GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: Health
Subject: Health
Grade Levels: Grade 7
Department/School: Physical
Education/Health-Glen Ridge High School
Duration: Ten
Weeks
Number of Credits: 1
Prerequisite: N/A
Elective or required: Required
Author: Aaron Maltz
Date Submitted: Summer 2004
Course Description
Health Education seeks to improve the student’s mental, physical, and social well-being. Information is provided to improve student knowledge and experiences that can lead to healthy lifestyle decisions. Students will adopt healthy practices and decision-making skills that will help to produce a positive self-direction in their lifestyle and behavior. Students will be introduced to the concept of fitness in every aspect of the term and its importance to them throughout their life. Various topics will be discussed that will be presented so that they may understand the value of each in their daily lives. The cooperative effort of school, family, and community agencies will enhance the health education program.
Health
STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH
PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
A. Personal Health
1.
Describe the
appropriate selection and use of healthcare and personal hygiene products.
2.
Evaluate the
impact of health behaviors and choices on personal and family wellness.
3.
Interpret health
data to make predictions about wellness.
4.
Investigate how
technology and medical advances impact wellness.
C. Nutrition
1.
Analyze how
culture, health status, age, and eating environment influence personal eating
patterns and discuss ways to improve nutritional balance.
2.
Describe healthy
ways to lose, gain, or maintain weight.
3.
Describe the
impact of nutrients on the functioning of human body systems.
4.
Analyze how
healthy eating patterns throughout life can reduce the risk of heart disease
and high cholesterol, cancer, osteoporosis, and other health conditions.
D. Diseases and Health Conditions
1.
Investigate
current and emerging methods to diagnose and treat diseases and health
conditions.
2.
Classify diseases
and health conditions as communicable, non-communicable, acute, chronic, or
inherited.
3.
Compare and
contrast diseases and health conditions, including hepatitis, STD’s, HIV/AIDS,
breast cancer, and testicular cancer.
4.
Analyze local and
state public health efforts to prevent and control diseases and health
conditions.
5.
Investigate
various forms of mental illness including impulse disorders such as gambling or
shopping, eating disorders, and bipolar disorders.
E. Safety
1.
Assess situations
in the home, school, and community for perceived vs. actual risk of injuries.
2.
Investigate the
short and long-term impact of injuries on the individual, the family, and the
community.
3.
Describe and
demonstrate first aid procedures including situation and victim assessment,
Basic Life Support, and the care of bleeding and wounds, burns, fractures,
shock, and poisoning.
4.
Discuss the short
and long-term physical, social, and emotional impacts of all forms of abuse.
5.
Describe and
demonstrate strategies to increase personal safety while in public places and
discuss what to do if one’s safety is compromised.
F. Social and Emotional Health
1.
Analyze how
personal assets (self esteem, positive peer relationships), and protective
factors (parental involvement) support healthy social and emotional
development.
2.
Discuss the
developmental tasks of adolescence, including the development of mature
relationships, gender identification, a healthy body image, emotional
independence, and life skills.
3.
Investigate
factors and choices that contribute to the incidence of conflict, harassment,
bullying, vandalism, and violence and demonstrate strategies to deal with each.
4.
Analyze the
effectiveness of home, school, and community efforts to prevent conflict,
harassment, vandalism, and violence.
5.
Debate the
consequences of conflict and violence on the individual, the family, and the
community.
6.
Describe
situations that may produce stress, describe the body’s responses to stress,
and demonstrate healthy ways to manage stress.
STANDARD 2.2 (INTEGRATED
SKILLS) ALL STUDENTS WILL USE
HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY,
ACTIVE LIFESTYLE.
A. Communication
1.
Analyze health
ideas, opinions, and issues from a variety of valid and reliable health
sources.
2.
Present health
information using a multimedia approach, adapting the wording and delivery
method for various topics and audiences.
3.
Assess the use of
refusal, negotiation, and assertiveness skills and recommend strategies for
improvement.
4.
Assess the use of
active and reflective listening.
5.
Analyze the
economic and political purposes and impacts of health messages found in the
media.
B. Decision-Making
1.
Demonstrate and
assess the use of decision-making skills in health and safety situations.
2.
Compare and
contrast the influence of peers, family, the media, and past experiences on the
use of decision-making skills and predict how these influences may change or
conflict as one ages.
3.
Predict social
situations and conditions that may require adolescents and young adults to use
decision-making skills.
4.
Discuss how
ethical decision-making requires careful thought and action.
5.
Critique
significant health decisions and discuss how the outcome(s) might have changed
if the appropriate communication and decision-making skills had been employed.
C. Planning and Goal Setting
1.
Analyze facts
that support or hinder the achievement of personal health goals.
E. Leadership, Advocacy, and Service
1.
Develop and
defend a position or opinion on a health issue or problem and educate students
and parents about the health issue or cause.
F. Health Services and Careers
1. Compare and contrast health and fitness services
available in the school and community, demonstrate how to access them, and
evaluate each comparing benefits and costs.
STANDARD 2.3 (DRUGS AND
MEDICINES) ALL STUDENTS WILL LEARN AND
APPLY INFORMATION ABOUT ALCOHOL, TOBACCO, AND OTHER DRUGS AND MEDICINES TO MAKE
DECISIONS THAT SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
A. Medicines
1.
Compare and
contrast commonly used over-the-counter medicines.
2.
Classify commonly
administered medicines and describe the potential side effects of each
classification.
3.
Recommend safe
practices for the use of prescription medicines.
4.
Compare and
contrast the benefits and dangers of naturally occurring substances, such as
herbs, organics, and supplements.
B. Alcohol, Tobacco, and Other Drugs
1.
Investigate the
relationship between tobacco use and respiratory diseases, cancer, heart
disease, stroke, and injuries.
2.
Investigate the
health risks posed to non-smokers by second hand/passive smoking.
3.
Analyze how the
use and abuse of alcohol impacts thinking, reaction time, and behavior.
4.
Investigate the
legal and financial consequences of the use, sale, and possession of illegal
substances.
5.
Discuss how the
use of alcohol and other drugs influences decision making and places one at
risk for sexual assault, pregnancy, and STD’s.
C. Dependency/Addiction and Treatment
1.
Analyze the
physical, social, and emotional indicators and stages of dependency.
2.
Discuss ways to
quit using substances and discuss factors that support the ability to quit.
3.
Analyze factors
that influence the use and abuse of alcohol, tobacco, and other drugs.
4.
Describe how
substance abuse affects the individual, the family, and the community.
5.
Discuss how
tolerance, synergistic effects, and antagonistic effects have an impact on the
use of drugs and medicines.
6.
Discuss theories
about dependency, such as genetic predisposition, gender-related
predisposition, and multiple risks.
STANDARD 2.4 (HUMAN
RELATIONSHIPS AND SEXUALITY) ALL
STUDENTS WILL LEARN THE PHYSICAL, EMOTIONAL, AND SOCIAL ASPECTS OF HUMAN
RELATIONSHIPS AND SEXUALITY AND APPLY THESE CONCEPTS TO SUPPORT A HEALTHY,
ACTIVE LIFESTYLE.
A. Relationships
1.
Discuss changes
in family structures and the forces that influence change.
2.
Analyze how
relationships evolve over time, focusing on changes in friendships, family, dating
relationships, and lifetime commitments such as marriage.
3.
Discuss factors
that enhance and sustain loving, healthy relationships.
4.
Differentiate
among affection, love, commitment, and sexual attraction.
5.
Describe the
signs of an unhealthy relationship and develop strategies to end it.
6.
Develop standards
for dating situations, such as dating in groups, setting limits, or only dating
someone of the same age.
B. Sexuality
1.
Analyze internal
and external pressures to become sexually active.
2.
Describe the
physical, emotional, and social benefits of sexual abstinence and develop
strategies to resist pressures to become sexually active.
3.
Discuss the
potential short and long-term physical, emotional, and social impacts of
adolescent sexual activity.
4.
Analyze how certain
behaviors place one at greater risk for HIV/AIDS, STD’s, and unintended
pregnancy.
5.
Compare and
contrast methods of contraception, risk reduction, and risk elimination and
explain how reliability, religious beliefs, age, gender, health history, and
cost may influence their use.
6.
Discuss topics
regarding sexual orientation.
C. Pregnancy and Parenting
1.
Describe the
potential impact of alcohol, tobacco, and other drugs, medicines, diseases, and
environmental hazards on pre-natal and post-natal development.
2.
Describe the
physical, economic, emotional, social, cultural and intellectual
responsibilities of parenthood.
3.
Analyze the
challenges and responsibilities of being a teen mother and/or teen father.
STANDARD 2.6 (FITNESS) ALL STUDENTS WILL APPLY HEALTH-RELATED AND
SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY,
ACTIVE LIFESTYLE.
A. Fitness and Exercise
1.
Summarize the
potential short and long-term physical, social, and emotional benefits of
regular physical activity.
2.
Differentiate how
body systems adapt to acute exercise vs. regular exercise over a period of time.
3.
Predict how
factors such as health status, interests, environmental conditions, and
available time impact personal fitness.
4.
Analyze the
positive and negative impacts of technological advances on exercise, health,
and fitness.
5.
Describe ways to
achieve a healthy body composition through healthy eating and physical
activity.
6.
Distinguish
between facts and fallacies regarding the marketing of fitness products,
services, and information.
B. Training
1.
Recognize signs
and symptoms that warrant exercise termination and possible follow-up with a
healthcare professional.
2.
Apply training
principles to establish a progression of activity that will improve each
component of fitness.
3.
Describe and
demonstrate various training methods, including isotonic, isometric, interval,
and circuit methods.
4.
Investigate the
physical, behavioral, legal, and competitive consequences of the use of
anabolic steroids and other performance-enhancing substances.
UNIT 1 - HYGIENE
A. Wellness
B. Physical Fitness
C. Personal Health
Objectives:
Each student will be able to:
1. List and understand the importance of the physical, mental/emotional, and social components of wellness.
2. Investigate how technology and medical advances impact wellness.
3. Identify the importance of being physically fit as it relates to:
- muscular strength
- muscular endurance
- flexibility
- cardiovascular endurance
- body compositions
- health problems/diseases
- quality of and length of life
- self esteem
4. Know how the body responds to exercise.
5. Identify both short and long-term physical, social, and emotional benefits of regular exercise.
6. Demonstrate knowledge about safe exercises and unsafe methods of exercise and why.
7. Compare and contrast health and fitness services available in the school and community, demonstrate how to access them, and evaluate each comparing benefits and costs.
8. Know proper use of personal hygiene and healthcare products.
9. Describe how to properly take care of and clean every part of their bodies.
10. Evaluate the impact of health behaviors on their and other’s wellness.
UNIT 2 – SOCIAL AND
EMOTIONAL HEALTH
A. Handling Emotions
B. Social Skills
Objectives:
Each student will be able to:
1. Learn how to recognize stressors and how to cope with stressful situations properly.
2. Understand how stress affects the body.
3. Describe the effects bullying, harassment, vandalism, and violence have on a community as well as individuals, and how to prevent and stop it from occurring.
4. Understand what factors affect self esteem and why self esteem is very important to a person’s wellness and health.
5. Describe body image.
6. Understand cultural differences and appreciate different ethnic backgrounds.
7. Describe development of social skills and understand the maturing process with reference to relationships, gender identification, healthy body image, and life skills.
UNIT 3 – LEADERSHIP,
ADVOCACY, AND SERVICE
A. Taking a Position
Objective:
Each student will be able to:
1. Develop and defend a position or opinion on a health issue or problem by researching it and writing a response to this topic in a brief position paper.
UNIT 4 -
COMMUNICATION
A. Effective Communication
B. Media
Objective:
Each student will be able to:
1. Be able to understand how to effectively relay information to others in positive ways.
2. Describe effective ways of communication.
3. Describe refusal skills and how and when to use them.
4. Understand what active listening is and how to do it.
5. Know how to be an effective speaker.
6. Understand how media communicates messages to people and become aware of messages being sent.
UNIT 5 –
DECISION-MAKING
A. Peer Pressure
B. Decision-Making Skills
Objectives:
Each student will be able to:
1. Describe social situations that may r