November-

March(EOD-during 2nd & 3rd quarters)

1. Students will

comprehend concepts

related to health

promotion and disease

prevention. (CC)

1. The student will describe how lifestyle,

pathogens, family history, and other risk factors are

related to the cause or prevention of disease and

other health problems.

· Alcohol and Other Drugs

· Community and Environmental Health

· Family Life and Sexuality

· Injury Prevention

· Mental Health

· Nutrition

· Personal and Consumer Health

· Physical Activity

· Tobacco

1. Describe the three parts of health, differences between health and wellness, and the mind-body connection.

2. Explain ten skills needed for good health, why the skills are important, and how to use the skills.

3. Examine the roles of heredity and the environment in health, the influences on health choices, and how to access reliable product information.

4. Describe how risks and risk behaviors can affect health and how risks can be avoided.

Assessments from Glencoe Teen Health Course 2 Curriculum

Chapter test 1

Chapter test 3

Chapter test 12

Chapter test 8

Chapter test 9

Chapter test 10

Chapter test 4

Youtube: Dr. Mike Evans video “23 &1/2 Hours”

2. The student will explain the relationship between

positive health behaviors and the prevention of

injury, illness, disease, and other health problems.

· Alcohol and Other Drugs

· Community and Environmental Health

· Family Life and Sexuality

· Injury Prevention

· Mental Health

· Nutrition

· Personal and Consumer Health

· Physical Activity

· Tobacco

1. Identify benefits of physical activity and how body composition affects fitness.

2. Explain functions of the skeletal and muscular systems, how bones and muscles work together. How do I keep bones and muscles healthy?

3. Describe functions of the circulatory system and how do I keep the circulatory system healthy?

4. Design a personal fitness program.

5. How do I prevent physical injury during activity?

6. How can I treat injuries and how do I make safe decisions about physical activity?

Muscle/Bone Quiz

Body Map

Blood Pump Activity

Brain Pop Video/Questions

Internet

Body Map/Book

Balls/Valves/Tape

3. The student will identify ways to reduce risks

related to early adolescent health problems.

· Alcohol and Other Drugs

· Community and Environmental Health

· Family Life and Sexuality

· Injury Prevention

· Mental Health

· Nutrition

· Personal and Consumer Health

· Physical Activity

· Tobacco

Drugs, alcohol and tobacco.

1. Describe drugs, drug abuse, and the risks associated with drug use.

2. Explain the effects of different drugs on the body, the dangers of different drugs, and the effects of drugs on an unborn baby.

3. Describe why drug use is harmful to teens and how drug use may lead to crime.

4. Identify reasons to be drug free and alternatives to drug use.

PSA Creation

Ch. 10 Quiz

Ch. 10 Quiz

November-

March(EOD-during 2nd & 3rd quarters)

2. Students will analyze

the influence of culture,

media, technology, and

other factors on health

behaviors. (INF)

1. The student will describe the influence of cultural

beliefs on health behaviors.

Nutrition:

1. Identify nutrients the body needs and the benefits of good nutrition.

2. What ways can I determine my nutrient needs (MyPlate.gov).

3. Describe how to plan nutritious meals,and make healthy food choices.

4. Explain the process of digestion.

5. Examine body image, BMI etc.

6. List benefits of healthy body weight.

Food Analysis

MyPlate.gov

2. The student will analyze the influence of medical

advances on personal and family health.

What medical advancements assists in dealing with this condition?

Teacher lead discussion per unit as applied

Recent research/news articles

November-

March(EOD-during 2nd & 3rd quarters)

3. Students will

demonstrate the ability to

access valid health information and health promoting products and

services to enhance health.

(AI)

1. The student will compare the costs and validity of

health products.

Growth and Development

1. Identify changes that occur during adolescence.

2. Describe how the endocrine system affects growth and development.

3. Identify the function, organs, structures and problems of the male & female reproductive systems and how to care for them.

4. Describe human inheritance, fetal development.

5. Explain the stages of life.

2. The student will describe situations requiring

professional health services.

November-

March(EOD-during 2nd & 3rd quarters)

4. Students will

demonstrate the ability to

use interpersonal

communication skills to

enhance health and avoid

or reduce health risks.

(IC)

1. The student will describe how the behavior of

family and peers affects interpersonal

communication.

2. The student will demonstrate refusal skills to

enhance health.

What techniques can be used when someone is pressuring to make a poor health decision?

Situation application of STOP principle.

Role Play

Props

STOP Principle resource.

November-

March(EOD-during 2nd & 3rd quarters)

5. Students will

demonstrate the ability to

use decision-making skills

to enhance health. (DM)

1. The student will predict how decisions regarding

health behaviors have consequences for self and

others.

What is the long term outcome if as certain health related decision is made?

Either/Or Activity

Either/Or Activity cards

November-

March(EOD-during 2nd & 3rd quarters)

6. Students will

demonstrate the ability to

use goal-setting skills to

enhance health. (GS)

2. The student will describe how personal health

goals are influenced by changing information,

abilities, priorities, and responsibilities.

What might pop up as a roadblock on the way to your goal?

Roadblock Activity

Roadblock wkst/Situation

November-

March(EOD-during 2nd & 3rd quarters)

7. Students will

demonstrate the ability to

practice health-enhancing

behaviors and avoid or

reduce health risks.

(SM)

1. The student will explain the importance of

assuming responsibility for personal health

behaviors.

Who is responsible for this outcome?

Teacher-led Discussion

Intro. Video

2. The student will demonstrate strategies to

improve or maintain personal and family health.

Who in your family is moving toward health?  When do health behaviors start?

Who is moving analysis wkst?

Analysis sheet

3. The student will develop injury prevention and

management strategies for personal and family

health.

What helps prevent activity related injuries?

Teacher lead discussion based on textbook information

Ch. 3 - questions

November-

March(EOD-during 2nd & 3rd quarters)

8. Students will

demonstrate the ability to

advocate for personal,

family, and community

health. (AV)

1. The student will analyze information and opinions

about health issues.

What are two sides of this issues?  Why?

Decision Making Principle Questions

Ch. 2

Question/Quiz

2. The student will identify barriers to effective

communication of information, ideas, feelings, and

opinions about health issues.

Why isn’t everyone healthy?

What stands in the way of health?

Guided teacher discussion

Ch. 2 -Questions

3. The student will demonstrate the ability to work

cooperatively when advocating for healthy

individuals, families, and communities.

What motivates people to get active?

Get Moving Project

Presentation materials