page 9,
Questions 1-5
Technology Option-Page 9
 Teaching
Transparencies
Binder
 Workbooks
- Guided Reading
Activities
- Lesson Quiz
 Video:
Analyzing Media
Influence on your
Health
 Lesson
Quiz 1
Quick Start-Page 10
Transparency 2
Concept Mapping Activity 2
Guided Reading Activity 2
Reteaching Activity 2
Student Activity WorkbookApplying Health Skills
Activity 2
Hands on Health Activity Page 15
Lesson 2 Review-Page 16,
Questions 1-5
Applying Health Skills Activity Page16
Technology Option-Page 16
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guided Reading
Activities
- Reteaching
Activities
-Student Activity
Workbook
- Lesson Quiz
 Lesson
Quiz 2


Heredity
Environment
Peers
Culture
Media
Additional
Resources
Suggested Instructional
Plan
Vocabulary
Unit 1
A Healthy
Foundation
Chapter 1
Living a
Healthy
Lifestyle
 Lesson 1
Your health
and
wellness
8-12










Unit /Topic
Chapter 1
cont’d
Living a
Healthy
Lifestyle
 Lesson 3
Your
Behavior
and
Reducing
Health Risks
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:


7K,
14C,
16D,
17A




Describe ways to promote
health and reduce risks.
Associate risk-taking with
consequences.
Analyze the importance of
abstinence from risk
behaviors, including
abstinence from sexual
activity as the preferred
choice of behavior in
relationship to all sexual
activity for unmarried
persons of school age.
Communicate the
importance of practicing
abstinence.
 Risk behaviors
 Cumulative risk
 Abstinence
Additional
Resources
Suggested Instructional
Plan
Vocabulary











Glencoe Health
Teacher Edition
Lesson 3 Pages 17-21

Quick Start - Page 17
Transparency 3
Concept Mapping Activity 3
Guided Reading Activity 3
Health Lab 1
Re-teaching Activity 3
Student Activity WorkbookApplying Health Skills
Activity 3
Real-life applicationPage 19
Lesson 3 Review-Page 21
Questions 1-5
Applying Health Skills
Activity Page 21
Technology Option-Page 21
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guided Reading
Activities
- Health Labs
- Reteaching
Activities
- Student Activity
Workbook
- Lesson Quiz
Assessment
TeacherWorksCD
 Lesson
Quiz 3
Unit /Topic
Unit 1
A Healthy
Foundation
Chapter 2
Building Health
Skills and
Character
 Lesson 1
Building
Health Skills
Suggested
Timeframe
TEKS
SE
5A,13A,
13E
State
Mandate
Essential/Core
Understanding
The student will:





 Taught by a
Human
Sexuality
Teacher
 Lesson 2
Making
Responsible
Decisions
and Setting
Goals
5D,
16A,
16B



Demonstrate
communication skills in
building and maintaining
health relationships.
Demonstrate refusal
strategies and conflict
resolution skills.
Apply self-management
strategies.
Analyze influence on
behavior.
Develop evaluation criteria
for health information.


Identify decision-making
skills that promote
individuals, family, and
community health based
on health education.
Summarize the advantages
of seeking advice and
feedback regarding
decision-making skills.
Identify the processes
involved in choosing and
achieving goals.





Health skills
Interpersonal
communication
Refusal skills
Conflict
resolution
Stress
management
advocacy
Glencoe Health
Teacher Edition

Lesson 1 - Pages 28-32






Quick Start-Page 28
Transparency 4
Concept Mapping Activity 4
Guided Reading Activity 4
Re-teaching Activity 4
Student Activity WorkbookApplying Health Skills 4
Health Skills ActivityPage 29
Lesson 1 Review-Page32
 Teaching
Transparencies
Binder
 Workbooks
- Guided Reading
Activities
- Lesson Quiz
 Video:
Analyzing Media
Influence on your
Health
Quick Start-Page 33
Transparency 5
Concept Mapping Activity 5
Guiding Reading Activity 5
Re-teaching Activity 5
Student Activity WorkbookApplying Health Skills 5
Hands on Health ActivityPage 35
Lesson 2 Review-Page 36
Questions 1-5
Applying Health SkillsPage 36
Technology Option-Page 36

 Teaching
Transparencies
Binder
 Student workbook
 Workbooks
- Concept
Mapping
- Guided Reading
Activities
- Reteaching
Activities
-Student Activity
Workbook
- Lesson Quiz

















Assessment


Decision-making
skills
Values
Goals
Short-term goals
Long-term goals
Action plan
Additional
Resources
Suggested Instructional
Plan
Vocabulary
TeacherWorksCD
 Lesson
Quiz 4
Test 3
Unit /Topic
Unit 1
A Healthy
Foundation
Chapter 2
cont’d
Building Health
Skills and
Character
 Lesson3
Building
Character
 Chapter
1&3
Assessment
Suggested
Timeframe
TEKS
SE
9A
State
Mandate
Essential/Core
Understanding
The student will:
 Discuss the importance of
good character self, others
and community.
 Apply communication skills
and practice behaviors that
demonstrate consideration
and respect for self, family
and others.
 Identify ways to
demonstrate good
character.


Character
Role model
Additional
Resources
Suggested Instructional
Plan
Vocabulary

Glencoe Health
Teacher Edition

Lesson 3 - Pages 37-41







Quick Start-Page 37
Transparency 6
Concept Mapping Activity 6
Guided Reading Activity 6
Re-teaching Activity 6
Health Lab 2
Real Life ApplicationPage 39
Exploring Issues Page 40
Lesson 3 Review Page 41
Chapter 2 Review Pages
44-45



 Chapter 2 Review-Pages
44-45

Assessment
TeacherWorksCD
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
-Guided Reading
Activities
- Reteaching
Activities
- Lesson Quiz

Lesson
Quiz 6
 ExamView Pro
Testmaker

Chapter 2
Test-Lesson
1&3
Unit /Topic
Unit 2
Physical Activity
and Nutrition
Chapter 4
Physical Activity
for Life
 Lesson 1
Physical
Activity and
Your Health
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
1 week
2A
6A




 Lesson 2
Fitness for
You
1B
6A




 Chapter 4
Assessment
Understand the
importance of regular
physical activity for
enhancing and
maintaining personal
health throughout the life
span.
Examine the effects of
regular physical activity on
body systems.
Analyze the relationship
between regular physical
activity and disease
prevention.
Discover ways to
incorporate physical
activity into daily life.
Identify and describe the
five areas of healthrelated fitness.
Examine the relationship
among body composition,
diet, and fitness.
Understand how to
improve each of the five
areas of health-related
fitness.
Examine the effects of
fitness on body systems.
Additional
Resources
Suggested Instructional
Plan
Vocabulary

Glencoe Health
Teacher Edition


Lesson 1 - Pages 74-79
Lesson 2 - Pages 80-86

Assessment
TeacherWorksCD
 Physical
activity
 Physical fitness
 Sedentary
lifestyle
 Osteoporosis
 Metabolism
 Quick start - Page 74
 Transparency 10
 Concept Mapping
Activity 11
 Guided Reading
Activities 11
 Student Activity Workbook
Applying Health Skills 11
 Reteaching Activities 11
 Hands-On health - Page 76
 Lesson 1 Review - Page79
Questions 1-5
 Applying Health Skills Page 79
 Technology Option-Page 79
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Quiz
 Lesson
Quiz 11
 Cardiorespiratory
endurance
 Muscular strength
 Muscular
endurance
 Flexibility
 Body composition
 Exercise
 Aerobic exercise
 Anaerobic
exercise
 Quick start - Page 80
 Transparency 11
 Concept Mapping
Activity 12
 Guided Reading
Activities 12
 Reteaching Activities 12
 Lesson 2 Review - Page 86
Questions 1-5
 Applying health Skill –
Page 86
 Technology Option-Page 79
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Lesson Quiz
 Lesson
Quiz 12
 ExamView Pro
Testmaker
 Chapter 4
Test -Lesson
1&2
Unit /Topic
Unit 2
Physical
Activity and
Nutrition
Chapter 5
Nutrition and
Your Health
 Lesson 1
Nutrition
During the
Teen Years
Suggested
Timeframe
TEKS
SE
Essential/Core
Understanding
State
Mandate
1 - 2 weeks
1C
4A



Explain the importance
between nutrition, quality
of life, and disease.
Evaluate various
influences on food choices.
Explain the immediate and
long-term benefits of
nutrition on body systems.
Suggested Instructional
Plan
Vocabulary





Nutrition
Calories
Nutrients
Hunger
Appetite
 Describe the functions of
the six basic nutrients in
maintaining health.
 Demonstrate knowledge of
nutrients in a variety of
foods.
 Analyze the relationship
among good nutrition,
health promotion, and
disease prevention.


Lesson 1 - Pages 110-113
Lesson 2 - Pages 114-121


Quick start - Page 110
Concept Mapping
Activity 16
Decision Making Activity 5
Guided Reading
Activities 16
Student Activity Workbook
-Chapter 5 Vocabulary
-Applying Health Skills16
Reteaching Activity 16
Lesson 1 Review - Page113
Applying Health SkillsPage 113
Technology OptionPage 113
 Workbooks
- Concept
Mapping
- Decision-Making
Activities
- Guided Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz

Lesson
Quiz 16
Quick Start – Page 114
Transparency 14
Concept Mapping
Activity 17
Guided Reading Activity 17
Student Activity Workbook Applying Health Skills 17
Reteaching Activity 17
Hands-On Health Activity Page 118
Lesson 2 Review -Page121
Questions 1-5
Applying Health Skills –
Page 121
Technology OptionPage 121
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz

Lesson
Quiz 17









Carbohydrates
Fiber
Proteins
Lipid
Vitamins
Minerals
TeacherWorks-CD
Glencoe Health
Teacher Edition

2A

Assessment




 Lesson 2
Nutrition
and Your
Health
Additional
Resources










Unit /Topic
Unit 2
Physical
Activity and
Nutrition
Chapter 5
Nutrition and
Your Health
 Lesson 3
Guidelines
For Healthful
Eating
Suggested
Timeframe
TEKS
SE
2A
6A
State
Mandate
Essential/Core
Understanding
The student will:
 Evaluate the concepts of
balance, variety, and
moderation, using the
Food Guide Pyramid and
national dietary guidelines.
 Examine the effects of
healthful eating behaviors
on body systems.
 Select healthful meals and
snacks as part of a
balanced diet.
Suggested Instructional
Plan
Vocabulary
 Dietary
Guidelines
For Americans
 Food Guide
Pyramid

Glencoe Health
Teacher Edition


Lesson 3 - Pages 122-129
Lesson 4 - Pages 130-137










 Lesson 4
Food and
Healthy
Living
 Chapter 5
Assessment
2B
2D
 Utilize the information on
food labels
 Develop specific eating
plans to meet changing
nutritional requirements,
such as special dietary
needs and food allergies.
 Analyze the influence of
policies and practices on
the prevention of
foodborne illness.
 Develop and analyze
strategies related to the
prevention of foodborne
illness.




Food additives
Food allergy
Food intolerance
Foodborne
illness
 Pasteurization
 Crosscontamination










Additional
Resources

Glencoe Health
Teacher Edition
 NutritionEnrichment
Container
Quick start - Page 122
 Teaching
Transparencies
Transparency 15
Binder
Concept Mapping Activity 18
 Workbooks
Guided Reading Activity 18
- Concept
Student Activity Workbook Mapping
-Applying Health Skills 18
Guide Reading
Reteaching Activity 18
Activities
Real-Life Application- Student Activity
Page 127
Workbook
Lesson 3 Review-Page 129
- Reteaching
Questions 1-5
Activities
Applying Health SkillsLesson Quiz
Page 129
Technology OptionPage 129
Quick start – Page 130
Transparency 16
Concept Mapping
Activity 19
Guided Reading Activity 19
Student Activity Workbook Applying Health Skills 19
Reteaching Activity 19
Lesson 4 Review-Page 137
Questions 1-5
Applying Health SkillsPage 137
Technology OptionPage 137
Student Activity WorkbookChapter 5 Study Guide
 MindJogger Videoquiz Chapter 5
Assessment

Lesson
Quiz 18
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz

Lesson
Quiz 19
 Student Activity
Workbook
 MindJogger
Videoquiz
 ExamView Pro
Testmaker
 Chapter 5
Test
Unit /Topic
Unit 2
Physical
Activity and
Nutrition
Chapter 6
Managing
Weight and
Body
Composition
 Lesson 1
Maintaining
a Healthy
Weight
Suggested
Timeframe
1-1 ½ weeks
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
1B
1D
2A
3B
1B
2A



Examine the relationship
among body composition,
diet, and fitness.
Analyze the relationship
between maintaining a
healthy weight, health
promotion and disease
prevention.
Describe healthful ways to
manage weight.
Suggested Instructional
Plan
Vocabulary






Body Image
Body Mass Index
Overweight
Obesity
Underweight
Nutrient-dense
foods
Glencoe Health
Teacher Edition



Lesson 1 - Pages 144-150
Lesson 2 - Pages 151-156
 NutritionEnrichment
Container
Quick start - Page 130
Transparency 17
Concept Mapping
Activity 20
Guided Reading
Activity 20
Student Activity Workbook Applying Health Skills 20
Reteaching Activity 20
Exploring Issues-Page 149
Lesson 1 Review-Page 150
Questions 1-5
Applying Health SkillsPage 150
Technology OptionPage 150
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz

Lesson
Quiz 20


Lesson
Quiz 21









1D
11A
12A
 Describe the risks of fad
diets and other dangerous
weight-loss strategies.
 Describe the causes,
symptoms, and treatment
of eating disorders.
 Provide help to someone
with an eating disorder.
 Identify the presence of an
eating disordering as a
situation requiring
assistance from
professional health
services.






Fad diets
Weight cycling
Eating Disorder
Anorexia Nervosa
Bulimia Nervosa
Binge eating
disorder
Assessment


 Lesson 2
Fad Diets
and Eating
Disorders
Additional
Resources
 Quick start – Page 151
 Concept Mapping
Activity 21
 Guided Reading
Activity 21
 Student Activity Workbook Applying Health Skills 21
 Reteaching Activity 21
 Hand-On Health-Page 153
 Lesson 2 Review-Page 156
Questions 1-5
 Applying Health Skills –
Page 156
 Technology Option –
Page 156
Glencoe Health
Teacher Edition
Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Unit 2

Glencoe Health
Teacher Edition
Chapter 6
Managing
Weight and
Body
Composition
 Lesson 3
Nutrition for
individual
Needs

Lesson 3 - Pages 157-163
 Chapter 6
Assessment
3B
 Understand the specific
nutritional needs of
different groups.
 Explain the importance of
proper nutrition in
promoting optimal health
for pregnant women,
mothers, babies, and
young children
 Identify good nutrition as
a health-promoting
behavior that will
enhance and maintain
personal health
throughout life.





Electrolytes
Rehydration
Vegetarian
Vegan
Dietary
Supplement
 Megadose
 Herbal
 Supplement
 Quick start - Page 157
 Transparency 18
 Concept Mapping
Activity 22
 Guided Reading
Activity 22
 Student Activity Workbook
-Applying Health Skills 22
 Reteaching Activity 22
 Real-Life Application  Page 160
 Lesson 3 Review-Page 163
Questions 1-5
 Applying Health Skills Page 163
 Technology Option  Page 156
 Student Activity WorkbookChapter 6 Study Guide
 MindJogger Videoquiz Chapter 6
Additional
Resources

Assessment
Glencoe Health
Teacher Edition
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student
Activity
Workbook
 Reteaching
Activities
 Lesson Quiz


 Student Activity
Workbook
 MindJogger
Videoquiz
 ExamView Pro
Testmaker
 Chapter 6
Test
Lesson
Quiz 22
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Unit 3

Glencoe Health
Teacher Edition


Lesson 1 - Pages 224-229
Lesson 2 - Pages 230-233
Mental and
Emotional
Health
Chapter 9
Mental and
Emotional
Problems
 Lesson 1
Mental
Disorders
1D,12A



Distinguish types of
mental disorders.
Identify situations
requiring professional
mental health services.
Identify and describe the
types of mental disorders
that affect society.





Mental disorder
Anxiety disorder
Post-traumatic
stress disorder
Mood disorder
Conduct
Disorder








 Lesson 2
Suicide
Prevention
1G




Identify the warning signs
of suicide.
Analyze strategies to
prevent suicides.
Develop strategies for
coping with depression.
Develop strategies for
coping with feelings in the
aftermath of a tragedy.



Alienation
Suicide
Cluster suicides
Quick start - Page 224
Transparency 24
Concept Mapping
Activity 31
Guided Reading
Activity 31
Lesson Plan 31
Student Activity Workbook Applying Health Skills 31
Reteaching Activity 31
Lesson 1 Review-Page 229
Questions 1-5
 Quick start – Page 230
 Concept Mapping
Activity 32
 Guided Reading
Activity 32
 Enrichment Activity 9
 Enrichment Activity 32
 Lesson Plan 32
 Student Activity Workbook Applying Health Skills 32
 Reteaching Activity 32
 Health Skills ActivityPage 232
 Lesson 2 Review-Page 233
Questions 1-5
Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz
- Lesson Plan

Lesson
Quiz 31


Lesson
Quiz 32
Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz
- Lesson Plan
- Enrichment
Activity
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Unit 3

Chapter 9
Mental and
Emotional
Problems
 Lesson 3
Getting
Help


2C, 5B,
6B, 13F


 Lesson 4
Understanding
Death and
Grief
1E,
15A,
15B




 Chapter 9
Assessment
Relate the importance of
early detection and
warning signs that prompt
individuals of all ages to
seek mental health care.
Identify and describe
available mental health
services in the
community.


Describe the different
kinds of emotional loss.
Discuss the ways in
which people cope with
emotional loss.
Examine issues related to
death and grieving.
Analyze the importance
of using community
mental health services.






Glencoe Health
Teacher Edition
Lesson 3 - Pages 234-237
Lesson 4 - Pages 238-241
Additional
Resources

Assessment
TeacherWorksCD
Psychotherapy
Behavior
therapy
Cognitive
therapy
Group therapy
Biomedical
therapy



Quick start - Page 234
Transparency 25
Concept Mapping
Activity 33
 Guided Reading
Activity 33
 Current Health Issues 9
 Student Activity Workbook Applying Health Skills 33
 Health Lab 33
 Reteaching Activity 33
Page 229; Questions 1-5
 Real-Life ApplicationPage 235
 Lesson 3 Review-Page237
Questions 1-5
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz
- Current Health
Issues
- Health Lab

Lesson
Quiz 33
Coping
Grief response
mourning
 Quick start – Page 238
 Concept Mapping
Activity 34
 Guided Reading
Activity 34
 Lesson Plan 34
 Student Activity Workbook Applying Health Skills 34
 Reteaching Activity 34
 Hands on Health ActivityPage 240
 Lesson 4 Review-Page 241
Questions 1-5

Workbooks
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Mapping
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Activities
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Activities
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- Lesson Plan

Lesson
Quiz 34


ExamView Pro
Testmaker
 Chapter 9
Test
Chapter 9 Review-Page
244-245
* Taught by a Human Sexuality Teacher
Unit /Topic
Unit 4
Promoting Safe
and Healthy
Relationships
Chapter 10
Skills for
Healthy
Relationships
 Lesson 1
Foundations
of Healthy
Relationships
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
3 days
8A,
15A
 Senate
Bill
1381

 House
Bill
2176


 Lesson 2
Communicating
Effectively
13A,
15A,
15B,
15C,
16C
 Senate
Bill
1381
 House
Bill
2176



Evaluate the positive and
negative effects of
relationships with peers,
family and friends on
physical,
mental/emotional, and
social health.
Demonstrate strategies
for communicating needs,
wants, and emotions in
healthy ways.
Identify the qualities and
character traits that
promote healthy
relationships with peers,
family and friends.
Classify forms of
communication and apply
criteria for using passive,
aggressive, or assertive
communication.
Demonstrate
communication skills
needed to build and
maintain healthy
relationships with family,
friends, and others.
Apply communication
skills that demonstrate
consideration and
respect for self, family,
friends, and others.
Suggested Instructional
Plan
Vocabulary







Relationship
Friendship
Citizenship
Role
Communication
Cooperation
Compromise

Glencoe Health
Teacher Edition


Lesson 1 - Pages 248-253
Lesson 2 - Pages 254-261
















“I” message
Active listening
Body language
Prejudice
Tolerance
Constructive
criticism













Additional
Resources

Assessment
TeacherWorksCD
 Test 3
Quick start- page 248
Transparency 26
Concept Mapping
Activity 35
Guided Reading
Activities 35
Student Activity Workbook
- Applying Health Skills 35
Reteaching Activity 35
Real-Life ApplicationPage 253
Lesson Review-Page 253
Questions 1-5
Applying Health SkillsPage 253
Technology OptionPage 253
 Teaching
transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
Quick start- page 254
Transparency 27
Concept Mapping
Activity 36
Guided Reading
Activities 36
Current Health Issues 10
Health Lab 10
Student Activity Workbook
-Applying Health Skills 36
Reteaching Activity 26
Hands-On HealthPage 258
Healthy Skills ActivityPage 259
Lesson Review-Page 260
Questions 1-5
Applying Health Skills Page 261
Technology OptionPage 261

 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Current Health
Issues
- Reteaching
Activities
 Student
Activity
Workbook
Test 3
* Taught by a Human Sexuality Teacher
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Unit 4

Chapter 11
Family
Relationships


 Lesson 1
The Role of
the Family
7B, 8A,
9A, 9B,
13A
 Senate
Bill 1381
 House
Bill 2176



Evaluate the effects of
family relationships on
physical,
mental/emotional, and
social health.
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.




Family
Extended family
Sibling
Affirmation












 Lesson 2
Change and
the Family
1D, 1E,
1H,
8A

Senate
Bill 1381

House
Bill 2176




Evaluate positive and
negative effects of family
relationships on physical
and emotional health.
Discuss how significant
family events can impact
health.
Examine issues related
to death and grieving.
Examine causes and
effects of stress within
families and develop
strategies for managing
stress.





Separation
Divorce
Custody
Grief
Resiliency










Glencoe Health
Teacher Edition
Lesson 1 - Pages 274-279
Lesson 2 - Pages 280-285
Additional
Resources

Assessment
TeacherWorks
-CD
Quick start-Page 274
Transparency 29
Concept Mapping
Activity 11
Guided Reading
Activities 11
Current Health Issues 11
Health Lab 11
Student Activity Workbook
-Applying Health Skills 38
Reteaching Activity 38
Hands-On Health ActivityPage 277
Lesson Review-Page 278
Questions 1-5
Applying Health SkillsPage 279
Technology OptionPage 278
 Teaching

Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Current
Health Issues
- Health Lab
- Reteaching
Activities
- Student
Activity
Workbook
Test 3
Quick Start- page 280
Transparency 30
Concept Mapping
Activity 39
Guided Reading
Activities 39
Student Activity Workbook
-Applying Health Skills 39
Reteaching Activity 39
Health Skills ActivityPage 284
Lesson Review-Page 285
Questions 1-5
Applying Health SkillsPage 285
Technology optionPage 285
 Teaching

Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Student
Activity
Workbook
- Reteaching
Activity
Test 3
* Taught by a Human Sexuality Teacher
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Unit 4

Chapter 11
Family
Relationships


 Lesson 3
Dealing with
Family
Crises
7E, 7J,
12A,
12B,
13D,
17B

Senate
Bill 1381
 House
Bill 2176



Lesson 4
Community
Support
Systems
12A,
12B,
17B



Chapter 11
Assessment
Analyze the importance of
healthy strategies that
prevent emotional,
physical, and sexual
abuse.
Analyze and apply
strategies for avoiding
violence within the family.
Discuss the importance of
seeking advice and help in
breaking the cycle of
violence.

Demonstrate knowledge
about personal and family
health concerns.
Identify family situations
requiring professional
health services and
explain how to access
those services.
Evaluate appropriate and
effective conflict resolution
techniques for various
family situations.











Domestic
violence
Emotional
abuse
Physical abuse
Sexual abuse
Spousal abuse
Child abuse
Neglect
Cycle of
violence
Crisis center
Foster care
Family
counseling
Mediator


Glencoe Health
Teacher Edition
Lesson 3 - Pages 286-290
Lesson 4 - Pages 291-295
Quick Start-Page 286
Concept Mapping Activity
40

Guided Reading Activities
40

Student Activity Workbook
- Applying Health Skills 40

Reteaching Activity 40

Exploring Issues-Page
288

Lesson Review-Page290
Questions 1-5

Applying Health SkillsPage 290

Technology OptionPage 290

Quick Start-Page 291

Concept Mapping
Activity 41

Guided Reading
Activities 41

Student Activity Workbook
- Applying Health Skills 41

Reteaching Activity 41

Real-Life ApplicationPage 293

Lesson Review-Page 295
Questions 1-5

Applying Health SkillsPage 295

Technology OptionPage 295
 Chapter 11 Review-Page
298-299
 Chapter 11 Study Guide
 Mind Jogger Video quiz Chapter 11
Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
binder
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workbook
 Workbooks
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Mapping
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Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook

Test 3
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook

Test 3
 Student Activity 
Workbook
 Mind Jogger
Video quiz
 Exam View Pro
Test maker
Test 3
* Taught by a Human Sexuality Teacher
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Unit 4

Glencoe Health
Teacher Edition
Chapter 12

Lesson 1 - Pages 302-306
Safe and
Healthy
Relationship
 Lesson 2 - Pages 307-312
 Lesson 1
Safe and
Healthy
Relationship
8A,
13G,
14A,
15A

Senate
Bill 1381
 House
Bill 2176
 House
Bill 121




Evaluate the positive and
negative effects of peer
relationships and friends
on physical and emotional
health.
Evaluate the dynamics of
social groups.
Demonstrate strategies
for communicating needs,
wants, and emotions.
Develop management
strategies to improve or
maintain your health and
that of peers.



Peers
Friendship
Platonic
friendship
Clique
Stereotype













 Lesson 2
Peer
Pressure
and Refusal
Skills
7G,
13E,
15C,
16C



Demonstrate refusal
strategies and apply skills
for making responsible
decisions under pressure.
Classify forms of
communication such as
passive, aggressive, or
assertive.
Analyze the relationship
between the use of refusal
skills and the avoidance of
unsafe situations.






Peer pressure
Harassment
Manipulation
Assertive
Refusal skills
Passive
aggressive











Additional
Resources

Assessment
TeacherWorks
-CD
Quick Start-Page 302
Transparency 32
Concept Mapping
Activity 42
Decision-Making
Activity 12
Guided Reading
Activities 42
Student Activity Workbook
- Applying Health Skills 42
Reteaching Activity 42
Health Skills Activity –
Page 304
Lesson Review-Page 306
Question 1-5
Applying Health SkillsPage 306
Technology OptionPage 306

 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Decision
Making
Activity
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
Test 3
Quick Start-Page 307
Transparency 33
Concept Mapping
Activity 43
Current Health Issues 12
Guided Reading
Activities 43
Student Activity Workbook
- Applying Health Skills 43
Reteaching Activity 43
Hands-On Health ActivityPage 311
Lesson Review-Page 312
Questions 1-5
Applying Health Skills
Page 312
Technology Option-Page
312

 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Current
Health Issue
Test 3
* Taught by a Human Sexuality Teacher
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Unit 4

Glencoe Health
Teacher Edition
Chapter 12

Lesson 3 - Pages 313-317



Quick Start page 313
Transparency 34
Concept Mapping
Activity 44
Guided Reading
Activities 44
Student Activity Workbook
-Applying Health Skills 44
Reteaching Activity 44
Exploring Issues-Page 314
Lesson 3 ReviewPage 317 question 1-5
Applying Health SkillsPage 317
Technology OptionPage 317
Videos:
- Sex is Not a Game
- Alcohol and Sex
Safe and
Healthy
Relationship
 Lesson 3
Dating and
Setting
Limits
4A,
7B,
13C

Senate
Bill 1381
 House
Bill 2176
 House
Bill 121


Analyze behavior in a
dating relationship that
will enhance the dignity
relating to marriage.
Examine strategies for
maintaining safe and
healthy dating
relationships.



Infatuation
Affection
Curfew








Additional
Resources

Assessment
TeacherWorks
-CD
 Teaching

Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
Test 3
* Taught by a Human Sexuality Teacher
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Unit 4

Chapter 12
 Lesson 4 - Pages 318-323
Glencoe Health
Teacher Edition
Additional
Resources

Assessment
TeacherWorks
-CD
Safe and
Healthy
Relationship
Chapter 12
 Lesson 4
Abstinence:
A Responseble Decision
5C, 5D,
7H, 7K,
7L,
13E,
14C



Analyze the importance and
benefits of abstinence from
sexual activity as the
preferred choice of
behavior for unmarried
persons of school age and
as it relates to the
prevention of pregnancy
and sexually transmitted
diseases.
Discuss the legal
implications regarding
sexual activity as it relates
to minor persons.
Discuss abstinence as the
only method that is 100
percent effective in
preventing pregnancy and
sexually transmitted
diseases.




Abstinence
Sexually
transmitted
diseases
(STDs)
Priorities
Self-control












Chapter 12
Assessment


Quick Start-Page 318
Transparency 35
Concept Mapping
Activity 45
Guided Reading
Activities 45
Student Activity Workbook
- Applying Health Skills 45
Reteaching Activity 45
Real-Life ApplicationPage 321
Lesson 4 ReviewPage 323 questions 1-5
Applying Health SkillsPage 323
Technology OptionPage 323
Prevention Effectiveness
Activity- Bags with
appropriate numbers of red
and white beads to
demonstrate the percent of
effectiveness of different
types of birth control
Videos:
-What Is Love? -What Is
Sex?
Chapter 12 Review page
326-327
Chapter 12 Study Guide
Mind Jogger Video quiz -12
 Teaching
 Test 3
Transparencies
binder
 Student
workbook
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Mapping
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Reading
Activities
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Activity
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- Lesson Quiz
 Teacher
Works-CD
 Student Activity  Test 3
Workbook
 Mind Jogger
Video quiz
* Taught by a Human Sexuality Teacher
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Unit 4

Glencoe Health
Teacher Edition
Chapter 13
Violence
Prevention


Lesson 1 - Pages 330-334
Lesson 2 - Pages 335-340



Quick start-Page 330
Transparency 36
Concept Mapping
Activity 46
Guided Reading
Activities 46
Student Activity Workbook
- Applying Health Skills 46
Reteaching Activity 46
Hands on HealthPage 333
Lesson 1 ReviewPage 334; Questions 1-5
Applying Health Skills Page 334
Technology optionPage 334
Quick Start page 335
Transparency 37
Concept Mapping
Activities 47
Current Health Issues 13
Guided Reading
Activities 47
Student Activity Workbook
- Applying Health skills 47
Reteaching Activity 47
Exploring Issues Page 339
Lesson 2 review-Page 340
Questions 1-5
Applying Health Skills Page 340
Technology OptionPage 340
Videos:
- Say No To Sexual
Harassment
 Lesson 1
Personal
Safety
7E



Identify behaviors and
strategies that enhance
personal safety.
Demonstrate ways of
avoiding and reducing
threatening situations.
Examine strategies for
promoting safety at home
and in the community.



Body language
Self-defense
Assertive







 Lesson 2
Keeping
Schools Safe
4A, 7E,
7F, 7J,
13D,
14B,
15C



Examine factors that play
a role in school violence.
Analyze and apply
strategies for avoiding
weapons and school
violence.
Identify actions that
individuals, schools and
communities can take to
reduce violence





Violence
Bullying
Sexual
harassment
Gang
Peer mediation












Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook

Test 3
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook

Test 3
* Taught by a Human Sexuality Teacher
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Unit 4

Glencoe Health
Teacher Edition
Chapter 13
Violence
Prevention


Lesson 3 - Pages 341-347
Lesson 4 - Pages 348-353



Quick Start-Page 341
Transparency 38
Concept mapping
Activity 48
Guided Reading
Activities 48
Health Lab 13
Student Activity Workbook
- Applying Health Skills 48
Reteaching Activity 48
Real-Life ApplicationPage 345
Lesson 3 Review-Page
347
Applying Health SkillsPage 347
Technology OptionPage 347
Videos:
-GHB Drug Induced Rape
-Date Rape/ Abusive
Relationships
Quick start-Page 348
Transparency 39
Concept mapping
Activity 49
Guided Reading
Activities 49
Student Activity Workbook
-Applying Health Skills 49
Reteaching Activity 49
Health Skills ActivityPage 351
Lesson 4 ReviewPage 353; Questions 1-5
Applying Health SkillsPage 353
 Lesson 3
Protecting
Yourself
From
Violence
4A, 7B,
7E, 7F,
14B

Senate
Bill 1381
 House
Bill 2176
 House
Bill 121






Identify the causes and
effects of violence.
Evaluate how messages
from the media influence
violent behavior.
Explain the role that
alcohol and other drugs
play in violent behaviors.
Examine different types of
violence and analyze and
apply strategies for
avoiding violence.
Analyze and apply
strategies for avoiding
gangs and weapons.
Analyze strategies for
preventing deliberate
injuries.








Assailant
Prejudice
Assault
Random violence
Homicide
Sexual violence
Sexual assault
Rape









 Lesson 4
Preventing
and Overcoming
Abuse
7E, 7J,
12A,
14B



Recognize threats to
personal safety and
analyze strategies for
responding to abusive
situations.
Analyze the importance of
healthy strategies that
help prevent physical,
sexual, and emotional
abuse such as date rape.
Examine the legal and
ethical ramifications of
unacceptable behaviors
such as harassment,
acquaintance rape, and
sexual abuse.





Abuse
Physical abuse
Verbal abuse
Stalking
Date rape









Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Health Lab

Test 3
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook

Test 3
* Taught by a Human Sexuality Teacher
Unit /Topic
Unit 5
Personal Care
and Body
Systems
Chapter 18
Endocrine and
Reproductive
Systems
 Lesson 2
The Male
Reproductive
System
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary

Glencoe Health
Teacher Edition

Lesson 2 - Pages 468-473



Quick start-Page 468
Transparency 54
Concept Mapping
Activity 67
Decision-Making
Activity 18
Guided Reading
Activities 67
Health Lab 18
Student Activity Workbook
-Applying Health Skills 67
Reteaching Activity 67
Hands-On Health ActivityPage 471
Lesson 2 ReviewPage 473
Applying Health SkillsPage 473
Technology Option 473
Videos:
- Partners with Your DoctorA Man’s Guide to
Testicular Care
1 Day
6B, 7H,
12A




Describe the parts of the
male reproductive system
and explain the function of
each part.
Relate the importance of
early detection and
warning signs that prompt
males of all ages to seek
health care for the male
reproductive system.
Identify situations
requiring professional
health services for
preventive care.
Analyze the importance
and benefits of abstinence
as it relates to the
prevention of STDs.








Reproductive
system
Sperm
Testosterone
Testes
Scrotum
Penis
Semen
Sterility









Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Health Lab
- DecisionMaking
Activity
- Lesson
Quizzes


Page 24 of
Student
workbook
Test 1
* Taught by a Human Sexuality Teacher
Unit /Topic
Unit 5
Personal Care
and Body
Systems
Chapter 18
Endocrine and
Reproductive
Systems
 Lesson 3
The Female
Reproductive
System7
Suggested
Timeframe
TEKS
SE
6B, 7H,
7L, 12A
State
Mandate
Essential/Core
Understanding
The student will:




Describe the parts of the
female reproductive
system and explain the
function of each part.
Relate the importance of
early detection and
warning signs that prompt
females of all ages to
seek health care for the
female reproductive
system.
Identify situations
requiring professional
health services for
preventive care.
Analyze the importance of
abstinence as it relates to
the prevention of STDs.
Suggested Instructional
Plan
Vocabulary








Ova
Uterus
Ovaries
Ovulation
Fallopian tubes
Vagina
Cervix
Menstruation

Glencoe Health
Teacher Edition

Lesson 3 - Pages 474-479



Quick Start-Page 474
Transparency 55
Concept Mapping
Activity 68
Current Health Issues 18
Guided Reading
Activities 68
Student Activity Workbook
- Applying Health Skills 68
Reteaching Activity 68
Health Skills ActivityPage 478
Lesson 3 Review-Page
479; Questions 1-5
Applying Health Skills
Page 479
Technology OptionPage 479
Videos:
- Breast Health Every
Women’s Responsibility









Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson
Quizzes
- Current Health
Issues


Page 24 of
Student
workbook
Test 1
* Taught by a Human Sexuality Teacher
Unit /Topic
Unit 6
Growth and
Development
Chapter 19
Prenatal
development
and birth
 Lesson 1
The Beginning of the
Life Cycle
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
2 Days
3A


Explain fetal development
from conception through
pregnancy and birth.
Recognize how nutrients
and other substances are
transferred from a
pregnant female to her
fetus.
Suggested Instructional
Plan
Vocabulary








Fertilization
Implantation
Embryo
Fetus
Amniotic sac
Umbilical cord
Placenta
Labor

Glencoe Health
Teacher Edition


Lesson 1 - Pages 486-491
Lesson 2 - Pages 492-497



Quick start-Page 486
Transparency 56
Concept Mapping
Activity 69
Guided Reading
Activities 69
Student Activity Workbook
Applying Health Skills 69
Reteaching activity 69
Real-Life applicationPage 490
Lesson 1 Review
Questions 1-5
Applying Health SkillsPage 491
Technology OptionPage 491
Videos:
Preview of Birth
The Miracle of
Life
Quick start-Page 492
Transparency 57
Concept Mapping
Activity 70
Guided Reading
Activities 70
Student Activity Workbook
Applying Health Skills 70
Reteaching Activity 70
Hands on Health ActivityPage 494
Lesson 2 Review
Questions 1-5
Applying Health SkillsPage 497
Technology OptionPage 497








 Lesson 2
Prenatal
Care
3A,3C,
12B




Explain the importance of
prenatal care and proper
nutrition in promoting
optimal health for both the
baby and the mother.
Analyze the harmful
effects of certain
substances on the fetus,
such as tobacco, alcohol,
and other drugs.
Identify and analyze the
harmful effects on the
fetus of environmental
hazards such as lead.
Explain how to access
health services early in
pregnancy





Prenatal care
Birthing center
Fetal alcohol
syndrome (FAS)
Miscarriage
Stillbirth










Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook

Test 2
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook

Test 2
Unit /Topic
Unit 6
Growth and
Development
Chapter 19
Prenatal
development
and birth
 Lesson 3
Heredity and
Genetics
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:

3D, 4B


Explain the significance of
genetics and its role in
fetal development.
Identify common genetic
disorders.
Explain how genetic
research and technology
has impacted the health
status of families and
individuals with genetic
disorders.
Suggested Instructional
Plan
Vocabulary








Heredity
Chromosomes
Genes
DNA
Genetic disorder
Amniocentesis
Chorionic villi
sampling
Gene therapy

Glencoe Health
Teacher Edition


Lesson 3 - Pages 498-503
Lesson 4 - Pages 504-507


Quick start-Page 498
Concept Mapping
Activity 71
Guided Reading
Activities 71
Reteaching Activity 71
Current Health Issues 19
Health Lab 19
Exploring IssuesPage 502
Lesson 3 Review;
Questions 1-5
Applying Technology
Skills- Page 503







 Lesson 4
Infancy
And
Childhood
2B, 11A 
Senate
Bill 1381


House
Bill 2176


 Chapter 19
Assessment
Identify and explain the
developmental tasks of
childhood.
Analyze the influence of
laws and policies on
health-related issues
including health screening
for children.
Research various school
and community health
services that offer vision
and hearing screenings
and immunization
programs for children.



Developmental
tasks
Autonomy
Scoliosis



Quick start-Page 504
Transparency 58
Concept Mapping
Activity 72

Guided Reading
Activity 72

Reteaching Activity 72

Student Activity Workbook
-Applying Health Skills 72

Health Skills ActivityPage 506

Lesson 4 review-Page 506
Questions 1-5

Applying Health SkillsPage 507

Technology OptionPage 507
 Student Activity WorkbookChapter 19 Study Guide
 Mind Jogger Video quiz Chapter 19
Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook

Test 2

Test 2
 Student Activity
Workbook
 Mind Jogger
Video quiz
 Exam View Pro
Test maker

Test 2
* Taught by a Human Sexuality Teacher
Unit /Topic
Unit 6
Growth and
Development
Chapter 20
Adolescence
and the Life
Cycle
 Lesson 3
Marriage and
Parenting
Suggested
Timeframe
TEKS
SE
9A,
13A,
13B
State
Mandate
Essential/Core
Understanding
The student will:

Senate
Bill 1381


House
Bill 2176


Distinguish between a
dating relationship and a
marriage.
Demonstrate how married
couples use effective
communication skills in
maintaining healthy
relationships.
Describe the roles of
parents, grandparents,
and other family members
in promoting a healthy
family.
Suggested Instructional
Plan
Vocabulary





Commitment
Marital
adjustment
Adoption
Self-directed
Unconditional
love

Glencoe Health
Teacher Edition

Lesson 3 - Pages 529-533









Quick start-Page 524
Transparency 61
Concept Mapping
Activity 75
Guided Reading
Activity 75
Reteaching Activity 75
Student Activity Workbook
-Applying Health Skills 75
Hands-On Health ActivityPage 525
Lesson 3 ReviewPage 528 question 1-5
Health Skills ActivityTechnology optionPage 528
Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
binder
 Student
workbook
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Quiz

Test 2
Unit /Topic
Unit 7
Tobacco,
Alcohol and
Other Drugs
Chapter 21
Tobacco
 Lesson 1
The Effects
of Tobacco
Use
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:

3-4 weeks
6A, 7A



 Lesson 2
Choosing to
Live
Tobacco
Free
Suggested Instructional
Plan
Vocabulary
2C, 7C,
7D,
13E



Describe the harmful
substances contained in
tobacco and in tobacco
smoke.
Examine the harmful
effects of tobacco use on
body systems.
Analyze the harmful
effects of tobacco, such
as physical, mental, social
and legal consequences.







Explain the benefits of a
tobacco-free lifestyle.
Develop strategies for
preventing use of tobacco.
Identify available healthrelated services in the
community that relate to
the prevention of tobaccorelated diseases and to
health promotion.



Addictive drug
Nicotine
stimulant
carcinogen
tar
carbon monoxide
smokeless
tobacco
leukoplakia
nicotine
withdrawal
nicotine
substitute
Glencoe Health
Teacher Edition
 Lesson 1 - Pages 540-545
 Lesson 2 - Pages 546-550

Transparency 62

Concept Mapping
Activity 77

Current Health issues 21

Decision-Making
Activity 21

Guided Reading
Activities 77

Health Lab 21

Student Activity
Workbook 77

Reteaching Activity 77

Exploring Health IssuesPage 544

Lesson1 ReviewPage 545; Questions 1-5

Applying Health SkillsPage 545

Technology OptionPage 545

Video:
Teen Files: Smoking truth
or Dare

Transparency 63

Concept Mapping
Activity 78

Guided Reading
Activity 78

Reteaching Activity 78

Lesson Plan 78

Student Activity Workbook
-Applying Health Skills 78

Real Life ApplicationPage 549

Lesson 2 ReviewPage 550

Video:
I can’t breathe. A
Smoker’s story.
Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
binder
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson
Quiz
- Current
Health Issues
- DecisionMaking
Activity
- Health Labs

Lesson 77
Quiz
 Teaching
Transparencies
binder
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Plans
- Lesson Quiz

Lesson 78
Quiz
Unit /Topic
Unit 7
Tobacco,
Alcohol and
Other Drugs
Chapter 21
Tobacco
 Lesson 3
Promoting a
Smoke-Free
Environment
Suggested
Timeframe
TEKS
SE
1A, 2B,
3C
State
Mandate
Essential/Core
Understanding
The student will:




 Chapter 21
Assessment
Analyze the harmful
effects of tobacco on the
fetus, as well as on infants
and young children.
Analyze the influence of
laws, policies, and
practices on preventing
tobacco- related disease.
Relate the nation’s health
goals and objectives for
reducing tobacco-related
illnesses to individual,
family and community
health.
Suggested Instructional
Plan
Vocabulary



environmental
tobacco smoke
(ETS)
mainstream
smoke
side stream
smoke
Additional
Resources

Glencoe Health
Teacher Edition

Lesson 1 - Pages 551-555


Quick Start Page 551
Concept Mapping
Activity 79
Cross Curriculum 21
Guided Reading
Activities 79
Lesson Plan 79
Student Activity
Workbook 79
Reteaching Activity 79
Health Skills ActivityPage 553
Hands on Health ActivityPage 554
Lesson 3 ReviewPage 555; Questions 1-5
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Quiz
- Current
Health Issues
- DecisionMaking
Activity
- Health Labs
- Lesson Plans
- CrossCurriculum
Lesson 79
Quiz
Chapter 21 Review












Assessment
TeacherWorksCD
ExamView Pro
Testmaker
Chapter
21 Test
Unit /Topic
Unit 7
Tobacco,
Alcohol and
Other Drugs
Chapter 22
Alcohol
 Lesson 1
Choosing to
Be Alcohol
Free
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary

7A, 7B,
7C, 7D,
7E, 13E






Identify factors, such as
the media, that influence
decisions about alcohol
use and your health.
Analyze the harmful
effects of alcohol such as
physical,
mental/emotional, social
and legal consequences.
Explain the role alcohol
plays in unsafe situations
such as HIV, AIDS,
unplanned pregnancies,
and other vehicle
accidents.
Develop strategies for
preventing the use of
alcohol.
Demonstrate refusal
strategies regarding
alcohol use and the
benefits of choosing to be
alcohol free.
Analyze the importance of
alternatives to substance
abuse.





Ethanol
Fermentation
Depressant
Intoxication
Alcohol abuse
Glencoe Health
Teacher Edition
 Lesson 1 - Pages 562-567
 Lesson 2 - Pages 568-573

Concept Mapping
Activity 80

Guided Reading
Activities 80

Current Health Issues 22

Student Activity
Workbook 80

Reteaching Activity 80

Real-Life ApplicationPage 564

Lesson1 ReviewPage 567; Questions 1-5

Health Skills-Page 566

Video:
Teen Files: The Truth about
Alcohol
Additional
Resources

Assessment
TeacherWorksCD
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Quiz
- Current
Health Issues

Lesson 80
Quiz
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Unit 7
Tobacco,
Alcohol and
Other Drugs
Chapter 22
Alcohol
 Lesson 2
Harmful
Effects of
Alcohol Use
7A,
13E,
16D




Examine the short-term
effects of alcohol use.
Associate risk-taking with
consequences such as
drinking and driving.
Recognize the dangers of
alcohol/drug interactions.
Demonstrate refusal
strategies concerning
alcohol use.
Suggested Instructional
Plan
Vocabulary




Metabolism
Blood alcohol
concentration
(BAC)
Binge drinking
Alcohol
poisoning

Glencoe Health
Teacher Edition

Lesson 2 - Pages 568-573











Quick Start-Page 568
Transparency 64
Concept Mapping
Activity 81
Cross-Curriculum
Activity 22
Decision-Making
Activity 22
Guided Reading Activity
81
Lesson Plan 81
Reteaching Activity 81
Student Activity Workbook
- Applying Health Skills 81
Hands-on-Health-Page
572
Lesson 2 Review-Page
573
Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
binder
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Plans
- Lesson Quiz
- DecisionMaking
Activity
- CrossCurriculum

Lesson 81
Quiz
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Unit 7
Tobacco,
Alcohol and
Other Drugs
Chapter 22
Alcohol
 Lesson 3
Alcohol, the
Individual
and Society
1A, 2C,
3C, 7A,
11B




 Chapter 22
Assessment
Relate the nation’s health
goals in Healthy People
2010 to reducing injury,
death, and disease
caused by alcohol-related
influences.
Examine the effects of
alcohol use on body
systems and the risk of
disease cause d by
alcohol use.
Analyze the harmful
effects on the fetus of
alcohol.
Identify and assess
available health-related
services in the community
for the prevention and
treatment of alcoholism
and alcohol use.
Suggested Instructional
Plan
Vocabulary






fetal alcohol
syndrome (FAS)
alcoholism
alcoholic
recovery
detoxification
sobriety
Additional
Resources

Glencoe Health
Teacher Edition

Lesson 3 - Pages 568-573


Transparency 65
Concept Mapping
Activity 82
Guided Reading
Activities 82
Health Lab 22
Lesson Plan 82
Student Activity
Workbook 82
Reteaching Activity 82
Lesson 3 ReviewPage 579; Questions 1-5
 Teaching
Transparencies
binder
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Quiz
- Health Lab
- Lesson Plan
 Other:
Drunken
Goggles and
Activities

Lesson 82
Quiz
Chapter 22
Review-Page 582


Chapter
22 Test








Assessment
TeacherWorksCD
ExamView Pro
Testmakert
Unit /Topic
Unit 7
Tobacco,
Alcohol and
Other Drugs
Chapter 23
Medicines and
Drugs
 Lesson 1
The Role of
Medicine
Suggested
Timeframe
TEKS
SE
2A, 2B
State
Mandate
Essential/Core
Understanding
The student will:



 Lesson 2
Drug Use-A
High Risk
Behavior
3C, 4A,
7A



Suggested Instructional
Plan
Vocabulary
Analyze the relationship
between medicines,
health, promotion and
disease prevention.
Describe the difference
between prescription and
over-the-counter
medicines.
Analyze the influence of
laws, policies, and
practices on healthrelated issues including
those related to the safe
use of medicines for
disease prevention.






Define substance abuse
and recognize the health
risks involved.
Analyze the harmful
effects of drugs on the
fetus.
Analyze the harmful
effects of drugs, such as
physical, mental, social
and legal consequence.







medicine
drugs
vaccine
analgesics
side effects
additive
interaction
synergistic effect
antagonistic
interaction

Glencoe Health
Teacher Edition


Lesson 1 - Pages 586-591
Lesson 2 - Pages 592-597












substance abuse
illegal drugs
illicit drug use
overdose
psychological
dependence
physiological
dependence
addiction










Additional
Resources

Assessment
TeacherWorksCD
Quick Start-Page 586
Transparency 66
Concept Mapping
Activity 83
Enrichment Activity 83
Guided Reading
Activities 83
Lesson Plan 83
Student Activity
Workbook 83
Reteaching Activity 83
Lesson1 ReviewPage 591; Questions 1-5
Video:
Teen Files: The Truth about
Drugs
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Quiz
- Enrichment
Activities
- Lesson Plan

Lesson 83
Quiz
Transparency 67
Concept Mapping
Activity 84
Enrichment Activity 84
Guided Reading
Activity 84
Lesson Plan 84
Reteaching Activity 84
Student Activity Workbook
-Applying Health Skills 84
Real-Life ApplicationPage 593
Lesson 2 Review-Page 597
Video:
UIL: Making of a Champion
 Teaching
Transparencies
binder
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Quiz
- Enrichment
Activity

Lesson
Quiz 84
Unit /Topic
Unit 7
Tobacco,
Alcohol and
Other Drugs
Chapter 23
Medicines and
Drugs
 Lesson 3
Marijuana,
Inhalants
and Steroids
Suggested
Timeframe
TEKS
SE
6A, 7A,
7B, 7C,
7D, 7E
State
Mandate
Essential/Core
Understanding
The student will:



 Lesson 4
Psychoactive
Drugs
6A, 7B,
7E,
16D




Suggested Instructional
Plan
Vocabulary
Analyze the harmful
effects of marijuana,
inhalants, steroids, and
other substances, such as
physical, mental, social
and legal consequences
Analyze and apply
strategies for avoiding the
use of marijuana,
inhalants and steroids
Explain the relationship
between alcohol and other
drugs and other
substances use by
adolescents




Examine the harmful
effects of psychoactive
drugs on the body
systems.
Explain the role
psychoactive drugs and
other substances play in
unsafe situations such as
HIV, STDS, unplanned
pregnancies, and motor
vehicle accidents
Analyze the importance of
alternative to drug and
substance abuse
Analyze and apply
strategies for avoiding
drugs.

marijuana
paranoia
inhalants
anabolicandrogenic
steroids

Glencoe Health
Teacher Edition


Lesson 3 - Pages 598-602
Lesson 4 - Pages 603-610













Psychoactive
drugs
Stimulants
Euphoria
Depressants
Narcotics
Hallucinogens
Designer drugs










Additional
Resources

Assessment
TeacherWorksCD
Quick Start-Page 598
Concept Mapping
Activity 85
Guided Reading
Activities 85
Lesson Plan 85
Student Activity
Workbook 85
Reteaching Activity 85
Health Skills ActivityPage 601
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Quiz

Lesson
Quiz 85
Transparency 69
Quick Start-Page 603
Concept Mapping
Activity 86
Decision-Making
Activity 23
Guided Reading
Activity 86
Lesson Plan 86
Reteaching Activity 86
Student Activity Workbook Applying Health Skills 86
Hands-on-Health-Page 607
Lesson 4 Review-Page 610
 Teaching
Transparencies
binder
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Plans
- Lesson Quiz
- DecisionMaking
Activity
- Other:
Drug Bingo

Lesson
86 Quiz
Unit /Topic
Unit 7
Tobacco,
Alcohol and
Other Drugs
Chapter 23
Medicines and
Drugs
 Lesson 5
Living Drug
Free Life
Suggested
Timeframe
TEKS
SE
2C, 7C.
7D, 7G,
11A,
13E
State
Mandate
Essential/Core
Understanding
The student will:




 Chapter 23
Assessment
Analyze and develop
strategies for preventing
use of drugs and other
addictive substances.
Examine school and
community efforts to curb
drug use.
Identify and assess
health-related services in
the community that relate
to disease prevention,
particularly drug addiction
and abuse.
Analyze the importance of
alternatives to drug and
substance abuse.
Suggested Instructional
Plan
Vocabulary


Drug-free school
zone
Drug watches

Glencoe Health
Teacher Edition

Lesson 5 - Pages 611-615









Additional
Resources

Assessment
TeacherWorksCD
Quick Start-Page 611
Concept Mapping
Activity 87
Guided Reading
Activity 87
Lesson Plan 87
Reteaching Activity 87
Student Activity Workbook
-Applying Health Skills 87
Exploring IssuesPage 614
Lesson 4 ReviewPage 615
 Workbooks
- Concept
Mapping
- Guided
Reading
Activities
- Reteaching
Activities
- Student
Activity
Workbook
- Lesson Quiz
- Lesson Plan

Lesson 8 7
Quiz
Chapter 23
Review-Page 618


Chapter
23 Test
ExamView Pro
Testmakert
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Unit 8
Diseases and
Disorders
Chapter 24
Communicable
Diseases
 Lesson 1
What are
Communicable
Diseases?
1 week
2A
2D



Identify the types of
pathogens that cause
communicable diseases.
Analyze the relationship
between healthful
behaviors and the ways
that communicable
diseases are spread.
Develop and analyze
strategies related to the
prevention of
communicable diseases.
Suggested Instructional
Plan
Vocabulary
 Communicable
disease
 Pathogen
 Infection
 Viruses
 Bacteria
 Toxin
 Vector

Glencoe Health
Teacher Edition


Lesson 1 - Pages 622-626
Lesson 2- Pages 627-634









 Lesson 2
Preventing
Communicable
Disease
2A
2C
2D
4B
6A
 Examine how the body
protects itself against
invading pathogens.
 Apply strategies for caring
for your immune system
and preventing disease.
 Explain how technology
has impacted the health
status of individuals,
families, communities,
and the world in the
prevention of
communicable disease.
 Identify available healthrelated services in the
community that provide
vaccines and information
related to disease
prevention.
 Immune System
 Inflammatory
Response
 Phagocyte
 Antigen
 Immunity
 Lymphocyte
 Antibody
 Vaccine










Quick start – Page 622
Transparency 70
Concept Mapping
Activity 88
Guided Reading
Activity 88
Student Activity Workbook
-Applying Health Skills 8
Reteaching Activity 88
Lesson 1 Review-Page 626
Questions 1-5
Applying Health SkillsPage 626
Technology Option-Page
626
Quick start – Page 627
Transparency 71
Concept Mapping
Activity 89
Guided Reading
Activity 89
Student Activity Workbook
-Applying Health Skills 89
Reteaching Activity 89
Healthy Skills Activity Page 153
Lesson 2 Review-Page 634
Questions 1-5
Applying Health Skills Page 634
Technology Option Page 634
Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz

Lesson
Quiz 88
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz

Lesson
Quiz 89
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Unit 8
Diseases and
Disorders
Chapter 24
Communicable
Diseases
 Lesson 3
Common
Communicable
Diseases
 Chapter 24
Assessment
4B
 Identify the causes,
transmission, symptoms,
and treatment of several
communicable diseases.
 Analyze strategies to
reduce the risk of
contracting some
communicable diseases.
 Explain how technology
impacts world health
status.
Suggested Instructional
Plan
Vocabulary
 Pneumonia
 Jaundice
 Emerging
infections

Glencoe Health
Teacher Edition

Lesson 3 - Pages 635-641
 Quick start – Page 635
 Concept Mapping
Activity 90
 Guided Reading
Activity 90
 Student Activity Workbook
-Applying Health Skills 90
 Reteaching Activity 90
 Real-Life Application –
Page 639
 Lesson 3 Review-Page
641
Questions 1-5
 Applying Health Skills Page 641
 Technology Option Page 641
 Student Activity WorkbookChapter 24 Study Guide
Additional
Resources

TeacherWorksCD

Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
-Lesson Quiz
 Student Activity
Workbook
 ExamView Pro
Testmaker
Assessment

Lesson Quiz
90
 Chapter 24
Test
*Taught by a Human Sexuality Teacher
Unit /Topic
Unit 8
Diseases and
Disorders
Chapter25
Sexually
Transmitted
Infections and
HIV/AIDS
 Lesson 1
The Risk of
STI’s
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
3 Days
2D, 7B,
7H, 7G,
7I, 7L,
14C,
16D





Explain the relationship
between alcohol and
other drugs used by
adolescents and the role
these substances play in
unsafe situations such
as HIV/STDs.
Analyze the
importanceand benefits
of abstinence as it
relates to the prevention
of STDs.
Analyze the
effectiveness and
ineffectiveness of barrier
protection, including the
prevention of STDs,
keeping in mind the
effectiveness of
remaining abstinent until
marriage.
Discuss abstinence from
sexual activity as the
only method that is 100
percent effective in
preventing STDs.
Develop and analyze
strategies related to the
prevention of
communicable diseases
such as STDs.
Suggested Instructional
Plan
Vocabulary




Sexually
transmitted
disease (STDs)
Sexually
transmitted
infections (STIs)
Epidemics
Abstinence

Glencoe Health
Teacher Edition

Lesson 1 - Pages 648-651












Quick Start-Page 648
Transparency 72
Concept Mapping
Activity 91
Guided Reading
Activities 91
Health Lab 25
Student Activity Workbook
- Applying Health Skills 91
Reteaching Activity 91
Hands-On Health activity
Page 650
Lesson 1 Review-Page
651; Questions 1-5
Applying Health SkillsPage 651
Technology OptionPage 651
STD in a cup activityusing small cups of water,
two cups with water and a
drop of ammonia and
phenolththalein to
demonstrate spread of
STIs.
Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
Activity
- Guided Reading
Activities
- Health Lab
- Student Activity
Workbook
- Reteaching
Activity
- Lesson Quiz
Videos:
- This Ain’t No
Dress Rehearsal
- The Teen Files:
Truth About Sex

Test 2
*Taught by a Human Sexuality Teacher
Unit /Topic
Unit 8
Diseases and
Disorders
Chapter25
Sexually
Transmitted
Infections and
HIV/AIDS
 Lesson 2
The Risk of
STI’s
Suggested
Timeframe
TEKS
SE
2B, 6B,
14C
State
Mandate
Essential/Core
Understanding
The student will:




Identify symptoms and
treatments for some
common STDs.
Identify community
health services for
getting help with
prevention and
treatment of STDs.
Analyze the influence of
public health policies
and practices on the
prevention and
treatment of STDs.
Analyze the harmful
effects of STDs on the
developing fetus.
Suggested Instructional
Plan
Vocabulary






Human
papillomavirus
(HPV)
Chlamydia
Genital herpes
Gonorrhea
Trichomoniasis
Syphilis

Glencoe Health
Teacher Edition

Lesson 2- Pages 652-657










Quick Start-Page 652
Transparency 73
Concept Mapping
Activity 92
Guided Reading
Activities 92
Student Activity Workbook
- Applying Health Skills 92
Reteaching Activity 92
Health Skills ActivityPage 657
Lesson 2 Review-Page
657; Questions 1-5
Applying Health SkillsPage 657
Technology Option-Page
657
Additional
Resources

TeacherWorksCD

Teaching
Transparency
Binder

Workbooks
- Concept
Mapping
Activity
- Guided
Reading
Activities
- Student
Activity
Workbook
- Reteaching
Activity
- Lesson Quiz
 Videos:
Just Thought
You Ought to
Know
Assessment
Test 2
*Taught by a Human Sexuality Teacher
Unit /Topic
Unit 8
Diseases and
Disorders
Chapter25
Sexually
Transmitted
Infections and
HIV/AIDS
 Lesson 3
HIV and
AIDs
Suggested
Timeframe
TEKS
SE
7B, 7G,
7L
State
Mandate
Essential/Core
Understanding
The student will:



Explain how HIV affects
and destroys the
immune system.
Identify behaviors know
to transmit HIV.
Analyze the relationship
between unsafe
behaviors, refusal skills,
and the risk of HIV.
Suggested Instructional
Plan
Vocabulary




Acquired
immune
deficiency
syndrome
(AIDs)
Human
Immunodeficiency virus
(HIV)
Opportunistic
infection

Glencoe Health
Teacher Edition

Lesson 3- Pages 658-661










Quick Start-Page 658
Transparency 74
Concept Mapping
Activity 93
Guided Reading
Activities 93
Student Activity Workbook
- Applying Health Skills 93
Reteaching Activity 93
Real-Life ApplicationPage 660
Lesson 3 ReviewPage 661; Questions 1-5
Applying Health SkillsPage 661
Technology Option-Page
661
Additional
Resources


Assessment
TeacherWorksCD
Teaching
Transparency
Binder
 Workbooks
- Concept
Mapping
Activity
- Guided
Reading
Activities
- Student
Activity
Workbook
- Reteaching
Activity
- Lesson Quiz
 Videos:
Acquired
HIV and Teens:
Krista Blake
Test 2
Unit /Topic
Unit 8
Diseases and
Disorders
Chapter25
Sexually
Transmitted
Infections and
HIV/AIDS
 Lesson 4
Treatment
for HIV
and AIDs
Suggested
Timeframe
TEKS
SE
4B,
7G,
7H,
7L,10
B
State
Mandate
Essential/Core
Understanding
The student will:



Chapter 25
Assessment
Explain how
technologies such as
new drug treatments
have impacted the
health status of
individuals with HIV.
Analyze the impact of
the availability of health
services in the
community and the
world for people living
with HIV/AIDs.
Analyze the relationship
between the avoidance
of unsafe situations and
the use of refusal skills
such as sexual
abstinence.
Suggested Instructional
Plan
Vocabulary





Asymptomatic
stage
Symptomatic
stage
EIA
Western blot
Pandemic

Glencoe Health
Teacher Edition

Lesson 4- Pages 662-667












Additional
Resources

Assessment
TeacherWorksCD
Quick Start-Page 662
Concept Mapping
Activity 94
Guided Reading
Activities 94
Student Activity Workbook
- Applying Health Skills 94
Reteaching Activity 94
Exploring IssuesPage 666
Lesson 4 Review-Page
667; Question 1-5
Applying Health SkillsPage 667
Technology OptionPage 667

Teaching
Transparency
Binder
 Workbooks
- Concept
Mapping
Activity
- Guided
Reading
Activities
- Student
Activity
Workbook
- Reteaching
Activity
- Lesson Quiz
Test 2
Chapter 25 ReviewPages 670-671
Chapter 25 Study Guide
Mind Jogger Video Quiz
Chapter 25
-Student Workbook
-Mind Jogger Video
Quiz
-Exam View Pro
Test Maker
Test 2
Unit /Topic
Unit 8
Diseases and
Disorders
Chapter26
Noncommunic
-able Diseases
and
Disabilities
 Lesson 1
Cardiovascular
Diseases
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
1-1 ½ weeks

2B
6A
6B
7A



 Lesson 2
Cancer
Unit /Topic
 Examine the causes and
types of cancer and the
treatment for cancer.
 Relate the importance of
early detection and
warning signs of cancer
that prompt individuals of
all ages to seek health
care.
 Examine the effects of
health behaviors that put
you at risk for developing
cancer.
 Develop, analyze, and
apply strategies related to
the prevention of
noncommunicable
diseases such as cancer.
2B
6A
6B
7A
7H
Suggested
TEKS
Examine different types of
cardiovascular diseases.
Recognizes the
Importance of early
detection and warning
signs that prompt
individuals of all ages to
seek health care.
Identify risk behaviors and
risk factors for cardiovascular diseases.
Develop, analyze, and
apply strategies related to
the prevention of
noncommunicable
diseases such as cardiovascular diseases.
State
Essential/Core
Suggested Instructional
Plan
Vocabulary
 Noncommunicable disease
 Cardiovascular
disease (CVD)
 Hypertension
 Atherosclerosis
 Angina pectoris
 Arrhythmias

Glencoe Health
Teacher Edition


Lesson 1 - Pages 674-680
Lesson 2- Pages 681-687


















Cancer
Tumor
Benign
Malignant
Metastasis
Carcinogen
Biopsy
Remission










Vocabulary
Quick start – Page 674
Transparency 75
Concept Mapping
Activity 95
Guided Reading
Activity 95
Student Activity Workbook
-Applying Health Skills 95
Reteaching Activity 95
Hands-On Health Page 149
Lesson 1 Review-Page
680
Questions 1-5
Applying Health SkillsPage 680
Technology Option-Page
680
Quick start – Page 681
Transparency 76
Concept Mapping
Activity 96
Guided Reading
Activity 96
Student Activity Workbook
-Applying Health Skills 96
Reteaching Activity 96
Healthy Skills Activity Page 686
Lesson 2 Review-Page
687
Questions 1-5
Applying Health Skills –
Page 687
Technology Option –
Page 687
Suggested Instructional
Additional
Resources

Assessment
TeacherWorksCD
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
Activities
- Student
Activity
Workbook
- Reteaching
Activities
- Lesson Quiz

Lesson
Quiz 95
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student
Activity
Workbook
- Reteaching
Activities
- Lesson Quiz

Lesson
Quiz 96
Additional
Assessment
Timeframe
Unit 8
Diseases and
Disorders
Chapter26
Noncommunicable Diseases
and Disabilities
 Lesson 3
Allergies,
Asthma,
Diabetes,
and Arthritis
SE
1I
2B
Mandate




 Lesson 4
Physical
and Mental
Challenges
 Chapter 24
Assessment
2B
3C
4B
1I
Plan
Understanding
The student will:
Explain the characteristics, symptoms, causes,
and treatments of
noncommunicable
diseases.
Describe the importance
of taking responsibility for
establishing and
implementing health
Maintenance to prevent
or manage noncommunic
able diseases for
individuals and family
members of all ages.
Develop and analyze
strategies related to the
prevention and
management of
noncommunicable
diseases.
 Identify and recognize
the challenges of
individuals with
disabilities.
 Analyze the influence of
laws, policies, and
practices on healthrelated issues, including
those related to
individuals with
disabilities.






Glencoe Health
Teacher Edition


Lesson1 - Pages 688-694
Lesson 2- Pages 695-699
Resources

TeacherWorksCD
Allergy
Histamines
Asthma
Diabetes
Autoimmune
disease
 Arthritis
 Osteoarthritis
 Rheumatoid
arthritis
 Quick start – Page 688
 Transparency 77
 Concept Mapping
Activity 97
 Guided Reading
Activity 97
 Student Activity
Workbook -Applying
Health Skills 97
 Reteaching Activity 97
 Real Life Application Page 692
 Lesson 3 Review-Page
694
Questions 1-5
 Applying Health Skills Page 694
 Technology Option  Page 694
 Teaching
Transparencies
Binder
 Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz

Lesson Quiz
97




 Quick start – Page 695
 Concept Mapping
Activity 98
 Guided Reading
Activity 98
 Student Activity
Workbook –Applying
Health Skills 98
 Reteaching Activity 98
 Lesson 4 Review-Page
699
Questions 1-5
 Applying Health Skills Page 699
 Technology Option  Page 699


Lesson Quiz
98
Disability
Profound deafness
Mental retardation
Americans with
Disabilities Act
Workbooks
- Concept
Mapping
- Guide Reading
Activities
- Student Activity
Workbook
- Reteaching
Activities
- Lesson Quiz
 ExamView Pro
Testmaker
 Chapter 24
Test
Unit /Topic
Suggested
Timeframe
CPR/First Aid
2-3 weeks
Before Giving
Care
 Lesson 1
IntroductionBefore Giving
Care
TEKS
SE
State
Mandate
7F
SB 7
Essential/Core
Understanding
The student will:









Know how to identify and
respond to an
emergency.
Know the three
emergency action steps.
Know the purpose of
Good Samaritan laws.
Identify the difference
between consent and
implied consent.
Identify when and how to
move an ill or injured
person.
Identify how to minimize
the risk of disease
transmission.
Demonstrate how to
minimize the risk of
disease transmission.
Demonstrate how to
follow the emergency
action steps.
Demonstrate how to
remove disposable
gloves.
Suggested Instructional
Plan
Vocabulary











Video: Introduction
Topic: Recognizing and
Responding to an
Emergency
Video: Deciding to
Act/Taking Action
Topic: Overcoming Barriers
to Act
Topic: Good Samaritan
Laws and Obtaining
consent
Topic: Preventing Disease
Transmission
Video: #30 Bloodborne
Pathogens: Preventing
Disease Transmission
Video: #31 Breathing
Barriers
Skills practice: Removing
gloves
Topic: Emergency Action
Steps
Video: #28 Moving and Ill
or Injured Person
Additional
Resources

American Red
Cross Instructor’s
Manual - First
Aid/CPR/AED for
Schools and the
Community

American Red
Cross
Participant’s
Manual - First
Aid/CPR/AED
for Schools and
the Community

DVD - First
Aid/CPR/AED
for Schools and
the Community
Assessment
 Before
Giving Care
Exam
(Administer
after
completing
Lesson 2)
Unit /Topic
Suggested
Timeframe
CPR/First Aid
2-3 weeks
Before Giving
Care
 Lesson 2
Checking an
Ill or Injured
Person
 Before
Giving Care
Assessment
TEKS
SE
State
Mandate
7F
SB 7
Essential/Core
Understanding
The student will:

Identify the signals of
shock and describe how
to minimize its effects.
 Identify life-threatening
and nonlife-threatening
conditions.
 Demonstrate how to check
a conscious person for
life-threatening and
nonlife-threatening
conditions.
 Demonstrate how to check
an unconscious person for
life-threatening and nonlife
threatening conditions.
Suggested Instructional
Plan
Vocabulary








Additional
Resources

American Red
Cross Instructor’s
Manual - First
Aid/CPR/AED for
Schools and the
Community
Topic: Checking an Ill or
Injured Person
Topic: Checking a
Conscious Adult
Video: # 3 Checking a
Conscious - Adult
Topic: Recognizing and
Caring for Shock
Topic: Checking an
Unconscious Adult
Video & Skill: #5 Checking
an Unconscious – Adult
Video & Skill: #8 How to
Give Rescue Breaths Adult

American Red
Cross
Participant’s
Manual - First
Aid/CPR/AED for
Schools and the
Community

DVD - First
Aid/CPR/AED for
Schools and the
Community
Written Exam - Before
Giving Care


Answer Sheets
Written Exams Before Giving
Care
Assessment

Before
Giving
Care
Exam
Unit /Topic
CPR/First Aid
Suggested
Timeframe
TEKS
SE
State
Mandate
7F
SB 7
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Additional
Resources
Assessment
Adult
 Lesson 3
Breathing
Emergencies
& Conscious
Choking Adult



 Lesson 5
Cardiac
Emergencies



Know prevention
strategies to decrease the
risk of breathing
emergencies.
Know the signals of
breathing emergencies.
Demonstrate how to care
for a conscious choking
person.

Know how to recognize
the signals of a cardiac
emergency.
Know how to care for a
heart attack.
Know the links of Cardiac
Chain of Survival.









 Lesson 6
CPR and
Unconscious
Choking
 Adult CPR
Assessment


Demonstrate how to give
CPR.
Demonstrate how to clear
an obstructed airway of
an unconscious person.





Topic: Breathing
Emergencies
Topic: Conscious Choking Adult
Video & Skill: #9 Conscious
Choking - Adult
Topic: Preventing Heart
Disease
Video: #29 The Heart’s
Electrical System (optional)
Topic: Recognizing a Heart
Attack
Video: #14 Signals of a
Heart Attack and the
Cardiac Chain of Survival
Topic: The Cardiac Chain
of Survival
Video: #21 Using an AEDAdult
AED – Adult - Refer to
Lesson 8
Topic: CPR-Adult
Video & Skill: #15 Adult
CPR
Topic: Unconscious
Choking - Adult
Video & Skill: # 18
Unconscious Choking-Adult
Written Exam - Adult CPR

American Red
Cross
Participant’s
Manual - First
Aid/CPR/AED
for Schools and
the Community

DVD - First
Aid/CPR/AED
for Schools and
the Community
American Red
Cross
Participant’s
Manual - First
Aid/CPR/AED
for Schools and
the Community


DVD - First
Aid/CPR/AED
for Schools and
the Community


Adult Manikins
Breathing
barriers
Gloves
Same as above




Answer Sheets
Written Exams Adult CPR

Adult CPR
Exam
(Administe
r after
completing
Lesson 6)

Adult CPR
Exam
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Additional
Resources
Assessment
Child CPR
 Lesson 2
Checking
an Ill or
Injured
Person
 Lesson 3
Breathing
Emergencies
& Conscious
Choking Child
 Lesson 4
Rescue
Breathing Child
 Lesson 5
Cardiac
Emergencies

Identify the signals of
shock and describe how
to minimize its effects.
 Identify life-threatening
and nonlife-threatening
conditions.
 Demonstrate how to
check a conscious person
for life-threatening and
nonlife-threatening
conditions.
 Demonstrate how to
check an unconscious
person for life-threatening
and nonlife threatening
conditions.
 Know prevention
strategies to decrease the
risk of breathing
emergencies.
 Know the signals of
breathing emergencies.
 Demonstrate how to care
for a conscious choking
person.
 Know how to recognize
when a person has
stopped breathing.
 Be able to demonstrate
how to give rescue
breathing.



Know how to recognize
the signals of a cardiac
emergency.
Know how to care for a
heart attack.
Know the links of Cardiac
Chain of Survival.













A.R.C. Participant’s
Manual First
Aid/CPR/AED
for Schools and
the Community

DVD - First
Aid/CPR/AED
for Schools and
the Community



Child Manikins
Breathing
barriers
Gloves
Topic: Breathing
Emergencies - Child
Topic: Conscious Choking Child
Video: #10 Conscious
Choking - Child
(abbreviated version)

Same as above
Topic: Rescue breathing Child
Video & Skill: #12 Rescue
Breaths - Child

Same as above
Topic: The Cardiac Chain
of Survival
Video: #22 Using an AED –
Child
AED –Child - Refer to
Lesson 8

Same as above
Topic: Checking a
Conscious - Child
Video: # 4 Checking a
Conscious - Child
Topic: Checking an
Unconscious Child
Video & Skill: #6 Checking
an Unconscious - Child
(abbreviated version)

Child CPR
Exam
(Administer
after
completing
Lesson 6)
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Additional
Resources
Assessment
Child CPR
 Lesson 6
CPR &
Unconscious
Choking –
Child
 Child CPR
Assessment


Demonstrate how to give
CPR.
Demonstrate how to clear
an obstructed airway of
an unconscious person.





Topic: CPR – Child
Video Skill: #16 CPR Child (abbreviated version)
Topic: Unconscious
Choking - Child
Video Skill: #19
Unconscious Choking Child
Written Exam - Child CPR
 Same as above


Answer Sheets
Written Exams Child CPR

Child CPR
Exam
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Additional
Resources
Assessment

A.R.C Participant’s
Manual First
Aid/CPR/AED
for Schools and
the Community
 Infant CPR
Exam
(Administer
after
completing
Lesson 6)

DVD - First
Aid/CPR/AED
for Schools and
the Community



Infant Manikins
Breathing
barriers
Gloves
Topic: Breathing
Emergencies - Infant
Topic: Conscious Choking Infant
Video & Skill: #11
Conscious Choking - Infant

Same as above
Topic: Rescue breathing Infant
Video & Skill: #13 Rescue
Breaths – Infant
(abbreviated version)
 Same as above
Topic: CPR – Infant
Video & Skill: #17 CPRInfant (abbreviated version)
Topic: Unconscious
Choking - Infant
Video & Skill: #20
Unconscious Choking Child
 Same as above
Infant CPR
 Lesson 2
Checking
an Ill or
Injured
Person
 Lesson 3
Breathing
Emergencies
& Conscious
Choking Infant
 Lesson 4
Rescue
Breathing Infant
 Lesson 6
CPR &
Unconscious
Choking Infant

Identify the signals of
shock and describe how
to minimize its effects.
 Identify life-threatening
and nonlife-threatening
conditions.
 Demonstrate how to
check a conscious person
for life-threatening and
nonlife-threatening
conditions.
 Demonstrate how to
check an unconscious
person for life-threatening
and nonlife threatening
conditions.
 Know prevention
strategies to decrease the
risk of breathing
emergencies.
 Know the signals of
breathing emergencies.
 Demonstrate how to care
for a conscious choking
person.
 Know how to recognize
when a person has
stopped breathing.
 Be able to demonstrate
how to give rescue
breathing.
 Demonstrate how to give
CPR.
 Demonstrate how to clear
an obstructed airway of
an unconscious person.












Topic: Checking a
Conscious - Infant
Topic: Checking an
Unconscious Infant
Video & Skill: #7 Checking
an Unconscious - Infant
(abbreviated version)
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Additional
Resources
First Aid
 Lesson 9
Soft Tissue
Injuries



 Lesson 10
Injuries to
Muscles,
Bones and
Joints

Know how to recognize
the signals of various soft
tissue injuries.
Demonstrate how to care
for various soft tissue
injuries.
Demonstrate how to
control bleeding.
Know how to indentify
various musculoskeletal
injuries.
 Know how to identify the
signals of head, neck,
and back injuries.
 Demonstrate how to care
for a musculoskeletal
injury.
 Demonstrate how to care
for a head, neck or back
injury.











Topic: Injuries
Topic: Soft Tissue InjuriesTypes of Woods
Topic: Control Bleeding
Video & Skill: # 23
Controlling Bleeding
Topic: Burns
Video: #23 Burns
Topic: Injuries to Muscles,
Bones, and Joints
Video: #24 Injuries to
Muscles, Bones and Joints
Topic: Splinting
Video & Skill: #24 Splints…
Topic: Head, Neck and
Back Injuries

A.R.C. Participant’s
Manual First
Aid/CPR/AED
for Schools and
the Community

DVD - First
Aid/CPR/AED
for Schools and
the Community



Gauze pads
Roller bandages
Disposable
gloves
A.R.C. Participant’s
Manual First
Aid/CPR/AED
for Schools and
the Community


DVD - First
Aid/CPR/AED
for Schools and
the Community

Disposable
gloves
Triangular
bandages
Rigid Splints


Assessment
Unit /Topic
Suggested
Timeframe
TEKS
SE
State
Mandate
Essential/Core
Understanding
The student will:
Suggested Instructional
Plan
Vocabulary
Additional
Resources
Assessment
First Aid
 Lesson 11
Sudden
Illness


Know how to identify the
signals of a sudden illness
including stroke, diabetic
emergency, poisoning
and allergic reaction.
Demonstrate how to care
for various sudden
illnesses.








 Lesson 12
Heat and
Cold Related
Emergencies


Identify the signals of heat
and cold related
emergencies.
Demonstrate how to care
for heat and cold related
emergencies.






 First Aid
Assessment

Topic: Sudden Illness
Video: #25 Sudden Illness
Overview -Pause & discuss
Video: Fainting - Pause &
discuss
Video: Diabetic Emergency
-Pause & Discuss
Video: Seizures - Pause &
Discuss
Video: Stroke - Pause &
discuss
Poisoning - Discuss
Video: Allergic reactions Pause & discuss
Topic: Heat-related
Emergencies
Video: #26 Heat Related
Emergencies
Topic: Cold-Related
Emergencies
Video: #27 Cold-Related
Emergencies
Video-Asthma Inhaler
(Optional)
Topic: Review First Aid &
Closing
Written Exam – First Aid

A.R.C. Participant’s
Manual First
Aid/CPR/AED
for Schools and
the Community

DVD - First
Aid/CPR/AED
for Schools and
the Community
 Same as above



Answer Sheets
Written Exams First Aid
CPR & First Aid
Certificates

First Aid
Exam