East Meadow Union Free School District

EAST MEADOW UNION FREE SCHOOL DISTRICT

East Meadow, New York 11554

CAP 14-15

MIDDLE SCHOOL HEALTH

Coordinator: Jill Feinman

Writers: Jill Feinman, Lisa Melendez

Superintendent: Mr. Louis R. DeAngelo

Director of Physical Education, Health, and Athletics:

Mrs. Kristi Detor

Principal: Mr. James Lethbridge

East Meadow U.F.S.D.

Health Education CAP 2014-2015

Table of Contents

1. / Page 1 / ………. / Abstract
2. / Page 2 / ………. / Rationale
3. / Page 3 / ………. / Preface
4. / Pages 4-7 / ………. / Middle School Curriculum Outline
5. / Pages 8-63 / ………. / Middle School Unit Lessons
6. / Pages 64-66 / ………. / Appendice- New York State Learning Standards
7. / Page 67 / ………. / Bibliography

East Meadow U.F.S.D.

Health Education CAP 2014-2015

Middle School

ABSTRACT

This middle school health curriculum area project incorporates our recently aligned district middle school Health curriculum with our new flexible digital McGraw Hill Health Program and supplemental modules. The Common Core Standards and New York State Health Learning Standards are incorporated into the writing of this project. Evidence of SMART (specific, measureable. achievable, relevant, time bound) goals, higher order thinking skills, essential questions, Bloom’s Taxonomy verbs, digital technology integration, group activities, and assessments is demonstrated. There is a variety of student centered activities designed to develop and maintain student motivation and measure growth of learning. Online assignments can be individualized to meet the diversified needs of all learning styles. The focus of this curriculum area project is to demonstrate the possibilities of this digital subscription in the classroom and at home.

East Meadow U.F.S.D.

Health Education CAP 2014-2015

Middle School

RATIONALE

“The job of an educator is to teach students to see vitality in themselves”

-Joseph Campbell

There is no denying that today’s students live in a digital era. A target for Health Educators is to inspire students and give them the tools to respect and take care of their health and to grow by making responsible decisions. Opportunities to apply functional knowledge and life skills to real-world situations are written in these best practice lessons though student centered active learning activities. Each lesson is calibrated with the Common Core Standards and New York State Learning Standards. It is recognized that adolescents continue to be challenged on a daily basis with personal choices that can affect their current health status. Many of these choices will also have a major impact on their lifelong goals as well as their future health. The target is for our young people to have the skills to make health-promoting decisions and maintain positive health status throughout their lives. A hook to draw students into this learning domain is through their digital world. The 2014 flexible digital McGraw Hill Health Program and supplemental modules provide the cutting edge tools to do just that.

The aim of this project is to screen through the thousands of activities, art photos, slides, assessments, graphic organizers, worksheets, parent letter documents, and images provided by the flexible McGraw Hill Health Program as well as the matching hard copy unit modules to select relevant material for our recently aligned middle school curriculum. We will make adjustments to the online resources to fit the needs of our students. Parent Letters appear before each unit to explain what the students will be learning and activities parents can engage in with their student. There is an English and Spanish audio summary to reach all learning styles. These lessons can be taught in the computer lab or iPads can be brought into the classroom. Since today’s students are more likely to be engaged when an activity is electronic, homework assignments have been designed to be interactive and online. If a student misses a class due to a music lesson or any other reason, they can access the functional knowledge and most of the classwork from their computer at home or in the library. Being that the Internet can be accessed anywhere in the world, an added beauty of this flexible digital system is that students who are not in the classroom due to illness or family travel, can log onto the system and do assignments as well.

East Meadow U.F.S.D.

Health Education CAP 2014-2015

Middle School

PREFACE

Part of the process of this project was to work though the technical details of creating lessons with the new digital system. Prior to beginning this project, Lisa Melendez and I participated in many hours of professional development with Bonnie Foster, our technology trainer from BOCES. She helped us navigate our new digital program. Here is some basic instruction to creating lessons in the McGraw-Hill Teen Health digital program.

At the beginning of the school year, teachers will give students a redemption code and set up student accounts for the online program. The teacher logs into ConnectEd (www.connectedmcgraw-hill.com) to create the lesson. The teacher then clicks on the “manage and assign” tab at the top and follows these steps. Click on “make an assignment”. Go to “attach resources and content” on the bottom right and click “edit”. This brings up the “resources and content”. Click on the “student edition” tab and select the chapter and lesson the teacher wants to create. Click “add” and this will pull it into “current resources”. Click on that file and the student edition of that chapter and lesson will open. The instructor can decide what parts of that lesson should be assigned. Examples include reading the content for functional knowledge and answering review questions, building vocabulary terminology from a drop down window, listening to an audio summary, viewing a short video related to the lesson, completing a health inventory, or using critical thinking skills to analyze a graphic or chart. The teacher types the instructions for the student in the “manage and assign” window. An added feature of this system is that teachers can individualize the instructions and tasks to meet the needs of all types of learning styles.

After the lesson is created students can be directed to log on to the “current resources” assignment. Students who are not in class for the lesson can make up the lesson by logging on to this site from anywhere in the world.

East Meadow U.F.S.D.

Health Education CAP 2014-2015

Grade 6

*SLOs, Letter to Self, Intro to Health Activities, Health Triangle (7 days)

1.  Body Systems (3 days)

2.  Mental Health: (11 days)

·  Health Triangle

·  Values

·  Personality

·  Self-Concept/Self-esteem

·  Compliments

·  Emotions

·  Stress/Stress Management

3.  Mental/Emotional Health, to include: (7 days)

·  Character education (goal setting, decision making, problem solving & citizenship)

·  Bullying

·  Harassment

4.  Growth, Development and Healthy Relationships (11 days)

·  Life cycle- anatomy and physiology of male/female reproductive systems, puberty changes

·  Hygiene

·  Friendship

·  Bullying

·  Harassment

·  Rumors and gossip

·  Peer pressure/Refusal Skills

5.  Nutrition (5 days)

·  Nutrients

·  Food labels

·  Fast food

·  Health risks/consequences

6.  Diseases (13 days)

·  Communicable/non-communicable/chronic diseases

·  Non-communicable diseases- heart disease/cancer/stroke, asthma/allergies, diabetes

·  Communicable diseases- AIDS, flu, cold, chicken pox, strep throat, conjunctivitis

·  Where do germs live

·  How diseases are spread

·  Preventive measures

·  Symptoms- physical, mental, social/behavior

·  Hand washing

·  Immune System

7.  General Substance Abuse, Tobacco (10 days)

·  History of tobacco

·  Tobacco products

·  Stages of addiction

·  Financial costs of addiction

·  Facts- why people start, addiction terminology (physical/psychological dependence, withdrawal), harmful substances (mainly nicotine, tar, carbon monoxide), anatomy and physiology of respiratory system, related diseases, effects on body, second-hand smoke effects, cigars, smokeless tobacco, pregnancy and smoking, quitting

·  Peer Pressure/Abstinence

8.  Safety (5 days)

·  Safety- personal, fire safety, medicine cabinet safety, medicine safety, sports, recreational activity, internet, etc.

Grade 7

1.  Introduction: Your Total Health: (3 days)

·  Goals

·  Wellness

·  Health triangle

·  How behavior affects health/controlling lifestyle

·  Decision-making/problem solving

2.  First Aid (6 days)

·  Purpose of First Aid

·  Heimlich Maneuver

·  CPR

·  Bleeding, broken bones, burns, heat/cold emergencies

3.  Mental Health (10 days)

·  Refusal skills

·  Personality

·  Self-image, self-concept, self-esteem

·  Stress management

·  Coping with loss

·  Bullying

·  Violence

4.  Communication skills: (10 days)

·  Relationships (friendship/family)

·  Sexual activity abstinence

·  Peer Pressure/Refusal skills

5.  Review general substance abuse, Alcohol: (12 days)

·  Alcohol and the brain- vital functions, muscle control, higher learning center, order of brain development vs. order of effect of alcohol on brain, effects of alcohol on driving, amount of alcohol in various drinks

·  Pathway of alcohol through the body- intoxication, oxidation, tolerance, withdrawal, rebound (hangover), sober, individual effects, abstinence, BAC

·  Facts- Fetal Alcohol Syndrome, cross-addiction, synergism, sources for help (AA, Alanon, Alateen)

·  Effects- family, friends, sports, academics, scholarships, future…

Grade 8

Introduction: Your Total Health (3 days)

·  Physical, mental/emotional, social health

·  Health influences

·  Risk Behaviors

·  Building health skills (self-management, decision making, influences on your health)

·  Decision making & setting goals

1.  Mental and emotional health (7 days)

·  Mood, anxiety, and personality disorders

·  Depression

·  Suicide prevention

·  Getting help

2.  Conflict resolution and violence prevention (5 days)

·  Causes of conflicts (home, school, bullying)

·  Managing anger

·  Controlling conflicts

·  Peer mediation

·  Violence prevention (society, teen violence, gangs)

·  Types of abuse (physical, emotional, neglect, sexual)

3.  Body image and eating disorders (4 days))

·  Developing a positive body image

·  Eating disorders (anorexia, bulimia, binge eating)

·  Treatment for eating disorders

4.  Drug use and abuse (10 days)

·  Drug misuse and abuse-consequences

·  Drug use and the law

·  Types of drugs (marijuana, stimulants, depressants, club drugs, hallucinogens, narcotics, inhalants, steroids)

·  Staying drug free

5.  Healthy Relationships and Sexuality (10 days)

·  Changing body (Adolescence, Puberty)

·  Dating relationships (group dating, LGBT)

·  STD, HIV/AIDS

·  Male and female reproductive systems (anatomy, health concerns)

·  Sexual relationships (teen pregnancy)

·  Sexual Harassment

·  Contraceptives

·  Diversity

Health & Wellness Parent Letter and Activities

Dear Parent or Guardian,

We are now studying the topic of understanding health and wellness. We will discuss the changes that occur during the teen years as well as how to live healthfully. Living healthfully includes much more than simply staying physically fit. Being healthy also means feeling good about oneself and getting along with other people. It involves physical, mental/emotional, and social well-being — the three sides of the health triangle. Students will be learning how to balance their health triangle in order to achieve wellness. We shall explore ways in which students can take responsibility for their own health by making healthy choices.

Some questions your child will answer as we begin this course are: How can I keep my physical, mental/emotional, and social health in balance? How do my daily decisions contribute to wellness? What physical, mental/emotional, and social changes occur during adolescence? How can I develop positive health habits? How can I recognize and avoid risk behaviors?

Your involvement and participation in your child’s health education is important. By showing them good, positive health habits, you reinforce what they learn in their health class. To help you do this, I will send you this type of letter for every major topic that we study. In the letter, activities that you and your child can do together will be suggested. To begin this process, please try to complete one or more of the following activities with your teen:

• Engage in a healthful activity with your child, such as playing an outdoor game or taking a walk together. Point out how this contributes to mental/emotional and social health as well as to physical health.

• Visit a park or shopping mall together and do some “people watch.” Encourage your child to observe and comment on people who show healthy characteristics, such as a happy smile, good posture, and so on. Help your teen see that wellness means more than fitness.

Of course, feel free to engage in other activities you think will help your teen develop and maintain healthful habits. Thank you for supporting our classroom work. Feel free to contact me if you wish to discuss your child’s health education.

Sincerely,

Health Teacher

Parent Signature: ____

______

Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.

East Meadow U.F.S.D.

Health Education CAP 2014-2015

Unit: Introduction to Health

Grade Level: 6th Grade

Topic: Health Triangle- Total Health

Common Core Standards (reading, writing, speaking, language/vocabulary, digital integration): Students will define the three areas of health and develop and an understanding of how the areas of health are interrelated. Small groups will complete a hands-on health activity (from the new Digital Teen Health Program). Using critical thinking skills, discussions and presentations will take place amongst groups, demonstrating the knowledge gained on this topic.

New York State Learning Standards: #1, #2, #3

Performance Tasks: Students will be able to describe the interrelationship of physical, mental/emotional, and social health and apply the information to real life situations that occur during adolescence.

Students will be able to:

·  Analyze: the short story and determine the effect of positive and negative aspects on a person’s health.

·  Describe: the impact of individual lifestyle choices and how those choices affect one’s overall health.

·  Compare/contrast: the healthy and unhealthy lifestyle choices an individual makes and how those choices can impact physical, mental/emotional, and social health.

·  Understand: how personal control and good decision-making skills can help a person’s overall health or wellness.

·  Acquire knowledge and skills: to be able to identify areas of health that need improvement, and develop the necessary skills to achieve good health in those areas.

Essential Question: What does an overall healthy person look like?

Learning Activities:

·  Students will be placed into small groups of 4-5 students per group