Course Title: Health (High School)

Syllabus

Course Title: Health (High School)

Course Description: Students will develop strategies and skills to make positive health choices. Students will explore topics following the health benchmarks endorsed by the state of Michigan. Topics covered include: nutrition, wellness, stress reduction, conflict resolution, dating relationships. Alcohol and prescription drug use and abuse, sexual decisions and STD’s/HIV.

Credit Hours: .5

Course Prerequisites: None

Course Instructors: Mr. Phil Lawrence and Mrs. Judy Kohn

Course Location: Health Classroom

Course Overview: Students will gain knowledge and skills needed to commit to a healthy lifestyle. Teaching strategies will include lectures, activities, projects, guest speakers, videos, virtual learning and whole group discussions. Students will be asked to be advocates for a healthy lifetstyle with their peers, family and community.

Course Content Expectations: Upon completion of this course, students should be able to do the following:

Strand 1: Nutrition and Physical Activity

1.1Distinguish between healthy and unhealthy ways to manage weight.

1.2Locate resources in one’s community and on the internet for nutrition information.

1.3Demonstrate the ability to use information on food labels to choose nutrient-dense foods/beverages, and to avoid or limit foods that are low in nutrients.

1.6 Assess one’s personal preferences regarding healthy eating.

1.9 Predict the health benefits of eating healthy and the potential risks of not doing so.

1.10Advocate for nutritional food choices and physical activity at school.

1.12Describe nutrition practices that are important in pregnancy.

1.14Demonstrate strategies for protection from cold, heat and sun during p/a.

Strand 2: Alcohol, Tobacco and Other Drugs

2.1 Describe the short and long term health consequences of alcohol and prescription drug use.

2.2 Clarify myths regarding the scope of alcohol and other drug use.

2.3 Locate resources in one’s community and on the Internet for information and services regarding alcohol use and assess the validity of these resources.

2.5 Demonstrate the skills to avoid or resist alcohol and other drugs.

2.6 Describe financial, political, social and legal influences regarding alcohol and other drugs.

2.7 Analyze internal and external pressures to use alcohol and other drugs.

2.8 Apply decision-making and problem-solving steps to hypothetical problems related to alcohol and other drug use.

2.9 Demonstrate ways to support others who want to stop using alcohol or other drugs.

Strand 3: Safety

3.1 Explain the effects of violence on individuals, families, communities and nation.

3.3 Define and describe bullying, sexual violence, and sexual harassment, and their effects on individuals and communities.

3.5 Locate resources in one’s community and on the Internet for information and services regarding harassment, violence and abusive relationships.

3.6 Apply strategies to access and get help for self or others.

3.7 Apply strategies to avoid and report dangerous situations, including conflicts involving weapons and gangs.

3.8 Demonstrate strategies to stay safe in violent situations.

3.9 Apply skills and strategies for avoiding and dealing with sexual harassment and exploitation, including when using the Internet.

3.10Assess characteristics of hypothetical relationships for warning signs of abuse.

3.12Analyze the role of friends and peers in the escalation of conflicts and the promotion of violence.

3.13Demonstrate the ability to use conflict resolution skills.

3.15Evaluate the impact of media on the prevalence of violence.

3.16Apply strategies to stop or de-escalate a conflict.

Strand 4: Social and Emotional Health

4.1 Identify the characteristics of positive relationships, and analyze their impact on personal, family, and community health.

4.2 Describe the warning signs, risk factors, and protective factors for depression and suicide.

4.4 Demonstrate how to seek help for self or others when suicide may be a risk.

4.5 Demonstrate the ability to express emotions constructively, including use of anger management skills.

4.7 Apply decision-making and problem-solving steps to generate alternative solutions regarding social situations that could place one’s health or safety at risk.

4.9 Demonstrate the ability to apply listening and assertive communication skills in situations that may involve parents, family members, other trusted adults, peers, etc.

4.10Demonstrate how to respond constructively to the anger of others.

4.11Describe the impact of showing empathy for another person’s emotions and point of view.

Strand 5: Personal Health and Wellness

5.1 Describe how common infectious diseases are transmitted.

5.2 Explain the importance of regular health screenings or exams.

5.3 Analyze the importance of rest and sleep for personal health.

5.6 Describe health practices that can prevent the spread of illness.

5.8 Describe personal strategies for minimizing potential harm from exposure to the sun.

5.12Describe basic first aid skills (i.e., controlling bleeding, Heimlich maneuver).

Strand 6: HIV and Other STIs Prevention

6.1 Analyze the rates of STIs among teens.

6.2 Summarize the symptoms, modes of transmission, consequences, and methods to prevent HIV and other STIs, and conclude that abstinence is the most effective way to avoid HIV or other STIs.

6.5 Analyze common behaviors and situations to eliminate or reduce risks related to HIV and other STIs.

6.7Demonstrate communication, negotiation, and refusal skills to protect oneself from situations that could transmit HIV or other STIs.

Strand 7: Sexuality Education

7.1 Summarize and explain laws related to the sexual behavior of young people.

7.2 Compare and contrast the pros and cons for methods used for pregnancy and disease prevention, including abstinence and use of contraception.

7.3 Describe routine medical screening and examinations for maintaining reproductive health, and medical tests for pregnancy, HIV and other STIs, who should be tested, the procedures used, and the importance of early detection and care.

7.4 Identify resources that provide information, counseling, and testing related to relationships, sexual violence, pregnancy and contraception, including options for teens who are unable to care for a baby; analyze the validity of these resources; and describe how to access valid resources.

7.6 Explain how stereotypes, norms, peer influence, alcohol and other drug use, media,

and personal responsibility can impact sexual decision making and its consequences.

7.7 Evaluate the physical, social, emotion, legal, and economic impacts of teen pregnancy, teen parenting, HIV infection, or other STIs on personal lifestyle, goal achievement, friends, and family members.

7.9 Apply decision-making skills to avoid situations that are high risk for pregnancy, HIV and other STIs.

7.10Demonstrate the ability to establish positive relationships,comminicate caring and love without sexual intercourse, and communicate personal, sexual limits and values to a girlfriend or boyfriend/

Tentative Course Schedule: See attached.

Grading Policy and Rubric:

30% Participation: Whole class, small group, partner and self. Participation comes in the form of choral response, around the room, small group, partner, verbal and non-verbal (writing, research,etc.)

30% Projects: All team members are researchers and must show written evidence of their work. All team members will demonstrate life skills through their selected medium. More specific rubrics will be introduced at the beginning of each module.

10% Formative Quizzes: Written and oral assessments will be given throughout most of the modules

20% Summative Quizzes: Written assessments will be given following the end of most of the modules.

10% Response Logs/In-Class Assignments: Assignments should be completed and done as directed. Notebooks are collected periodically, should be dated and in chronological order. They should have clear headings, be organized and readable.

A final note: Your final grade is dependent on these four areas. However, the factors that are not stated here but I believe are necessary to be successful in this class are: attendance, effort, and attitude. If you are not regularly present, you will miss out on valuable information and may have a difficult time establishing continuity and interest. If you do not try and persevere in your efforts, you might not understand fully or gain all the knowledge and skills you could have. Finally, if you do not have a positive attitude you might make yourself and me, miserable.

Course Policies:

1. This is a participation class. Attendance is very important.
2. A health folder is needed for all of your work. Your health folder will also serve as your response log so it must be a notebook as well.
3. There is little homework in this class. Assignments can be completed during class. If not, they are homework unless otherwise directed.
4. Projects that are done in class will be graded on a separate rubric. They will be presented at the beginning of each project. An example rubric is: 4- Met all requirements, 3- Met most of the requirements, 2- Some requirements met, 1 – Less than half of the requirements met.
5. Quizzes and tests follow all modules with the exception of sexuality. All quizzes include, objective, short answer, and short essay. They are graded according to the new grading scale.
6. Food/drink are not allowed in class. Water is acceptable.
7. Follow the Golden Rule.
8. Be inquisitive.
9. Always be prepared for class. This includes your folder, pen/pencil and a will to learn.
10. Late work is not acceptable.

Discipline Procedure:

1. Explain and discuss all class expectations with students.
2. Individual discussion between teacher/students.
3. RMO referral.
4. Parents called and action plan implemented.
5. Tiger Den will be used if there is a pattern of incomplete assignments.