Core Content

*Social Development

Academic Skills

Concepts/Content Vocabulary

Essential Questions

1.1.1

Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).

1.1.2

Students will recommend and justify effective strategies (e.g., communication, problem solving, decision-making, refusal skills, anger management, conflict resolution, relaxation techniques, time management) for responding to stress, conflict, peer pressure and bullying.

1.1.10

Students will describe resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders).

3.2.1

Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of deposit), general types of investments (stocks, bonds, mutual funds)and develop a short-term financial plan.

4.3.2

Students will explain the purposes of technology tools (e.g., multimedia, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity in homes, schools, and jobs.

4.3.3

Students will explain how certain communication skills are related to the workplace:

letter writing (business letter)

nonverbal communication skills (e.g., body language, personal appearance, facial expression, posture, dress)

verbal skills

interview skills (e.g., friendly greeting, maintain eye contact, show enthusiasm about the job, respond positively and honestly, plan questions to ask, listen carefully, thank interviewer)

-Understand the concept of self-esteem, learn the characteristics of people who have high and low self-esteem, understand the many influences on self-esteem, and learn strategies for building their self-esteem.

-Encourage students to be creative and to think of ways to improve their coping skills.

-Students will develop skills that promote self-awareness.

-They will learn to be assertive in personal interactions, to set goals to improve self-esteem, and to express and cope with feeling in healthy ways.

-Students will develop coping skills for alleviating stress through time management.

-Learn how to prioritize their goals and make a plan to reach the goals.

-Students will outline a strategy for intervening to help a depressed friend. In addition, they will learn how to locate community resources when help is needed.

-Students will learn the importance of achieving financial goals.

-Students will identify various types of credit cards.

-Students will learn the difference between debit and credit cards.

-Students will be able to explain the purpose of various technology tools and what jobs they may be used for.

-Students will learn about communication skills needed for the workplace.

Depression

Suicide

Mental and emotional disorders

Anxiety disorder

Panic Phobia Mood disorder

Personality disorder

Schizophrenia

Adapt

Empathy

Personality

Self-concept

Self-esteem

Confidence

Resilience

Emotions

Mood swings

Anxiety

Emotional needs

Stress

Fight-or-flight response

Adrenaline Therapy

Family Therapy

Spending

Credit

Debit

Deposit

Money

Choice

Opportunity

Cost

Financial Institutions

Stocks

Bonds

Mutual Funds

Interest

Tax

Certificate of Deposit

Word Processing

Data Bases

Teleconferencing

Multimedia

Short Term Goal

Long Term Goal-setting

-Identify ways to build self-esteem including recognizing strengths and weaknesses.

-Identify goal-setting strategies and use them to create a plan for reaching a health-related goal.

-Analyze how self-esteem affects risk and protective factors.

-Use decision making skills to solve personal problems.

-Identify positive ways to express emotions.

-Identify ways to build resiliency.

-Demonstrate stress management techniques.

-Explore strategies for suicide prevention.

-Identify the prevalence of mental illness and the importance of early intervention and treatment.

-Distinguish types of mental disorders and explain.

-Examine components of healthy relationships.

-Develop strategies to manage inappropriate or harmful comments.

-Demonstrate refusal skills.

-Distinguish between planned and unplanned expenses

- Develop a system for keeping and using financial records variety of

sources

-Write a check correctly

-Explain the responsibilities that come with having a checking account

-Create a checking account register for your favorite celebrity list the expense category and each expense for a month. -Write a check for each listing the payee, the amount, the date, and sign it.

- Apply consumer skills to purchase decisions

-Distinguish factors that influence spending decisions for different individuals (e.g. marketing and advertising techniques)

-Describe ATM cards, debit cards, direct deposit and automatic withdrawals

-Distinguish which tool would be the most productive for the job at work or at home.

-Recognize the importance of setting financial goals

- List my short-term goals that can be achieved in fewer than two months

-List my medium term goals that make take two months to three years to achieve

List my long-term financial goals that may require three or more years to achieve

-Identify the benefits of saving money earned

-Use math skills to project saving goals

-Use technology skills to complete ILP, resume, cover letter etc.

4.1.4

Students will describe how a Career Interest Inventory, Learning Styles Inventory, and other formal assessments, job fairs, job shadowing, academic experiences/grades and hobbies are used in determining individual traits (e.g., interests, abilities, learning styles) and explain how knowledge of such traits is helpful in developing career goals for an Individual Learning Plan (ILP).

4.2.2

Students will describe team skills (e.g., goal setting, listening, following directions, communicating, questioning, problem-solving, dividing work) and explain why they are important in the workplace.

-Students will do an interest inventory.

-Students will explore careers, schools, etc. using career cruising.

-Students will do a career cluster survey.

-Students will become familiar with career pathways for high school.

Resources

Shadowing

Mentoring

-Locate education, income, etc. information relevant to various careers using the career cruising program.

-fill out an application and resume using correct format and language

-compare careers that interest me for advantages and disadvantages.

Suggested Assessments and Learning Activities

The ability to recover from problems or loss is? The ability to handle the stresses and changes of everyday life in a reasonable way is called? Frequent changes in emotional state are called? Why is being resilient important for mental and emotional health? Explain why might people who are often sad become sick more often? Write a short story about a teen who is stressed out. Be sure to include what is causing stress in the teen’s life and the healthful strategies that the teen uses to manage the stress. Write a poem about the different activities you can do to manage your emotions. Do moon swings make teens more likely to become depressed? Explain. Write a paragraph persuading others that people who are mentally ill deserve the same level of respect and care as people who are physical ill. Write an article describing the warning signs of suicide. What are some ways to provide support to someone who may be considering suicide? Write a short story about a teen who is depressed. Explain how the teen make a decision to get help and who the teen goes to for help.

Core Content 4.1

*Nutrition

Academic Skills

Essential Vocabulary

Learning Targets

1.2.1

Students will explain how nutrients (protein, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs).

1.2.2

Students will explain why key recommendations made in the Dietary Guidelines for Americans contributeto good health.

3.1.2

Students will explain factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate products and services based on these factors.

3.1.3

Students will describe various factors that influence consumer decisions, such as peer pressure, impulses, desire for status and advertising techniques (facts and figures, glittering generalities, jingles/slogans, endorsement, testimonial, bandwagon, emotional appeal, free gifts/rewards) and explain why they are influential.

-Students will find information about a nutrition related topic.

-They will read food labels to compare the nutrient contents of similar products.

-Students will also decide how to deal with family’s unhealthy diet.

-They will evaluate claims asserting that foods are natural or organic.

-They will analyze promotional techniques used in food advertisements.

Nutrients

Nutrition

Proteins

Carbohydrates

Fiber

Fats

Vitamins

Minerals

Appetite

Hunger

Calorie

My-plate

Overweight

Underweight

Body mass index

BMI

Body image

Eating disorder

Anorexia nervosa

Bulimia nervosa

Binge eating

-Identify the primary nutrients and describe their functions.

-Explain how the USA Department of Agriculture’s seven dietary guidelines and the most recent food pyramid can enhance proper nutrition.

-Recognize ways to make healthy food choices.

-List school and community nutritional resources.

-List elements of physical fitness. Examine the benefits of maintaining life-long fitness. -Identify and investigate available fitness resources.

-Create individual fitness goals. Explain how weight control is affected by caloric intake and energy expenditure.

-Explore the short and long term effects of poor nutrition and inactivity.

-Examine the causes, symptoms and short and long term consequences of eating disorders.

-Analyze the influence of media on

body imag

Core Content 4.1

*Tobacco, Alcohol, &Drugs

Academic Skills

Essential Vocabulary

Learning Targets

1.1.6

Students will explain how individual behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, nervous, digestive).

3.1.3

Students will describe various factors that influence consumer decisions, such as peer pressure, impulses, desire for status and advertising techniques (facts and figures, glittering generalities, jingles/slogans, endorsement, testimonial, bandwagon, emotional appeal, free gifts/rewards) and explain why they are influential.

-Students will develop skills for effectively refusing alcohol or other drugs.

-They will develop confidence in their choice to abstain by role-playing refusal strategies.

-Students will also practice how to make decisions and act assertively in potentially dangerous, alcohol-related situations.

-Students will develop skills in analyzing the appeal of advertising, devise strategies for supporting a friend, being assertive, and locating community resources.

Tolerance

Inhibition

Fetal alcohol syndrome

BAC

Abstain

Codependent

Intoxication

Rehabilitation

Nicotine

Nicotine patch

Emphysema

Depressant

Barbiturate

Tranquilizer

Opium

Morphine

Codeine

Heroin

Stimulant

Amphetamine

Cocaine

Crack

Hallucinogen

LSD

Marijuana

Anabolic steroid

-Define the short and long term effects of alcohol, tobacco, and other drugs.

-List guidelines for the safe use of medicine. -Recognize the legal consequences of alcohol, tobacco, and other drugs.

-Examine the impact of alcohol, tobacco and other drugs on individuals, families and communities.

-Examine the impact of peer pressure on alcohol, tobacco, and drugs.

-Identify practices that help to support a drug free lifestyle.

-Analyze media and marketing tactics used to promote alcohol, tobacco, and other drugs. -Practice interpersonal and communication skills, refusal negotiation, conflict management. -Recognize the signs of addiction.

-Explain the need for professional intervention. -Identify community resources available to support individuals.

Suggested Assessments and Learning Activities

Have students work in small groups to prepare and present a radio script that demonstrates the legal risks associated with using alcohol. Ask students to make a list of some behaviors that might indicate a person has an alcohol-related problem. Have students create posters illustrating the progressive nature of alcoholism. Select two students to read aloud the definition of abstain and refusal skills. Have small groups of students each brainstorm a list of influences that lead to tobacco use and a list of those that prevent it. Ask students to draw a rough outline of a human body. Then have students identify areas of the body subject to the long term effects of tobacco use, labeling the specific effect. Have students review one of the risk factors that contribute to drug abuse by creating drawings of a particular scenario relating to the risk factor. Have each student write a brief summary of one of the three main topics treating drug abuse, avoiding drugs, and alternatives to drugs use.

Core Content 4.1

*Safety

Academic Skills

Essential Vocabulary

Learning Targets

1.3.1

Students will explain how health hazards (e.g., firearms, motorized vehicles, all terrain vehicles, personal water craft, potentially unsafe or threatening situations) and safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations, wearing protective gear, notifying appropriate authority) may influence their personal health.

1.3.2

Students will explain how basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones) can help reduce the severity of injuries and save lives.

-List hazards in the home and describe behaviors that promote home safety.

-Describe hazards to the community and identify steps to take in preparing for disasters.

-Identify potential occupational hazards and describe ways to maintain safety in workplace.

-Describe potential recreational hazards and list safety guidelines.

-Apply the skill of locating community resources to find local facilities that offer help.

-Describe self-protective behaviors.

-Students will develop skills that will enable them to offer appropriate first aid in both life-threatening and less serious situations, and how to help a person in danger.

-Learn to administer the Heimlich maneuver for a choking emergency.

Poison Control Center

Occupational illness

Safe behavior

Assault

Rape Crisis Center

Survival Floating

Flammable Material

Neighborhood Crime Watch

Suffocation

Strain

Cardiopulmonary Resuscitation

Cardiac Arrest

Pressure Point

Heimlich Maneuver

Dislocation

Shock

Third-degree burn

Hypothermia

Open Fracture

-Recognize unhealthy or potentially dangerous situations and their consequences.

-Identify ways to avoid dangerous situations.

-Discuss safety guidelines for a variety of activities at home, school, and community. -Develop strategies to enhance personal safety.

-Explain how immediate response increases a victim’s chances of survival.

-Demonstrate proficiency in basic first-aid practice, DPR. Create personal disaster safety plans.

-Identify abusive behaviors. Recognize sexual harassment and identify methods to stop it.

-Describe ways to prevent and report violence at home, in school, and in the community.

-Investigate resources to assist those affected by abusive behaviors.

-Identify use and misuse of current technology. Investigate personal and legal consequences for the inappropriate use of technology.

-Analyze violence in the media and how it

impacts behavior.

Suggested Assessments and Learning Activities

Have students research how the 911 emergency telephone system works and report to the class on the system’s advantages. Have students collect items for preparation of an emergency first-aid kit. Ask students to give oral reports on safety in a particular occupation or recreational activity. Have groups of students create posters that summarize the safety tips for vehicle and bike operators. Have groups of student’s role-play different crime prevention behaviors. Have students use photographs from magazines and newspapers to create a poster that summarizes the guidelines for first aid. Have students find out where the main electrical , power and water switches are in their home.

Core Content

*Diseases

Academic Skills

Concepts/Content Vocabulary

Essential Questions

1.1.7

Students will describe symptoms, causes, patterns of transmission, prevention and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).

1.1.8

Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, inhalants, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity).

1.1. 11

Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, and decision-making) for maintaining mental and emotional health.

-Students will develop skills to help them use medicines correctly. -They will practice being assertive, evaluate health information, and applying the decision process to respond to a harmful public health situation.

-Students will practice refusal skills, locating community resources, and choosing abstinence.

-They will model the spread of HIV and will find up-to-date facts.

-Students will develop skills to help them evaluate health information and use the decide process to show appropriate concern for a friend’s health.

-They will learn how to protect themselves against some kinds of cancer.

Infectious disease

Microorganism

Pathogen

Bacteria

Toxin

Tetanus

Virus

Fungus

Protozoan

Botulism

Phagocytes

Hepatitis

B Cells

Cilia

Symptoms

Fever

Active immunity

Inflammation

Infertility

Genital herpes

Chancre

Chlamydia

Chancriod

Trichomoniasis

Human papilloma virus

Scabies

Insulin

Pap test

Arteriosclerosis

Malignant tumor

Mammogram

Heart attack

Stroke

-Identify pathogens and how they are transmitted.

-Discuss symptoms of common communicable diseases.

-Describe methods of prevention and treatment for communicable diseases.

-Recognize common non-communicable diseases.

-Identify risk factors for common non-communicable diseases.

-List signs and symptoms of common non-communicable diseases. ]-Describe risk reduction and prevention methods, including breast and testicular self exams.

-Identify common sexually transmitted diseases. -Recognize symptoms modes of transmission, including the absence of symptoms, associated pathogens for common sexually transmitted diseases.

-Determine risk-reducing behaviors in the prevention of STD’s.

-Recognize the importance of early detection and testing for sexually transmitted diseases. -Determine the economic, physical, mental, social, and emotional impact of communicable diseases.

-Identify preventive measures for communicable and non-communicable diseases.

Suggested Assessments and Learning Activities

Ask students to name four ways infectious diseases are spread. Then challenge students to come up with behaviors that could prevent the spread of infectious diseases. Have groups of students develop skits about the immune system. Have students use photographs clipped from magazines and newspapers to create a mural that illustrates the stages, treatment, and prevention of infectious diseases. Call on students to name an infectious disease and a healthy behavior that helps prevent the disease. Assign each student a number. Then have students shake hands with six classmates and record each one’s number. Draw three numbers at random and announce that students with t hose numbers have an STD. Have students create a chart summarizing the stages of HIV infection, modes of transmission, testing, and treatment.

Core Content

*Physical, Social, & Emotional changes

Academic Skills

Concepts/Content Vocabulary

Essential Questions

1.1.3

Students will explain how physical, social and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) 1.1.5

Students will identify the risks (e.g., STD’s unwanted pregnancies, HIV/AIDS) to being sexually active and strategies for delaying sexual activity (e.g., using refusal skills, talking with parents, doctors, counselors).2.2.1

Students will explain how physical, emotional/mental and social benefits result from regular participation in leisure/recreational, or competitive physical activities:  physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels)

social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self-expression, group interaction)

emotional/mental benefits (e.g., improved confidence, increased self-esteem, stress reduction, self-expression).occur during adolescence.

2.2.2

Students will recommend and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports.

-Students will develop fact-finding and observational skills will practice choosing abstinence.

-Students will develop skills that will help them evaluate parenting and family size.

-They will apply a method for coping with change.

-Students will develop skills to help them work well in groups, to locate and analyze information, and to help resolve disputes.

-They will also will learn ways to offer support to friends.

-Students will develop skills that will help them recognize the concerns people have as they mature.

-Students will learn to identify habits that promote wellness throughout adulthood and strategies for coping with death.

-Practice setting realistic and reachable goals.

Sickle-cell disease

Estrogen, then progesterone

Chromosomes

Pituitary gland

Labor

Cesarean section

Placenta

Fetal alcohol syndrome

Umbilical cord

Peer pressure

Autonomy

Values

Adolescence

Hospice

Terminal illness

Parkinson’s disease

Osteoporosis

Dementia

Generativity

-Recognize the impact of heredity and environment on growth and development. -Describe the development and maturation of the brain and its impact on behavior.

-Identify qualities and strategies for developing healthy relationships including healthy ways to manage or adapt to changes.

-Analyze how self-image, social norms and person beliefs may influence choices, behaviors and relationships.

-Identify ways to recognize, respect, and communicate personal boundaries for self and others.

-Develop and use effective communication skills including being able to discuss questions on sexuality with parents.

-Develop strategies to manage inappropriate comments or advances from others.

-Describe the benefits of sexual abstinence before marriage, and strategies that support the practice.

-Predict the impact of adolescent parenting.

Suggested Assessments and Learning Activities

Have students write a brief summary paragraph that explains how the endocrine system works, what the major endocrine glands are, and how the endocrine system affects the reproductive glands. the menstrual cycle. Invite an obstetric nurse or an obstetrician to talk. Have the class think of questions and problems that face adolescents. Have students use markers, paint, photographs to create eye-catching posters to promote responsible behavior in the school community. Ask students to write personal ads describing themselves and the type of person with whom they hope to establish a loving relationship when they become adults. Discuss different attitudes toward death that people can adopt and the reasons