Catlin Gabel

Health 7

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Units

Unit	Essential Questions	Content	Skills and Processes	Assessment	Resources	Multicultural Dimension	Integrated Learning
Human Growth and Development	What is happening to my body? How do babies grow? What are the different parts of my body? What do the different parts of my body do and how do they work together?	Cells, tissues, organs, body systems Puberty Fetal growth and development Reproductive system Anatomy Human development Structure and function of skin, plasma, red blood cells, white blood cells, skeletal system, joints, muscles, and digestive system Relationship of mental, emotional, social and physical health during adolescence	Identify the relationships between cells, tissues, organs, and other body systems Recognize the physical and emotional changes during puberty Examine fetal growth and development Identify strategies and functions of the reproductive system Recognize the different areas of anatomy Examine environmental effects on human development Identify individuality Identify structure and function of skin, plasma, red blood cells, white blood cells, skeletal system, joints, muscles, and digestive system *Describe the relationship of mental, emotional, social and physical health during adolescence	inclass participation and contribution to discussion of concepts that reflects understanding written film notes personal reflection and journaling	Miracle of Life- NOVA Health ETR Curriculum library books OSLIS		reference and tie in with drug and alcohol unit regarding drug impacts during neonatal development
Safe and Healthy Environment	How do I stay safe and healthy? What do I do if someone is sick or hurt?	Babysitting safety Sports and outdoor activity safety Healthy sleeping habits Hygiene Environmental hazards Skin care and protection Safe and sanitary food handling Vision care Infectious diseases First aid *EMS and 911	Identify safety concerns for younger children while babysitting Acknowledge risks in physical activity (including sports and outdoor activity) Demonstrate concern for self and others through safe play Develop healthy sleeping habits Identify and practice age-appropriate personal hygiene habits Explore environmental hazards Practice good skin care and protection Demonstrate safe and sanitary food handling practices Practice proper vision care Knowledge of infectious diseases and their prevention (including HIV, AIDS: virus, causes and symptoms) Identify common athletic injuries and practice appropriate first aid (RICE - Rest, Ice, Compression and Elevation) Recognize emergency situations and activate EMS - Emergency Medical Services (911) Demonstrate knowledge of immobilizing joints and limbs through splinting Recognition and treatment of heat/cold related illnesses, choking, severe bleeding, shock
Healthy Relationships	Why do I feel stress and how can I deal with it? How should I act around others? How do I make and keep friends? How do I make decisions? How do I say no to someone who offers me alcohol? How should I talk to others about my feelings? What should I do if a friend is using drugs?	Stress Individuality Appropriate behavior Personal responsibility Decision-making skills Refusal skills Individual and universal values Consequences of peer pressure Effective communication Peer intervention skills Goal-setting Consequences of behavior Interpersonal relationships during adolescence Forms of harassment and how to respond Abstinence, consequences of sexual intercourse Characteristics of friendship address bullying, teasing and harrassment recognize difference from teasing and harrassment learn when to report to an adult or authority figure learn skills to defuse situations of teasing and bullying	Understands positive and negative aspects of stress, its causes and practice stress management Identify unique characteristics of oneself and others in peer group Understand what is socially appropriate language in the school community Identify one's responsibilities to the larger society and understand appropriate ways to assume it Demonstrate/communicate decision-making skills and refusal skills to situations of substance use/abuse Begin to identify individual and universal values (recognize and demonstrate assertive behaviors, demonstrate awareness of one's own sexuality, identify negative social influences and demonstrate ways of responding) Be able to predict consequences of positive and negative peer pressure Identify elements of effective communication; i.e. negotiation, assertiveness, refusal skills, self-task, decision-making, finding help when needed, anger management Demonstrate basic peer intervention skills, specifically applied to substance abuse Learn and practice ways to set short and long-term goals Accept responsibility for one's actions Recognize consequences Identify characteristics of puberty and how they effect interpersonal relationships during adolescence Recognize forms of harassment and ways to respond effectively Recognize the benefits of sexual abstinence for young people of school age years and be able to explain the consequences of sexual intercourse Identify the elements of having, keeping and losing friends Recognize that put-downs and cruelty are inappropriate Acquire and practice socially appropriate manners *Demonstrate positive interaction techniques within a variety of cultures	discussion role play skill development for increased self awareness through written plan	Health ETR curriculum Girl's Strength through Portland Police Bureau Bullies to Buddies Curriculum Human Relations Media	Unique characteristics of oneself and others family values family dynamics and inherited traits
Controlling Health Risks	What are STD's and how do people get them? What would happen if I used drugs or alcohol? What would happen if I had sex? How can I protect myself and stay healthy?	Transmission, signs and symptoms of STD's (including HIV/AIDS) Use and abuse of prescription and OTC drugs Weight management Consequences of alcohol/illegal drug use and abuse (physical, genetic and legal implications) Birth control and abstinence Positive health behaviors Friend choice Health habits	Understand and be able to identify signs/symptoms of STD's (HIV, AIDS, syphilis, gonorrhea, etc.) Understand use and abuse of OTC and prescription drugs Discuss alcohol and drug related family implications Begin to identify dangers of street drugs Understand some of the genetic implications to substance use Understand proper weight management Identify various methods of birth control and abstinence Follow all directions of OTC and prescription drugs Recognize immediate danger of street drugs Recognize the dangers of too high of too low body fat percentage Choose friends who also make good choices Know options if sexually active (i.e. birth control) Analyze the relationship between positive health behaviors and communicable and chronic diseases Understand that poor health habits are difficult to break or change Recognize that serious and potentially permanent damage can result from drug/alcohol use/abuse Understand that one experience with street drugs can be fatal Understand that use or experimentation of drugs/alcohol can lead to addiction Know legal implications of drug use Identify effects of STD's and HIV/AIDS and how they can be passed from partner to partner Know that HIV and AIDS carry long term illness and/or death Analyze outcome of decision making models on given life situations Understand that there are immediate risks to health as a child or adolescent as well as health risks that may not appear until later in life
Drugs and Alcohol	How do I keep myself and others safe?	How does addiction occur in the neuron and synaptic regions of the brain? How does tolerance impact the brain at the cellular level? What body organs are effected by drugs and alcohol, both short and long term impacts? Why is the liver different in a teenager vs. an adult and how does this put teens at greater risk for addiction? In the brain's bio-chemical structure, how does depression and loss of pleasurable feelings occur after moderate use? Why do alcohol, marijuana and other drugs impair memory? Why do alcohol, marijuana and other drugs cause accidents? How can someone who has a problem get help? What are some strategies for remaining free of chemical dependency? How does delaying use during puberty positively impact one to be at lower risk for addiction as an adult? Why do positive peer environments provide the best safegaurds and create the helathiest teen choices?	Students will be able to verbally describe content and make learning connections in class discussion. Student will clearly write about content and applications to real life. Student will practice analyzing situations and evaluating appropriate responses. Students will role play and practice using assertiveness skills.	pre and post tests to evaluate learning.	National Institute on drug Abuse Project Alert Human Relations Media Inc.	Discuss cultural norms and values around alcohol and drug use
Human Sexuality	How do I develop safe and healthy parameters around sexuality?	How does pregnancy occur? How does birth control work? How can I make safe and healthy choices about abstinence and delaying sexual activity until you are ready? What are STD's? How can I prevent STD's including HIV/AIDS and Hepatitis? What is the continuim of human sexuality and identity? What is gay, lesbian, transgendger? What are human's rights to be free of harrassment? What is acceptance/tolerance? Is there a difference?	cooperative problem solving group discussion sexuality work sheet and discussion point	Discussion and verbal application of concepts. Written demonstration of assimilated concepts.	Revolutionary Voices. (discrimination information) Miracle of Life-Nova Health facts ETR curriculum SMYRC	explore biases and cultural oppression of gay and transgender individuals explore biases and discrimination of families with same sex parent households how to recognize bias and work to embrace open thinking and acceptance of other's values
Internet Safety, media awareness & ethics	How can we best guard toward internet safety? What is cyberbullying and how can it be managed and avoided? What is academic honesty and dishonesty vis-a-vis the internet? What are safe and constructive ways to navigate the internet? What are positive uses of social media and social networking?	Safety and security Internet citizenship Academics and integrity Media effects on teens	Students explore the benefits and risks of being online and learn how to stay safe when connecting with others online. Students learn concrete strategies for recognizing predator grooming patterns online and handling unwanted contact. Students learn how to create strong passwords, handle spam, and understand privacy policies. Students learn strategies for keeping their infor- mation secure online, and identify online scams and schemes. Students learn strategies for guarding against identity theft and recognizing financial fraud. Students learn that the Internet is a community of connected people that have responsibilities to one another. Students reflect on the upside and downside of digital media, on the place of digital media in their lives, and about how to be upstanding digital citizens. Students consider the major ethical challenges of being online, reflect on the place of media in their lives, and think critically about digital citizenship. Students learn that they have “digital footprints” that can be big or small, helpful or hurtful. Students actively manage their digital footprint so that they share but do not over-share information. Students reflect on the impact of their digital footprint on their reputation, relationships, and future. Students consider how they present themselves online and offline. Students reflect on what it means to be “fake” and “real” online. Students explore hurtful online behavior and the “group think” mentality that is often involved. Students explore the ethics of online communities through issues such as cyberbullying and online- community building. Students explore how relationships and commu- nities can thrive online, and also how hate speech and other cruel behaviors can break them down. Students learn that presenting the work of others as one’s own is called plagiarism. Students explore topics ranging from copyright to fair use, and reflect on the ethics of using creative work from others . Students consider different models of attribution for giving and getting credit online, and adopt the perspective of various creative stakeholders. Students explore the power of the media in depicting relationships, habits and teen rituals.	Class participation and contribution to discussion of concepts that reflects understanding Personal reflection and journaling Small in-class projects - optional homework	I-Safe Commons Sense Media CGS IT Department Frontline Reports: Growing Up Online Frontline Reports: Merchants of Cool