Health OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT Course Code

Health OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT Course Code
OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT
Revised 6/2009
MIDDLE SCHOOL COURSE OUTLINE
Department
Health
Course Title
Health Education 7 SDAIE
Course Code
Abbreviation
Health Ed 7 SDA
Grade Level
Course Length
1 Semester
Required
X
2104
7
Elective
Teacher Certification
BCLAD, BCC or CLAD, LDS, SB 1969, SB 395
Prerequisites
Currently enrolled in ELD 3
COURSE DESCRIPTION:
Health Education SDAIE is a 7th grade course designed for English Language Learners who are at the
Intermediate and Early Advanced levels of listening, speaking, reading and writing in English. Stiudents
in this course cover the same content and utilize the same basic textbook as their Fluent English Speaker
counterparts. The course varies in the pacing, instructional methodology, and supplemental materials.
These materials are designed to provide depth vs. breadth of the content standards, more
comprehensible input, and literacy development through the content area.
This course is designed to assist students in obtaining accurate information, developing lifelong positive
attitudes and behaviors, and making wise decisions related to their personal health. Study will include
personal and community health; mental, emotional, and social health; injury prevention and safety; nutrition
and physical activity; alcohol, tobacco, and other drugs; growth, development, and sexual health. Central
themes are the acceptance of personal responsibility for lifelong health, respect for and promotion of the
health of others, an understanding of the process of growth and development, and informed use of healthrelated information, products, and services.
GOALS:
•
•
•
•
•
•
•
•
•
•
•
•
Explore health concepts in depth.
Analyze and solve real-life health problems.
Work cooperatively on tasks that develop and enhance their conceptual understanding of health.
Develop lifelong positive attitudes and behaviors related to health.
Incorporate health-related knowledge into everyday behavior.
Understand the effects of personal behavior on the health and well-being of others.
Understanding the influence that people have on the environment and the way in which elements with the
environment affect the health of groups and individuals.
Express concern for the health of others in the family, school, peer group, and community.
Understand the aspects of physical, mental, emotional, and social growth and development common to all
people as well as those aspects that are unique to individuals.
Think critically about health-related information and be a selective consumer of health-related services
and products.
Continue the development of critical thinking skills, especially decision-making.
Explore career options in health.
Health Education 7 SDAIE
Page 2
ACADEMIC LITERACY IN SDAIE CONTENT-AREA CLASSES FOR ELLS AT LEVELS 3 AND LONGTERM ENGLISH LEARNERS
The ELD Standards of reading, writing, listening and speaking describe the linguistic pathway that ELLs
take to achieve academic literacy in English. SDAIE content area classes play an important role in
developing and strengthening students’ progress towards this goal. Students should be encouraged to
expand their English skills, even though grammatical and vocabulary approximations will occur during this
process.
When content-area information and materials have been made comprehensible through instruction in the
SDAIE class, ELLs at each level will progress through the following phases of developing academic
literacy in English. The students’ degrees of literacy in their primary language will significantly affect the
pace that students move through these levels.
ELD Level 3
Upon entering ELD Level 3, students are increasing their control of academic English proficiency about
topics that have been explicitly taught to them and some topics that may be new to them. There will be
wide gaps in vocabulary. ELLs progressing through this level will:
ƒ participate in group/class projects, discussions and presentations with simple sentences and complex
sentences (with increasing accuracy and fluency when given modeling and constructive feedback)
ƒ use content area reading strategies (especially pre-reading, KWL, academic participation cards,
anticipation guides, Reciprocal Teaching and Question/Answer Relationships) to analyze concepts
from taught texts and other course reading materials. By the end of level 3, ELLs are able to
comprehend most texts written at 4th grade level. Students continue to need extensive modeling and
direct instruction, especially when encountering figurative language and sentences with numerous
clauses.
ƒ respond to Curriculum Embedded Assessment prompts (read to them and clarified for them as
needed) orally and with simple and complex sentence structures.
ƒ use writing in a variety of ways such as, but not limited to, class note-taking, learning logs, interactive
notebooks, response logs, and completing student handouts, homework, and class projects. Students
continue to need extensive modeling and direct instruction, especially when writing at differing formality
levels for a variety of audiences.
ƒ understand the need for using test-taking strategies (using taught vocabulary) on the required
district/state assessments, such as, End of Course Exams (with alternate presentation and response),
and STAR.
Long-Term English Learners
Long-term English learners demonstrate a significant gap between their oral English fluency (high) and
their English literacy proficiency (low), even though they have had many years of instruction in English.
ELLs progressing through this level will:
ƒ participate in group/class projects, discussions and presentations with sentences that demonstrate
conversational English proficiency.
ƒ need to be taught how to use content area reading strategies (especially pre-reading, KWL, academic
participation cards, anticipation guides, Reciprocal Teaching and Question/Answer Relationships) to
analyze concepts from taught texts and other course reading materials. Students need extensive
modeling, direct instruction, and oral discussions before, during and after reading.
ƒ respond to Curriculum Embedded Assessment prompts (clarified orally to them as needed). Students
need extensive modeling, direct instruction, and oral discussions to move them beyond writing
sentences that reflect only conversational English.
Health Education 7 SDAIE
Page 3
ƒ
ƒ
use writing in a variety of ways such as, but not limited to, class note-taking, learning logs, interactive
notebooks, response logs, and completing student handouts, homework, and class projects. Students
continue to need extensive modeling and direct instruction, especially when writing at differing formality
levels for a variety of audiences.
understand the need for using test-taking strategies on the required district/state assessments, such
as, End of Course Exams, CST, and CELDT.
CALIFORNIA CONTENT STANDARDS:
1.
2.
3.
4.
5.
6.
7.
8.
All students will comprehend essential concepts related to enhancing health. (Essential Health
Concepts, EC)
All students will demonstrate the ability to analyze internal and external influences that affect health.
(Analyzing Health Influences, AI)
All students will demonstrate the ability to access and analyze health information, products, and
services. (Accessing Valid Health Information, AVI)
All students will demonstrate the ability to use interpersonal communication skills to enhance health.
(Interpersonal Communication, IC)
All students will demonstrate the ability to use decision-making skills to enhance health. (DecisionMaking, DM)
All students will demonstrate the ability to use goal-setting skills to enhance health. (Goal Setting, GS)
All students will demonstrate the ability to practice behaviors that reduce risk and promote health.
(Practicing Health-Enhancing Behaviors, PB)
All students will demonstrate the ability to promote and support personal, family, and community health.
(Health Promotion, HP)
DISTRICT PERFORMANCE STANDARDS:
The Long Beach Unified School District has common assessments and assignments that are required for
Health Education. The Performance Standard Criteria is shown in the table below. The objective is to
have all students achieve at or above the Proficient Level and receive a C or better in the course.
Performance level is determined by the average of the Assessments or Assignments.
Health Education Performance Standard Criteria
Assessment/
Assignments
Not Proficient
1
Partial Proficient
2
Proficient
3
Graded Student
Work
Written
Responses,
Performancebased
Assessments
End-of-Course
Exam
Average is a 1 or
less than 60%
Average is a 2 or
60% - 69%
Average is a 3 or
70% - 84%
Advanced
Proficient
4
Average is a 4 or
85% - 100%
1
2
3
4
Less than 51%
52% - 69%
70% - 85%
86% - 100%
Health Education 7 SDAIE
Page 4
OUTLINE OF CONTENT AND TIME ALLOTMENT
The Health Education units of study are based on the Health Education Content Standards for
California Public Schools (2008). Effective health education emphasizes the connections between
the content areas of health so that students can explore the inter-relationships in health.
The time allotment reflects 18 weeks of instruction. The time allotment identified is to serve as a guide, not a
mandate, for instructional time.
The essential Performance Indicators are reflected in bold print in each outlined unit of study.
Personal and Community Health (PCH)
14 days
The area of health education that focuses on the priority a person assigns to being health literate,
maintaining and improving health, preventing disease, and reducing health-related risk behaviors.
Included in this instructional area is staying informed about environmental issues, initiatives to protect the
environment, and being a health advocate for the environment. Community health education focuses on
acquiring knowledge of laws to protect health, recognizing consumer rights, choosing healthful
entertainment, analyzing ways messages are delivered through technology, making responsible choices
about health care providers and products, and investigating public health needs.
Performance Indicators for Personal and
Community Health (PCH)
Standard 1: Essential Concepts
1.1.P
Describe the importance of
health-management strategies
(e.g., those involving adequate
sleep, ergonomics, sun safety,
hearing protection, and self
examination).
1.2.P
Identify the importance of ageappropriate medical services.
1.3.P
Identify Standard (Universal)
Precautions and why they are
important. (also IPS, GDSH)
1.4.P
Examine the causes and
symptoms of communicable
and non-communicable
diseases.
1.5.P
Discuss the importance of
effective personal and dental
hygiene practices for
preventing illness.
1.6.P
Identify effective brushing and
flossing techniques for oral care.
1.7.P
Identify effective protection for
teeth, eyes, head, and neck
during sports and recreation
activities. (also IPS)
1.8.P
Identify ways to prevent vision or
hearing damage.
1.9.P
Identify ways that
environmental factors,
including air quality, affect our
health.
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
What does it mean to
be healthy?
From the
Health
Education
Assessment
Guide for
Middle Schools
•
What responsibilities
do individuals have
toward maintaining
their health?
How do healthy
lifestyle choices
prevent illness?
What are healthy
ways to manage
chronic disease?
How is one’s health
and safety affected
by the environment?
What responsibilities
do individuals have
toward the
environment?
What is the
importance of utilizing
effective
communication
skills?
What is the
•
•
•
Short/Extended
Response
Performance
Based
Assessments:
Personal
Hygiene
(EC/PB)
Selecting and
Using Health
Care Products
and Services
(EC/AI)
Preventing
Disease and
Infection
(EC/PB)
Environmental
Hazards
(EC/PH)
•
•
Chapters 1, 2, 5, 12,
15: Teen Health 2,
Glencoe
Teachers’ Edition: pp.
TM24-25
Textbook Support
Resources
http://www.glencoe.c
om/sec/health/th2200
5/index.php/ca
HealthTeacher,
ToucanEd
AudioVisuals
available from OMS
and SMRC
Health Education 7 SDAIE
Page 5
Performance Indicators for Personal and
Community Health (PCH)
Essential Questions
& Key Vocabulary
1.10.P
importance of utilizing
effective decision
making skills?
Identify human activities that
contribute to environmental
challenges (e.g., air, water an
noise pollution).
1.11.P
Describe global influences on
personal and community health.
1.12.P
Identify ways to reduce
exposure to the sun.
Standard 2: Analyzing Influences
2.1.P
Analyze a variety of influences
that affect personal health
practices.
2.2.P
Analyze how environmental
pollutants, including noise
pollution, affect health.
2.3.P
Analyze the relationship between
the health of a community and the
global environment.
2.4.P
Analyze the influence of culture,
media, and technology on health
decisions.
2.5.P
Analyze the social influences that
encourage or discourage sunsafety practices.
Standard 3: Accessing Valid Information
3.1.P
Demonstrate the ability to
access information about
personal health products (e.g.,
deodorant, shampoo,
sunscreen, and dental care
products), and evaluate the
information’s validity.
3.2.P
Access valid information about
preventing common
communicable diseases.
3.3.P
Locate resources in school, in the
community, and on the Internet
for first aid information and
training, and assess the validity of
the resources. (also IPS)
3.4.P
Demonstrate how to access
school and community health
services.
Standard 4: Interpersonal Communication
4.1.P
Practice how to make a healthrelated consumer complaint.
4.2.P
Use assertive communication
skills to avoid situations that
increase risk of communicable
disease or illness.
Standard 5: Decision Making
5.1.P
Apply a decision-making
process to determine safe and
healthy strategies for dealing
with personal health problems.
5.2.P
Apply a decision-making process
when selecting healthcare
What is the
importance of setting
goals?
How can we promote
personal and
community health?
antibodies
attitudes
balance
behavior
biodegradable
carcinogen
chronic
communicable
communication
conservation
decision-making
disease
goals
goal-setting
health
immunity
pollution
recycle
sanitation
toxic
transmission
values
wellness
Key
Assignments/
Assessments
Performance
Events and
Tasks:
Community and
Health Services
(EC/HP)
Textbook and
Supplemental Materials
Health Education 7 SDAIE
Page 6
Performance Indicators for Personal and
Community Health (PCH)
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
products.
Analyze the characteristics of
informed health choices.
Standard 6: Goal Setting
6.1.P
Establish goals for improving
personal and community
health.
6.2.P
Design a plan to minimize
environmental pollutants,
including noise at home and in the
community.
6.3.P
Create a plan to incorporate
adequate rest and sleep in daily
routines.
Standard 7: Practicing Health-Enhancing
Behaviors
7.1.P
Practice and take responsibility
for personal and dental hygiene
practices.
7.2.P
Describe situations where
Standard (Universal)
Precautions are appropriate.
(also IPS, GDSH)
Standard 8: Health Promotion
8.1.P
Promote the importance of regular
screenings and medical
examinations.
8.2.P
Demonstrate the ability to be a
positive peer role model in the
school and community.
8.3.P
Demonstrate ways to accept
responsibility for conserving
natural resources.
5.3.P
Mental, Emotional, and Social Health (MESH)
12 days
The area of health education that includes the ability to express needs, wants, and emotions in positive
ways; to manage anger and conflict; and to deal with frustrations. Included in this area are practicing life
skills, making responsible decisions, developing good character, following a plan to manage stress, and
being resilient during difficult times.
Performance Indicators
Standard 1: Essential Concepts
1.1.M
Explain positive social
behaviors (e.g., helping others,
being respectful to others,
cooperation, consideration).
1.2.M
Identify a variety of nonviolent
ways to respond when angry or
upset. (also IPS)
1.3.M
Identify qualities that contribute
to a positive self-image.
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
Where can we
access valid
information about
mental, emotional,
and social health
services?
From the
Health
Education
Assessment
Guide for
Middle Schools
•
What is the
importance of utilizing
effective
•
•
•
Short/Extended
Response
Ch. 7, 8: Teen Health
2, Glencoe
Teachers’ Edition: pp.
TM24-25
Textbook Support
Resources
http://www.glencoe.c
om/sec/health/th2200
5/index.php/ca
Health Education 7 SDAIE
Page 7
Performance Indicators
Essential Questions
& Key Vocabulary
1.4.M
communication skills
to promote mental,
emotional and social
health?
Describe how emotions change
during adolescence. (also
GDSH)
1.5,M
Recognize diversity among
people, including disability,
gender, race, sexual
orientation, and body size.
(also IPS)
1.6.M
Describe the changing roles and
responsibilities of adolescents as
members of the family and
community.
1.7.M
Describe the benefits of having
positive relationships with
trusted adults.
1.8.M
Analyze the harmful effects of
using diet pills without physician
supervision.
1.9.M
Identify the signs of various
eating disorders.
1.10.M
Describe signs of depression,
potential suicide, and other
self-destructive behaviors.
1.11.M
Describe common mental
health conditions and why
seeking professional help for
these conditions is important.
Standard 2: Analyzing Influences
2.1.M
Analyze internal and external
influences on mental,
emotional, and social health.
2.2.M
Analyze techniques that are
used to pressure someone to
engage in or be a target of
violence behavior. (also IPS)
2.3.M
Analyze the influence of culture
on family values and practices.
Standard 3: Accessing Valid Information
3.1.M
Access accurate sources of
information and services about
mental, emotional, and social
health.
3.2.M
Describe situations for which
adult help is needed, including
intimidating and dangerous
situations, and how to access
such help for oneself and
others. (also IPS)
3.3.M
Identify trusted adults to report
to if people are in danger of
hurting themselves or others.
3.4.M
Analyze situations to determine
whether they call for acts of caring
among friends or require getting
the help of trusted adults.
Standard 4: Interpersonal Communication
What is the
importance of utilizing
effective decision
making skills?
What is the
importance of setting
goals?
What does it mean to
have a positive body
image and accept the
differences of others?
How do media and
societal norms affect
self concept and
body image?
How can we promote
positive mental,
emotional and social
health at school and
in our community?
Anorexia Nervosa
Bulimia
emotions
consideration
conflict resolution
coping
depression
disordered eating
diversity
respect
self-image
suicide
tolerance
Key
Assignments/
Assessments
Performance
Based
Assessments:
Stress
Management
(EC/AVI)
Resources and
Support
(EC/AVI)
Suicide
Prevention
(EC/AVI)
Performance
Events and
Tasks:
Stress
Management
(EC/PB)
Resources and
Support
(EC/AVI)
Textbook and
Supplemental Materials
•
•
HealthTeacher,
ToucanEd
AudioVisuals
available from OMS
and SMRC
Health Education 7 SDAIE
Page 8
Performance Indicators
4.1.M
Seek help from trusted adults
for oneself or a friend with an
emotional or social health
problem.
Standard 5: Decision Making
5.1.M
Apply decision-making processes
to a variety of situations that
impact mental, emotional, and
social health.
5.2.M
Monitor personal stressors and
assess techniques for managing
them.
5.3.M
Describe healthy ways to express
caring, friendship, affection, and
love.
5.4.M
Describe situations for which
someone would seek help with
stress, loss, an unrealistic body
image, and depression.
5.5.M
Analyze the importance of
setting personal boundaries for
privacy, safety, and
expressions of emotions and
opinions.
Standard 6: Goal Setting
6.1.M
Develop achievable goals for
handling stressors in healthy
ways.
Standard 7: Practicing Health-Enhancing
Behaviors
7.1.M
Demonstrate effective coping
mechanisms and strategies for
managing stress.
7.2.M
Practice respect for individual
differences and diverse
backgrounds. (also IPS)
7.3.M
Participate in clubs, organizations,
and activities in the school and
community that offer opportunities
for student and family
involvement.
7.4.M
Practice personal boundaries in
a variety of situations.
7.5.M
Demonstrate skills to avoid or
escape from potentially violent
situations, including dating.
(also IPS)
Standard 8: Health Promotion
8.1.M
Promote a positive and
respectful school environment.
8.2.M
Object appropriately to teasing of
peers and community members
based on perceived personal
characteristics and sexual
orientation. (also IPS)
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
Health Education 7 SDAIE
Page 9
Nutrition and Physical Activity (NPA)
16 days
Nutrition encompasses healthy eating, which is associated with reduced risk of many diseases, including
the three leading causes of death—heart disease, cancer, and stroke. Healthy eating in childhood and
adolescence is important for proper growth and development and can prevent obesity, type 2 diabetes,
dental caries, and many other health problems. Physical activity is any body movement that is produced
by skeletal muscle and that substantially increases energy expenditure.
Performance Indicators for Nutrition and
Physical Activity (NPA)
Standard 1: Essential Concepts
1.1.N
Describe the short- and longterm impact of nutritional
choices on health.
1.2.N
Identify nutrients and their
relationships to health.
1.3.N
Examine the health risks caused
by food contaminants.
1.4.N
Describe how to keep food safe
through proper food purchasing,
preparation, and storage
practices.
1.5.N
Differentiate between diets that
are health-promoting and diets
linked to disease.
1.6.N
Analyze the caloric and
nutritional value of foods and
beverages.
1.7.N
Describe the benefits of eating a
variety of foods high in iron,
calcium, and fiber.
1.8.N
Identify ways to prepare food that
are consistent with current
research-based guidelines for a
nutritionally balanced diet.
1.9.N
Analyze the harmful effects of
engaging in unscientific diet
practices to lose or gain weight.
1.10.N
Identify the impact nutrition has
on chronic disease.
1.11.N
Analyze the cognitive and
physical benefits of eating
breakfast daily.
1.12.N
Examine the role of lifelong
fitness activities in maintaining
personal fitness, blood
pressure, weight, and
percentage of body fat.
1.13.N
Explain how to use a Body Mass
Index (BMI) score as a tool for
measuring general health.
1.14.N
Identify ways to increase daily
physical activity.
1.15.N
Explain that incorporating daily
moderate or vigorous physical
activity into one’s life does not
require a structured exercise plan
or special equipment.
1.16.N
Differentiate between physical
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
What is a balanced
diet?
From the
Health
Education
Assessment
Guide for
Middle Schools
•
How does fitness
affect health?
Where can one
access valid nutrition
and fitness
information?
What is the
importance of utilizing
effective
communication skills
around the issues of
nutrition and fitness?
What is the
importance of utilizing
effective decision
making skills?
What is the
importance of setting
goals?
How can we promote
healthy eating and
physical activity?
•
•
Short/Extended
Response
Performance
Based
Assessments:
Healthy Eating
(EC/PB)
Food Choices
(EC/DM)
Influences on
Physical Activity
(EC/DM)
Choosing
Physical Activity
(EC/AVI)
Performance
Events and
Tasks:
Influences on
Food Choices
(EC/AI)
calories
carbohydrates
diet
fats
fitness
malnutrition
nutrients
obesity
proteins
saturated
supplements
vigorous
•
Healthy Physical
Activity (EC/HP)
Physical Activity
and Food
Choices
(EC/GS)
•
•
•
•
•
Ch. 3, 4: Teen Health
2, Glencoe
Teachers’ Edition: pp.
TM24-25
Textbook Support
Resources
http://www.glencoe.c
om/sec/health/th2200
5/index.php/ca
HealthTeacher,
ToucanEd
www.MyPyramid.gov
Exercise Your
Options, Dairy
Council of California
www.dairycouncilofca
.org
AudioVisuals
available from OMS
and SMRC
Health Education 7 SDAIE
Page 10
Performance Indicators for Nutrition and
Physical Activity (NPA)
activity and exercise and healthrelated and skill-related fitness.
Standard 2: Analyzing Influences
2.1.N
Describe the influence of
culture and media on body
image.
2.2.N
Evaluate internal and external
influences on food choices.
2.3.N
Analyze the impact of nutritional
choices on future reproductive
and prenatal health.
2.4.N
Analyze the influence of
technology and media on physical
activity.
Standard 3: Accessing Valid Information
3.1.N
Distinguish between valid and
invalid sources of nutrition
information.
3.2.N
Evaluate the accuracy of claims
about dietary supplements and
popular diets.
3.3.N
Describe how to access nutrition
information about foods offered in
restaurants in one’s community.
3.4.N
Identify places where youths and
families can be physically active.
3.5.N
Identify trusted adults in one’s
family, school, and community for
advice and counseling regarding
healthy eating and physical
activity.
Standard 4: Interpersonal Communication
4.1.N
Demonstrate the ability to use
effective skills to model healthy
decision making and prevent
over consumption of foods and
beverages.
4.2.N
Practice effective communication
skills with parents, guardians, or
trusted adults regarding healthy
nutrition and physical activity
choices.
Standard 5: Decision Making
5.1.N
Use a decision-making process
to evaluate daily food intake for
nutritional requirements.
5.2.N
Identify recreational activities that
increase physical activity.
5.3.N
Contrast healthy and risky
approaches to weight
management.
5.4.N
Analyze the physical, mental,
and social benefits of physical
activity.
Standard 6: Goal Setting
6.1.N
Make a personal plan for
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
Health Education 7 SDAIE
Page 11
Performance Indicators for Nutrition and
Physical Activity (NPA)
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
improving one’s nutrition and
incorporating physical activity
into daily routines.
6.2.N
Set a goal to increase daily
physical activity.
Standard 7: Practicing Health-Enhancing
Behaviors
7.1.N
Make healthy food choices in a
variety of settings.
7.2.N
Examine proper food handling
safety when preparing meals and
snacks.
7.3.N
Assess personal physical activity
levels.
7.4.N
Examine ways to be physically
active throughout a lifetime.
Standard 8: Health Promotion
8.1.N
Encourage nutrient-dense food
choices in school.
8.2.N
Support increased opportunities
for physical activity at school and
in the community.
8.3.N
Encourage peers to eat healthy
foods and be physically active.
Injury Prevention and Safety (IPS)
12 days
The area of health education that focuses on safety practices to reduce the risk of unintentional injuries to
self and others. Included in this area are practicing protective factors to reduce violence, gang prevention,
weapons, safety guidelines for weather or natural disasters, fires, poisoning, bicycling and sport safety,
motor vehicle safety, and helping others with basic first aid skills.
Performance Indicators for Injury Prevention
and Safety (IPS)
Standard 1: Essential Concepts
1.1.S
Describe the differences
between physical, verbal, and
sexual violence.
1.2.S
Explain how witnesses and
bystanders can help prevent
violence by reporting
dangerous situations.
1.3.S
Describe how the presence of
weapons increases the risk of
serious violent injuries.
1.4.S
Discuss the importance of
reporting weapon possession.
1.5.S
Explain how violence, aggression,
bullying, and harassment affect
health and safety.
1.6.S
Identify trusted adults to whom
school or community violence
should be reported.
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
What is safety and
emergency
preparedness?
From the
Health
Education
Assessment
Guide for
Middle Schools
•
How can conflict be
resolved in nonviolent
ways?
How can an
individual impact the
safety and well-being
of others?
Where can one
access valid
information and help
when confronted with
violence?
•
•
•
Short/Extended
Response
Performance
Based
Assessments:
Violence
Prevention 1
(EC/DM)
•
•
•
Chapters 9,14: Teen
Health 2, Glencoe
Teachers’ Edition: pp.
TM24-25
Textbook Support
Resources
http://www.glencoe.c
om/sec/health/th2200
5/index.php/ca
Too Good for
Violence, Mendez
Foundation
http://www.mendezfo
undation.org/educatio
ncenter/app/
In Touch with Teens
and Sexual
Harassment, LA
Health Education 7 SDAIE
Page 12
Performance Indicators for Injury Prevention
and Safety (IPS)
Describe possible legal
consequences of sexual
harassment and violence.
1.8.S
Describe types of sexual
harassment and ways to report
them.
1.9.S
Describe the behavioral and
environmental factors associated
with major causes of death in the
United States.
1.10.S
Identify basic safety guidelines
for emergencies and natural
disasters.
1.11.S
Identify ways to prevent
climate-related physical
conditions such as physical
exhaustion, sunburn, heat
stroke, and hypothermia.
1.12.S
Examine safety hazards
associated with Internet usage.
1.13.S
Explain ways to prevent fires
and reduce the risk of firerelated injuries.
1.14.S
Explain ways to reduce risk of
injuries in and around water.
1.15.S
Explain ways to reduce the risk of
injuries (including oral injuries)
that can occur during sports and
recreational participation.
Standard 2: Analyzing Influences
2.1.S
Analyze how the media portrays
fire and explosives.
2.2.S
Evaluate individual, group, and
societal influences that
promote cooperation and
respectful behaviors and those
that promote violence and
disrespectful behaviors.
Standard 3: Accessing Valid Information
3.1.S
Analyze sources of information
regarding injury and violence
prevention.
3.2.S
Demonstrate the ability to access
accurate sources of information
about abuse, violence, and
bullying.
Standard 4: Interpersonal Communication
4.1.S
Report to a trusted adult
situations that could lead to
injury or harm.
4.2.S
Use communication and refusal
skills to avoid violence, gang
involvement, and risky
situations.
4.3.S
Describe ways to manage
interpersonal conflicts
Essential Questions
& Key Vocabulary
1.7.S
What is the
importance of utilizing
effective
communication skills
to decrease
violence?
What is the
importance of utilizing
effective decision
making skills?
What is the
importance of setting
goals?
How can we promote
safety and nonviolence?
abuse
aggression
assault
assertive
bullying
conflict
demeaning
emergency
gangs
harassment
hazards
intimidation
mediation
neglect
negotiation
precautions
prejudice
rape
violence
weapons
Key
Assignments/
Assessments
Violence
Prevention 2
(EC/PB)
Textbook and
Supplemental Materials
•
Motorized
Vehicle Safety
(EC/HP)
Home Safety
(CC/HP)
Performance
Events and
Tasks:
Water Safety
(EC/PB)
•
Commission on
Assaults Against
Women
HealthTeacher,
ToucanEd
AudioVisuals
available from OMS
and SMRC
Health Education 7 SDAIE
Page 13
Performance Indicators for Injury Prevention
and Safety (IPS)
nonviolently.
Demonstrate ways to ask a parent
or other trusted adult for help with
a threatening situation.
4.5.S
Describe characteristics of
effective communication.
4.6.S
Differentiate between passive,
aggressive, and assertive
communication.
4.7.S
Locate resources in school, in the
community, and on the Internet
for first aid information and
training, and assess the validity of
the resources.
Standard 5: Decision Making
5.1.S
Use a decision-making process to
examine risky social and dating
situations.
5.2.S
Apply a decision-making
process to avoid potentially
dangerous situations, such as
gang activities, violence in
dating, and other social
situations.
5.3.S
Use a decision-making process to
analyze the consequences of
gang involvement.
5.4.S
Evaluate why some students are
bullies.
5.5.S
Apply decision-making or
problem-solving steps to
hypothetical situations
involving assault and
intimidation, including sexual
harassment.
Standard 6: Goal Setting
6.1.S
Make a personal commitment
to avoid persons, places, or
activities that encourage
violence or delinquency.
6.2.S
Create a personal-safety plan.
Standard 7: Practicing Health-Enhancing
Behaviors
7.1.S
Practice first aid and
emergency procedures.
7.2.S
Practice ways to solve conflicts
nonviolently.
7.3.S
Practice the safe use of
technology.
Standard 8: Health Promotion
8.1.S
Support changes to promote
safety in the home, at school,
and in the community.
8.2.S
Design a campaign for preventing
violence, aggression, bullying,
and harassment.
4.4.S
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
Health Education 7 SDAIE
Page 14
Performance Indicators for Injury Prevention
and Safety (IPS)
8.3.S
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
Demonstrate the ability to
influence others’ safety behaviors
(e.g., wearing bicycle helmets and
seat belts).
Alcohol, Tobacco, and Other Drugs (ATOD)
16 days
The area of health education that focuses on safe use of prescription and over-the-counter drugs, not
drinking alcohol, avoiding tobacco use, not being involved in illegal drug use, and practicing protective
factors.
Performance Indicators for Alcohol, Tobacco,
and Other Drugs (ATOD)
Standard 1: Essential Concepts
1.1.A
Describe the short- and longterm harmful effects of alcohol,
tobacco, and other drugs,
including steroids,
performance-enhancing drugs
and inhalants.
1.2.A
Describe the relationship
between using alcohol,
tobacco, and other drugs and
engaging in other risky
behaviors.
1.3.A
Explain the dangers of drug
dependence and addiction.
1.4.A
Describe the consequences of
using alcohol, tobacco, and
other drugs during pregnancy,
including fetal alcohol
spectrum disorders.
1.5.A
Analyze the harmful effects of
using diet pills without physician
supervision.
1.6.A
Explain the short- and long-term
consequences of using alcohol
and other drugs to cope with
problems.
1.7.A
Explain why most youths do not
use alcohol, tobacco, and other
drugs.
1.8.A
Explain school policies and
community laws related to use,
possession, and sale of alcohol,
tobacco, and illegal drugs.
Standard 2: Analyzing Influences
2.1.A
Analyze internal influences that
affect the use and abuse of
alcohol, tobacco, and other
drugs.
2.2.A
Evaluate the influence of
marketing and advertising
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
How do drugs impact
health?
From the
Health
Education
Assessment
Guide for
Middle Schools
•
What is the difference
between drug use,
misuse, and abuse?
How does drug use
increase risk of being
involved in
dangerous
situations?
Where can we
access valid
information and help
regarding legal and
illegal drugs?
What is the
importance of utilizing
effective
communication
skills?
What is the
importance of utilizing
effective decision
making skills?
What is the
importance of setting
goals?
How can we promote
a drug-free lifestyle?
•
•
•
Short/Extended
Response
Performance
Based
Assessments:
Short and Long
Term
Consequences
of Alcohol Use
(EC/HP)
Influences on
Tobacco Use
(EC/AI)
Decision Making
and Tobacco
(EC/DM)
Tobacco
Cessation
(EC/IC)
Performance
Events and
Tasks:
Benefits of
Being Tobacco
Free (EC/AI)
•
•
•
•
Chapters 10,11: Teen
Health 2, Glencoe
Teachers’ Edition: pp.
TM24-25
Textbook Support
Resources
http://www.glencoe.c
om/sec/health/th2200
5/index.php/ca
Project Alert
www.projectalert.com
HealthTeacher,
ToucanEd
AudioVisuals
available from OMS
and SMRC
Health Education 7 SDAIE
Page 15
Performance Indicators for Alcohol, Tobacco,
and Other Drugs (ATOD)
techniques and how they affect
alcohol, tobacco, and other
drug use and abuse.
2.3.A
Analyze family and peer
pressure as influences on the
use of alcohol, tobacco, and
other drugs.
Standard 3: Accessing Valid Information
3.1.A
Analyze the validity of
information, products, and
services related to the use of
alcohol, tobacco, and other
drugs.
Standard 4: Interpersonal Communication
4.1.A
Use effective refusal and
negotiation skills to avoid risky
situations, especially where
alcohol, tobacco, and other
drugs are being used.
Standard 5: Decision Making
5.1.A
Use a decision-making process
to avoid using alcohol,
tobacco, and other drugs in a
variety of situations.
Standard 6: Goal Setting
6.1.A
Develop short- and long-term
goals to remain drug free.
Standard 7: Practicing Health-Enhancing
Behaviors
7.1.A
Use a variety of effective coping
strategies when there is alcohol,
tobacco, and other drug use in
group situations.
7.2.A
Practice positive alternatives to
using alcohol, tobacco, and
other drugs.
Standard 8: Health Promotion
8.1.A
Participate in school and
community efforts to promote a
drug-free lifestyle.
Essential Questions
& Key Vocabulary
abstinence
addiction
dependence
depressant
hallucinogen
performanceenhancing
prescription
pressure
recovery
refusal
stimulant
tolerance
withdrawal
Key
Assignments/
Assessments
Short and Long
Term Effects of
AOD Use
(EC/GS)
Communicating
Healthy Choices
About AOD Use
(EC/IC)
Textbook and
Supplemental Materials
Health Education 7 SDAIE
Page 16
Growth, Development, and Sexual Health (GDSH)
18 days
Growth and Development: The area of health education that focuses on learning about the growth and
development of the human body, keeping body systems healthy, developing habits that promote healthful
development, developing habits that promote healthful aging, and choosing behaviors to reduce the risk
of STD/HIV infection.
Sexual Health: The area of health education that encompasses a broad scope of concepts and skills,
including acquiring information about sexual development, reproductive health, interpersonal
relationships, body image, and gender roles; recognizing habits that protect female and male reproductive
health; learning about pregnancy and childbirth; and learning about development of infants and children. It
also includes skill development in areas such as communication, decision making, refusal techniques,
and goal setting. Sexual health topics are grounded in the premise that sexuality is a natural, ongoing
process that begins in infancy and continues through life.
⇒
This unit requires parent notification. Indicators marked with an * are taken from Education Code.
Performance Indicators for Growth,
Development, and Sexual Health (GDSH)
Standard 1: Essential Concepts
1.1.G
Explain physical, social, and
emotional changes associated
with adolescence.
1.2.G
Summarize the human
reproduction cycle.
1.3.G*
Explain the effectiveness of
abstinence in preventing HIV,
other STDs, and unintended
pregnancy.
1.4.G
Explain how conception occurs,
the stages of pregnancy, and
responsibilities associated with
parenting.
1.5.G*
Explain the effectiveness of
FDA-approved condoms and
other contraceptives in
preventing HIV, and other
STDs, and unintended
pregnancy.
1.6.G*
Identify the short- and longterm effects of HIV/AIDS/STDs.
1.7.G*
Identify ways to prevent or
reduce the risk of contracting
HIV, AIDS, and other STDs.
1.8.G*
Recognize that there are
individual differences in growth
and development, physical
appearance, gender roles, and
sexual orientation.
1.9.G
Explain why individuals have the
right to refuse sexual contact.
(also IPS)
1.10.G
Describe the emotional,
psychological, and physical
consequences of rape and sexual
assault. (also IPS)
1.11.G
Explain why rape and sexual
assault should be reported to
authorities and a trusted adult.
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
What physical
changes occur
through
adolescence?
From the
Health
Education
Assessment
Guide for
Middle Schools
•
How does one
change physically,
mentally, emotionally
and socially
throughout the stages
of life?
How does one build
healthy relationships?
Short/Extended
Response
Performance
Based
Assessments:
Changes During
Adolescence
(EC/AI)
What are
consequences of
sexual activity?
Accessing
Information
(EC/AVI)
Where can we
access valid
information about
growth, development
and sexual health?
HIV and Other
STD Prevention
(EC/IC)
What is the
importance of utilizing
effective decision
making skills?
•
•
What are the benefits
of abstinence?
What is the
importance of utilizing
effective
communication
skills?
•
Sexual Behavior
(EC/HP)
Pregnancy
Prevention
(EC/HP)
HIV and Other
STD Prevention
(EC/PB)
•
•
•
•
•
Ch. 6, 8: Teen Health
2, Glencoe
Teachers’ Edition: pp.
TM24-25
Textbook Support
Resources
http://www.glencoe.c
om/sec/health/th2200
5/index.php/ca
Positive Prevention
http://www.cdc.gov/st
d/default.htm
In Touch with Teens
HealthTeacher,
ToucanEd
AudioVisuals
available from OMS
and SMRC
Health Education 7 SDAIE
Page 17
Performance Indicators for Growth,
Development, and Sexual Health (GDSH)
Essential Questions
& Key Vocabulary
(also IPS)
Describe responsible prenatal
and parenting care, including
California’s Safely Surrendered
Baby Law.
1.13.G
Evaluate the benefits to mother,
father, and child when teenagers
wait until adulthood to become
parents.
Standard 2: Analyzing Influences
2.1.G
Analyze how internal and external
influences affect growth and
development, relationships, and
sexual behavior.
2.2.G*
Evaluate how culture, media,
and other people influence our
perceptions of body image,
gender roles, sexuality,
attractiveness, relationships,
and sexual orientation.
2.3.G*
Analyze the influence of
alcohol and other drugs on
sexual behaviors.
2.4.G*
Describe situations that could
lead to pressure for sexual
activity and to the risk of
contracting HIV and other
STDs.
2.5.G
Recognize that there are
individual, family, and cultural
differences in relationships.
2.6.G
Explain how sexual exploitation
can occur through the Internet.
Standard 3: Accessing Valid Information
3.1.G
Identify trusted adults from one’s
family, school, and community for
advice and counseling regarding
reproductive and sexual health.
3.2.G*
Locate medically and
scientifically accurate sources
of information on reproductive
health.
3.3.G*
Identify health care providers
for reproductive and sexual
health services.
Standard 4: Interpersonal Communication
4.1.G*
Practice effective
communication skills with
parents, guardians, health care
providers, or other trusted
adults by discussing issues
related to reproductive and
sexual health.
4.2.G*
Use effective verbal and
nonverbal communication
skills to prevent sexual
What is the
importance of setting
goals?
1.12.G*
How can we promote
safe, respectful and
responsible
relationships?
adolescence
abstinence
commitment
conception
contraception
cooperation
exploitation
family
maturation
monogamy
parenting
peers
pregnancy
prenatal
puberty
relationships
reproductive
respect
responsibility
Key
Assignments/
Assessments
Performance
Events and
Tasks:
Pregnancy
Prevention
(EC/AVI)
Textbook and
Supplemental Materials
Health Education 7 SDAIE
Page 18
Performance Indicators for Growth,
Development, and Sexual Health (GDSH)
involvement, HIV, other STDs,
and unintended pregnancy.
4.3.G
Use healthy and respectful
ways to express friendship,
attraction, and affection.
4.4.G*
Analyze the benefits of
respecting individual
differences in growth and
development, physical
appearance, gender roles, and
sexual orientation.
4.5.G
Demonstrate how to ask for help
from parents, other trusted adults,
or friends when pressured to
participate in sexual behavior.
Standard 5: Decision Making
5.1.G*
Analyze why abstinence is the
most effective method for the
prevention of HIV, STDs, and
pregnancy.
5.2.G*
Use a decision-making process
to examine the characteristics
of healthy relationships.
5.3.G*
Use a decision-making process
to evaluate individual
differences in growth and
development, physical
appearance, gender roles, and
sexual orientation.
5.4.G
Analyze the responsibilities and
privileges of becoming a young
adult.
5.5.G
Identify how good health practices
in adolescence affect lifelong
health and the health of future
children.
5.6.G
Explain the immediate physical,
social, and emotional risks and
consequences associated with
sexual activity.
5.7.G
Use a decision-making process to
evaluate the value of using FDAapproved condoms for pregnancy
and STD prevention.
Standard 6: Goal Setting
6.1.G*
Develop a plan to avoid HIV,
AIDS, other STDs, and
pregnancy.
6.2.G*
Describe how HIV, AIDS, other
STDs, or pregnancy could
impact life goals.
Standard 7: Practicing Health-Enhancing
Behaviors
7.1.G*
Describe strategies for refusing
unwanted sexual activity.
7.2.G*
Demonstrate the ability to
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
Health Education 7 SDAIE
Page 19
Performance Indicators for Growth,
Development, and Sexual Health (GDSH)
Essential Questions
& Key Vocabulary
Key
Assignments/
Assessments
Textbook and
Supplemental Materials
anticipate and minimize
exposure to situations that
pose a risk to sexual health.
7.3.G*
Describe personal actions that
can protect reproductive and
sexual health.
Standard 8: Health Promotion
8.1.G*
Support and encourage safe,
respectful, and responsible
relationships.
8.2.G*
Promote respect for and dignity
of persons living with HIV or
AIDS.
Summary and Closing
2 days
APPLICATION OF THE CONTENT:
Career Connections:
Within the content areas, aspects of the following Career Development Competencies are addressed:
1) Knowledge of the influence of a positive self-concept
2) Skills to interact with others
3) Awareness and knowledge of the importance of growth and change
Many career options in health will be explored. These careers will focus on traditional health occupations as
well as an introduction to many other non-traditional and emerging health careers. (See Teen Health Course
2 text; visit health.glencoe.com, career corner.)
1. Identify occupations related to units of study.
2. Research a health career utilizing print and on-line (www.eguidance.com) resources.
3. Provide a written report discussing job description, salary, education, required skills, etc. addressing one
of the health content areas and the Accessing Information skill.
Related Major Skills & Characteristics - Accessing Information, Analyzing Influences, Interpersonal
Communication, Decision-making, Goal Setting, Self-Management, Advocacy, Problem Solving,
Negotiation, Organizational Skills, Numerical Computation, Ability to Analyze & Interpret Data, Critical
Thinking, Computer Literacy
Related Career Titles – Students who have an interest in health education may be interested in the
following careers.
Health Teacher, Social Worker, Psychiatrist, Guidance Counselor, Veterinarian, Coach,
Childcare Assistance, Obstetrician, Teacher, Gerontologist, EEG Technician, Cardiology
Technician, Radiologic Technologist, Gynecologist, Dental Hygienist, Optometric Technician,
Audiologist, Athletic Trainer, Physical Therapist, Exercise Physiologist, Dietician, Dietetic
Technician, Pharmaceutical Sales, Respiratory Therapist, Rehabilitation Counselor, Drug
Enforcement Officer, Occupational Therapist, Medical Laboratory Technician, Epidemiologist,
Surgeon, Marine Biologist, Environmentalist.
Health Education 7 SDAIE
Page 20
Service Learning:
Service learning is an instructional strategy that connects meaningful community service experiences with
academic learning, personal growth, and civic responsibility. Service learning enhances what is taught in the
course by extending learning beyond the classroom and providing opportunities for students to use newly
acquired skills and knowledge in real-life situations in their own communities. Service learning makes
coursework relevant.
There are many opportunities, on campus and in the community, to participate in service learning activities
related to Health Education. Students are expected to complete a service learning activity prior to the
completion of the course. Any preparation, action, products developed for the project, and reflection on the
service activity, not the service itself, will be graded by the instructor as one of the performance based
assessments.
METHODS: A variety of instructional strategies will be utilized to accommodate all learning styles
and to reinforce reading, writing and health skills while learning health content.
Lesson Design & Delivery: Teachers will incorporate these components of lesson design during direct
instruction and inquiry activities. The order of components is flexible, depending on the teacher’s vision
for the individual lesson. For instance, the objective and purpose, while present in the teacher’s lesson
plan, are not made known to the students at the beginning of an inquiry lesson.
Essential
Elements of
Effective
Instruction
Model for Lesson Design
Using Task Analysis
Anticipatory Set
Objective
Standard Reference
Purpose
Input
Modeling
Check for Understanding
Guided Practice
Closure
Independent Practice
Some components may occur once in a lesson, but others will recur many times. Checking for
understanding occurs continually; input, modeling, guided practice and closure may occur several times.
There may even be more than one anticipatory set when more than one content piece is introduced.
Active Participation: Teachers will incorporate the principles of active participation and specific
strategies to ensure consistent, simultaneous involvement of the minds of all learners in the classroom.
Teachers should include both covert and overt active participation strategies, incorporating cooperative
learning structures and brain research. Some of the possible active participation strategies include:
COVERT
OVERT
(Oral)
OVERT
(Written)
OVERT
(Gestures)
Recall
Pair/Share
Hand Signals
Imagine
Idea Wave
Restate in Journals /
Notes
Response Boards
Observe
Consider
Choral Response
Give One, Get One
“Foggiest” point
Cooperative Discussion
Groups (i.e. Talking
Chips, Gambit Chips)
Graphic Organizers
Folded Paper
Ticket Out of Class
Model with
Manipulatives
Stand up/ Sit down
Point to Examples
Health Education 7 SDAIE
Page 21
Baldrige Quality Tools
‰
‰
‰
‰
‰
‰
Affinity Diagram
Plus/Delta
Flow Chart
Consensogram
Force Field Analysis
Scatter Diagram
Literacy and Differentiation Strategies
Learning styles and learning challenges of your students may be addressed by implementing
combinations of the following:
Reading Strategies in Health
• Learning Logs
• Pre-teaching
• Vocabulary
• Pre-reading
• Anticipation Guides
• Reciprocal Teaching
SDAIE Strategies for English
Learners
• Tapping/Building Prior
Knowledge (Graphic
Organizers, Schema)
• Grouping Strategies
• Multiple Intelligences
• Adapt the Text
• Interactive Learning
(Manipulatives, Visuals)
• Acquisition Levels
• Language Sensitivity
• Lower the Affective Filter
(including Processing Time)
• Home/School Connection
(including Cultural Aspects)
Strategies for Special Needs Students
• Interactive Learning
(manipulatives, visuals))
• Adapt Text
• Homogeneous Grouping
• Small Group Instruction
• Direct Instruction
• Graphic Organizers
• Partner
• Build Prior Knowledge
• Differentiate Instruction
• Use of Instructional
Accommodations:
(i.e., Change of response,
scheduling, presentation, and
setting)
• Modify/adapt the Curriculum:
i.e., Change quantity, timing, level of
support, input, difficulty, output,
participation, have alternate goals)
Primary Language Support
• Preview/review Grouping
• Parallel Texts
• Cognates
Differentiation for Advanced
Learners
• Curriculum Compacting
• Tiered Assignments
• Flexible Grouping
• Acceleration
• Depth and Complexity
• Independent Study
MATERIALS USED IN TEACHING THE COURSE: In addition to the basic text, a variety of
instructional tools will be used to meet the needs of all students.
Basic Text:
Teen Health Course 2; Bronson, 2005, Glencoe/McGraw Hill
Support for English Language Learners:
Spanish Student Edition available
Spanish Chapter Summaries of the basic text
Spanish Chapter Summaries on cassette
Language Support Activities for ELL’s accompany the basic text
Supplementals:
Textbook Support Resources:
•
•
•
Glencoe Health online at http://health.glencoe.com
Teacher Works CD ROM
Teaching Resources by Glencoe
•
Student Activity Workbook
Health Education 7 SDAIE
Page 22
•
•
•
•
Inclusion Strategies
•
Transparency Binder
•
Abstinence Module
•
Safety and Injury Prevention Module
•
Tobacco, Alcohol, and Other Drugs Module
Applications by Glencoe
•
Concept Mapping Activities
•
Reteaching Activities
•
Cross-Curriculum Activities
•
Decision-Making Activities
•
Health Labs
•
Enrichment Activities
•
Building Health Skills
Reading Resources by Glencoe
•
Foldables (Dinah Zike’s Reading and Study Skills for Glencoe Teen Health)
•
Reading Tutor
•
Vocabulary PuzzleMaker CD ROM
Assessment Resources by Glencoe
•
Lesson Quizzes and Chapter Tests
•
Performance Assessment
•
English Chapter Summaries, Quizzes, and Activities
•
Spanish Chapter Summaries, Quizzes, and Activities
•
ExamView Pro Testmaker Software
•
Mindjogger Videoquizzes
Additional Supplementals:
• Project ALERT (Mandated use for compliance with No Child Left Behind)
• Too Good for Violence (Mandated for compliance with No Child Left Behind)
• Positive Prevention: HIV/STD Prevention Education for California Youth, Level A, American Red Cross
(Mandated use for compliance with AB 11)
• CCSSO~SCASS Health Education Assessment Project Tools Notebook
• HealthTeacher: Teaching Health Concepts and Skills Middle School, ToucanEd Publishing
• Sexual Harassment and In Touch with Teens, LA Commission on Assaults Against Women
• Age-appropriate health education materials from American Cancer Society, American Heart Association,
American Lung Association, Dairy Council of California, etc.
• District-approved instructional teaching props, videos and print materials available from OMS and SMRC
Related Career Resources
There are many web sites that will help with career selection such as Eguidance.com, BRIDGES.com,
and icouldbe.org. Call the Career/Tech Ed Office (562-989-7872 x 291) for more information on careers.
EVALUATION: Student achievement in this course will be measured using multiple assessment tools
including but not limited to:
Required Assessments:
• Cumulative Exam
Additional Assessments:
Teacher-Based evaluation will include
Health Education 7 SDAIE
Page 23
•
•
Lesson quizzes and chapter tests to determine acquisition of health content
Performance-based assessment events and tasks (written and or oral reports, posters, cartoons, skits,
songs, charts, displays, etc.) to allow students to demonstrate getting the information (define, describe,
identify, etc.), processing it (compare, contrast, analyze, etc.), and using it (inform, persuade, motivate)
• Performance-based assessments assess health concepts and skills in the context of scenarios that can
closely approximate real world situations (these assessments can only infer whether students "know how
to" engage in healthy behaviors and "know why" they are healthy; they will not be able to tell whether they
are actually using their knowledge to engage in health-enhancing behaviors outside the classroom)
Student-Based evaluation will include:
• Personal health inventories and plans
• Assessment of performance events and tasks
• Selection of work samples for health portfolios
GRADING POLICY: A common grading policy ensures consistency between schools and classrooms across
the district.
Suggested Percent of Grade:
Chapter Tests and Quizzes
Performance Based Assessments,
including Service Learning Projects
Cumulative Exam
Classwork, Notebook
Class Participation
Homework
25%
25%
10%
20%
10%
10%
The assignment of letter grades will be based on the following grading scale:
A
B
C
D
F
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Below 60%
GRADING SCALE
Letter Grade
Advanced Proficient
A
B
Proficient
C
Partially
Proficient
Not
Proficient
Submitted by:
School/Office:
Original Date:
Revised Date:
D
F
Percentage
90 - 100%
80 – 89%
Four Point Rubric Score*
Advanced Proficient
4
Proficient
3
70 – 79%
60 – 69%
Below 60%
Partially Proficient
2
Not Proficient
1
Robin Sinks
Health/PE Office
5/3/05
10/1/08, 6/1/09_______________
mscourse/generalstudies/HealthEd7SDAIE
Was this manual useful for you? yes no
Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Download PDF

advertisement