HEALTH EDUCATION SCOPE AND SEQUENCE

LOCAL STANDARDS, ILLINOIS PHYSICAL DEVELOPMENT AND HEALTH GOALS, NATIONAL STANDARDS

 

Grade K

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Grade K At the end of Kindergarten, students should be able to:

Local Health Education Standard

State Goal

National Standard

Injury Prevention and Safety Unit

I will follow safety rules at home and at school.

I will show how to Stop, Drop, and Roll.

I will show how to cross the street safely.

22

1, 7

Personal Health Unit

I will tell what checkup and health record are.

I will show how to brush and floss my teeth.

I will tell why it is important to get adequate sleep.

I will show how to wash my hands correctly.

I will name ways to be neat and clean.

24

1, 3, 7

Nutrition Unit

I will name the foods on MyPlate.

I will point to the food label on different food packages.

I will tell what eating foods with lots of fats and sugar might do to me.

I will name good table manners.

24

1, 6, 7

Growth and Development Unit

I will name systems of the body.

I will tell how some systems work to keep me healthy.

I will name and describe the five senses.

I will tell ways to keep my body systems healthy.

23

1, 6

Family Life Unit

I will explain how to be a responsible family member.

I will show respect for others in my family.

I will list ways family members can show they care.

I will make a health plan to share with family members.

24

4, 7

Mental and Emotional Health

I will show ways to be fair at home and at school.

I will tell what a wise decision is.

I will say "no" when wrong choices are presented to me.

I will share my feelings.

I will manage stressful situations.

24

1, 4, 5

Physical Activity Unit

I will participate in activities that will keep me healthy.

I will follow safety rules when I exercise.

I will show exercises that are called "warm-up" and exercises that are called "cool-down".

I will tell what good sportsmanship means.

I will follow game rules when I participate with others.

I will participate in activities that will help me become physically fit.

20, 21, 22

6, 7

Substance Use and Abuse Unit

I will name some safety rules when using medicine.

I will tell how to recognize OTC and prescription medicine.

I will list some harmful drugs.

I will tell why harmful drugs are bad for my health.

I will show how to "Say No!" to harmful drugs.

24

1, 3, 4

Communicable and Chronic Disease Unit

I will name ways germs are spread.

I will name ways I can protect myself from germs.

I will name ways to prevent heart disease.

I will list healthy habits that may prevent diseases such as cancer and diabetes.

22, 24

1, 6, 7

Consumer Health Unit

I will tell what advertisement is.

I will tell what healthful entertainment is.

I will name some health helpers in my school and community.

I will name some jobs where people help others be healthy.

22, 24

2, 3

Environmental Health Unit

I will name ways to protect our environment at school and in the community.

I will tell what it means to litter.

I will name ways to recycle.

I will name ways to save energy and water.

22, 23

7, 8

BACK TO TOP

Grade 1 At the end of First Grade, students should be able to:

Local Health Education Standard

State Goal

National Standard

Injury Prevention and Safety Unit

Identify safety rules for school, home, community, and Internet use.

Identify fire hazards at school and home.

Show how to "Stop, Drop, and Roll".

Show how to ride the bicycle safely.

Show how to cross the street safely.

Identify safety rules when riding in a car or bus.

Identify ways to stay safe in bad weather.

Identify safety rules when around strangers.

Discuss the difference between a safe and unsafe touch.

22

1, 7

Personal Health Unit

List reasons it is important to have adequate rest and sleep.

Describes what happens in a medical checkup and a dental checkup.

Describe the contents of a health record.

Show the correct way to brush and floss teeth.

List ways to be well groomed and clean.

Tell why it is important to have good posture.

24

1, 3, 7

Nutrition Unit

Name foods that belong to food groups within MyPlate.

Identify healthy snacks and unhealthy snacks.

Identify some of the health facts listed on a food label.

Identify some nutrients and their importance.

Plan a healthful meal.

Discuss food safety.

Show how to use good table manners.

24

1, 6, 7

Growth and Development Unit

Name systems of the body and their functions.

Explain ways the senses are used.

Identify organs of the circulatory system, respiratory system, and digestive system.

Describe ways people are unique and how they grow and learn.

Show ways to practice habits that keep body systems well and healthy.

23

1, 6

Family Life Unit

Describe ways to have healthy family relationships.

Identify feelings related to changes within the family.

Discuss how families are alike and different.

Discuss ways to show respect and kindness to others.

Discuss ways to make wise decisions that affect family relationships.

24

4, 7

Mental and Emotional Health

Identify good character, feelings, emotions, and decisions.

Name five ways to show good character.

Name steps to show feelings and emotions in an appropriate and healthful way.

Show how to make wise decisions.

Explain what to do when angry or stressful.

Identify ways you are special.

Explain what to do when you make a mistake.

24

1, 4, 5

Physical Activity Unit

Name ways physical activity helps the mind and body.

Name components of a health-related fitness activity or test.

Show exercises for warm-up and cool down.

List safety rules for sports and games.

List ways to show good sportsmanship and fair play.

20, 21, 22

6, 7

Substance Use and Abuse Unit

Distinguish between OTC and RX drugs.

Identify safety rules for using medicines.

Identify the harmful effects of alcohol and tobacco use.

Show how to "Say No" to harmful drugs.

Make a health play to stay "Drug Free".

22, 24

1, 3, 4, 7

Communicable and Chronic Disease Unit

Describe the symptoms and treatment for common childhood diseases.

Name some types of germs and tell how they are spread.

Choose habits that help prevent heart disease and cancer.

Identify common causes of asthma and allergies.

Name ways to help control asthma and allergy symptoms.

Identify ways such as by healthful diet and exercise to prevent diabetes.

22, 24

1, 6, 7

Consumer Health Unit

Identify advertisement that promotes healthful choices and healthy lifestyle.

Show how to choose healthful entertainment.

Name ways health helpers in your school and community help you.

List some jobs of people who help others be healthy.

22, 24

2, 3

Environmental Health Unit

Make a poster that shows how to protect the environment.

List different types of pollution in the school, at home, and in the community.

Name ways pollution can harm the environment.

Make a plan to save energy and water in the school and community.

22, 23

7, 8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BACK TO TOP

Grade 2 At the end of Second Grade, students should be able to:

Local Health Education Standard

State Goal

National Standard

Injury Prevention and Safety Unit

List ways to prevent common injuries on the playground.

Show how to treat minor cuts, bruises, and scrapes.

Follow safety guidelines for severe weather.

Follow bus safety guidelines.

Demonstrate correct hand signals when riding a bicycle.

22

1, 7

Personal Health Unit

List reasons physical activity is important for good health.

Tell what happens during eye and dental exams.

Name ways to protect your hearing.

Demonstrate the correct ways to brush and floss teeth.

24

1, 3, 7

Nutrition Unit

Classify food using MyPyramid or MyPlate.

Select healthy snack from a list of foods.

Select foods for a healthy breakfast, lunch, and dinner.

Make a list of good table manners.

Discuss the importance of washing and preparing foods.

24

1, 6, 7

Growth and Development Unit

Describe some healthful habits for the body systems.

Identify the name and function for body systems.

List ways to strengthen bones and muscles.

Describe ways to care for the heart, lungs, and brain.

List some personal health goals that will keep your body well.

23

1, 6

Family Life Unit

I will list ways to resolve conflict at home.

I will describe ways to develop healthful family relationships.

I will identify roles held by family members.

I will discuss ways to make healthful friends.

24

2, 4, 7

Mental and Emotional Health

I will choose behaviors to promote a healthful mind.

I will demonstrate how to say "no" to a wrong decision.

I will show ways to make a wise decision.

I will discuss ways to manage stressful situations at school and at home.

24

1, 4, 5, 7

Physical Activity Unit

Discuss ways physical activity helps the mind and body.

List exercises that can be used in a warm-up and cool-down.

Demonstrate exercises for flexibility, strength, and cardio-respiratory.

Describe ways to be a good sport.

 20, 24

1, 6, 7

Substance Use and Abuse Unit

State safety rules for over-the-counter drugs.

Demonstrate how to "Say No" to drinking and tobacco.

Make a poster that displays how your classroom and school are drug-free.

24

3, 4, 7

Communicable and Chronic Disease Unit

Describe some germs that are common.

Tell how germs are spread.

List ways to prevent germs from spreading.

Describe symptoms of a cold.

Describe ways to prevent infections.

22, 24

1, 6, 7

Consumer Health Unit

Tell how to find safe and healthful products.

Show how to select health information wisely.

Describe a community.

Discuss ways to involve the community in a healthful venture.

22, 24

2, 3

Environmental Health Unit

Name ways to protect the environment.

Name ways to keep the neighborhood beautiful.

Tell what litter is.

Tell ways to save water.

22, 23

7, 8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BACK TO TOP

Grade 3 At the end of Third Grade, students should be able to:

Local Health Education Standard

State Goal

National Standard

Injury Prevention and Safety Unit

Identify safety rules for games.

List safety rules for the playground, gym, and classroom.

Demonstrate basic first aid tasks for cuts, scrapes, and possible fractures.

Describe safety procedures for severe weather and natural disasters.

22

1, 3, 7

Personal Health Unit

Describe health-related physical fitness by the components of flexibility, strength, and cardio-respiratory.

Discuss ways to groom your skin, hair, and nails.

Explain why you need to be physically active.

Explain why you need regular checkups.

20, 24

1, 3, 7

Nutrition Unit

Describe information on the food label.

List dietary guidelines when planning a healthy meal.

Identify the nutrients you body needs.

Identify what foods are in food groups.

Explain ways to keep germs out of foods and beverages.

Discuss the importance of good table manners.

24

1, 3, 4, 7

Growth and Development Unit

Describe the parts and function of the muscular, respiratory, circulatory, digestive, and nervous systems.

List ways to care for your muscles, bones, heart, and lungs.

List the five senses and describe ways to project each of them.

Discuss ways your body is growing.

Discuss stages of the life cycle.

Set a weekly health goal for a healthy body.

23

1, 6, 7

Family Life Unit

Develop ways to resolve conflicts.

List ways to show respect for others.

Discuss ways to deal with those who are not respectful.

Describe the benefits of having communication skills.

List ways to be a responsible family member.

24

2, 4, 6, 7

Mental and Emotional Health

List ways to make new friends.

List ways to show good character.

Describe self esteem and self-concept.

List descriptions of a likeable personality.

Discuss ways to share emotions in a healthful way.

24

1, 4, 5

Physical Activity Unit

Explain why you need to be physically active.

Plan a physical fitness plan.

List safety rules for games and sports.

List safety equipment used in physical education.

20

6, 7, 8

Substance Use and Abuse Unit

Explain how over-the-counter drugs differ from prescription drugs.

List safety rules to follow when taking medicines.

Identify harmful drugs and describe how they affect the body.

List ways to say "no" to harmful drugs.

Demonstrate how to use resistance skills.

24

 3, 4, 7

Communicable and Chronic Disease Unit

Define germs, virus, and bacteria.

List ways to prevent the spread of common diseases.

Describe ways to treat flu, colds, and skin infections.

Define non-communicable diseases.

Discuss asthma, diabetes, and allergy.

Discuss ways to reduce the risk of cancer.

22, 24

1, 6, 7

Consumer Health Unit

Identify sources of healthful information in the media.

Demonstrate ways to access health information when given a health topic.

Discuss a process to analyze commercials and advertisement for health products.

Design ways to encourage others to make positive health choices.

22, 24

2, 3, 8

Environmental Health Unit

Discuss kinds of pollution.

Name ways to save our environment.

Identify ways to recycle and re-use.

List ways to keep the school and community clean.

22, 23

7, 8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BACK TO TOP

Grade 4 At the end of Fourth Grade, students should be able to:

Local Health Education Standard

State Goal

National Standard

Injury Prevention and Safety Unit

List safety rules for school, home, and Internet use.

List safety rules to protect yourself from strangers or violent situations.

Identify fire hazards around the school, in the home, and in the community.

Plan ways to promote safety on the playground and other areas of the school.

List safety rules to follow for biking, riding a motor bike, using a skateboard.

Design safety rules to promote car and bus safety.

Design safety rules to follow around water.

22

1, 7, 8

Personal Health Unit

Identify people on your health care team.

Involve parent or guardian in compiling a personal health record which include height-weight measurements, blood pressure measurements, and pre-existing conditions such as allergies.

Define and list preventive measures that address the six risk behaviors.

Describe healthful measures that will prevent teeth decay, skin infections, sleep disorders, and eating behaviors.

Plan a personal health plan that involves personal hygiene, grooming, rest, and physical activity.

23, 24

1, 3, 7

Nutrition Unit

Identify nutrients found in various foods and discuss nutrients, importance for optimum health.

Identify dietary guidelines for your age group, gender, and activity level, and life-style.

List ways to follow the dietary guidelines for personal health.

Describe the information on food labels and list reasons food labels are required.

Participate in personal daily and weekly meal planning based on dietary guidelines.

Explain how to balance food intake with physical activity.

Identify ways to maintain a healthy weight.

24

2, 6, 7

Growth and Development Unit

Identify resources that provide valid health information about the body.

Identify the structure and function of the systems of the body:

  • skeletal

  • muscular

  • digestive

  • digestive

  • circulatory

  • respiratory

  • nervous

  • skin

List ways to protect and keep the body healthy.

List factors that affect growth and development of the body.

Identify healthful habits that promote growth and development of body systems.

Discuss growth patterns and the uniqueness of each individual.

Identify risk behaviors that affect growth and development of the body.

23

1, 3, 6

Family Life Unit

Identify terms: self-respect, self-esteem, self-confidence, personality, character, and relations, and relationships.

Identify the family structure that is healthy versus dysfunctional.

Describe conflict resolution and identify ways to use it effectively within the family.

24

4, 7

Mental and Emotional Health

Identify different kinds of emotions.

Identify healthful ways to express emotions.

Develop steps to use in practicing healthful behaviors around others.

Describe a true friend and the process of making friends.

Describe the difference between a responsible decision and a wrong decision.

Demonstrate how to use resistance skills among peers.

List actions to take when you feel threatened or intimidated.

Identify ways to develop healthful friendships at school and in the community.

24

1, 4, 5, 7

Physical Activity Unit

Identify components and attributes of health-related fitness and sport (skill)-related fitness.

Make a personal fitness plan based upon non-invasive screening and ways to adhere to the plan.

Describe the health benefits from maintaining a healthful level of physical activity.

Identify aerobic and anaerobic type activities and determine those that will be most beneficial to a personal fitness plan.

Discuss different types of recreational activities and competitive sports that compliment a personal fitness plan.

20,  22

6, 7

Substance Use and Abuse Unit

Describe types and purpose of prescription medicines for youth.

Describe types and purpose of over-the-counter for youth.

Describe types of harmful drugs commonly used by youth.

Describe the effects of harmful drug use among youth.

Share resistance skills for personal safety.

Discuss ways to seek help when someone has a drug problem.

22, 24

1, 3, 4, 8

Communicable and Chronic Disease Unit

Distinguish between types of communicable diseases and chronic diseases.

Describe pathogens and list kinds of pathogens that cause diseases.

Make a plan to practice healthful habits of protective measures against infectious diseases.

Describe heart disease and identify causes of heart disease.

Describe types of cancer prevalent in youth.

Make health goals that will reduce the risks of heart disease.

Make health goals that will reduce the risk of cancer.

22, 24

1, 6, 7

Consumer Health Unit

List sources of health information.

Discuss ways to analyze health information in advertisements and commercials based on valid statements or misleading messages.

Discuss healthful and unhealthful forms of entertainment.

Identify health careers and describe how they benefit the community.

22, 24

2, 3, 8

Environmental Health Unit

Describe and list ways to promote a healthful environment in the school, community, and at home.

Describe what it means to be health advocate for the school and community.

Identify ways to keep the air and waters safe in the community.

Explain how noise pollution can affect your health.

Make a plan to promote reduce, recycle, and reuse in the school and community.

22, 23

7, 8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BACK TO TOP

Grade 5 At the end of Fifth Grade, students should be able to:

Local Health Education Standard

State Goal

National Standard

Injury Prevention and Safety Unit

Make a list of fire safety hazards at school and in the home and share safety precautions needed to address the hazards.

Make a list of  dangerous weather conditions and share ways to prepare for natural disasters.

List ways to eliminate common safety hazards at school and at home.

Identify ways to protect yourself from strangers or people who might harm you.

Make a list for safe use of the Internet and ways to prevent cyber-bullying.

Discuss ways to recognize gang members and types of gangs.

Discuss safety rules that will  reduce the risk of injury from weapons.

Design a first aid kit for your classroom and home.

List steps to give first aid for the following:

  • nosebleed

  • cuts and scrapes

  • poisoning

  • choking

  • bee stings

  • burns

  • heat exhaustion and heat stroke

  • fractures

Demonstrate the basic first aid steps.

22

1, 5, 7

Personal Health Unit

List kinds of check-ups for personal health and athletic physicals.

Compile a personal health record.

Make a dental health plan.

Identify useful and harmful groom products for skin, hair, and nails.

Design a wellness plan that addresses the six risk behaviors.

24

1, 3, 7

Nutrition Unit

Identify nutrients and provide a list of foods that provide them.

Describe information found on food labels.

Use MyPyramid or MyPlate to plan healthful meal for breakfast, lunch, and dinner.

Use various resources that will identify healthy and unhealthy snacks.

Describe how to use the dietary guidelines when selecting foods at various restaurants.

24

1, 2, 6, 7

Growth and Development Unit

Identify and describe function of systems of the body.

  • skeletal

  • muscular

  • circulatory

  • respiratory

  • digestive

  • endocrine

  • urinary

Explain how some systems of the body work together.

List healthful habits to practice that will protect each of the body systems.

Discuss ways you can expect to change in adolescence and adulthood.

Discuss heredity and the uniqueness of the body.

23

1, 6, 7

Family Life Unit

Identify different family structures.

Identify kinds of relationships within the family.

Describe ways to show respect toward family members.

Identify actions that help make family relationships strong.

Make a list of good communication skills to use at home.

Distinguish between verbal and non-verbal types of communication.

Distinguish between acceptable and unacceptable ways to communicate emotions.

24

4, 7

Mental and Emotional Health

Describe parts of a healthy personality.

Demonstrate how to use acceptable communication skills at school.

Describe ways to show respect and earn respect.

Describe peer pressure and how it affects your personality and self-confidence.

Describe stress and list stressful situations among your age group.

Identify ways to manage stress and address stressful situations.

List ways to bounce back from hard times.

24

1, 4, 5

Physical Activity Unit

Explain the FITT formula for fitness.

Explain how age, gender, heredity, and health behaviors affect the status of fitness.

Make a personal fitness plan and list steps that will enable adherence to a plan.

List safety precautions to take when engaging in a fitness activity.

Identify reliable resources and venues that provide fitness trainers fitness facilities and equipment.

20,  22

5, 6, 7

Substance Use and Abuse Unit

Describe the differences among drugs, medicine, prescription medicine, and over-the-counter medicine, and illegal drugs.

List ways to resist pressure to use drugs.

Make a chart of common illegal drugs and their effects (long-term & short-term).

Demonstrate how to use resistance skills and say "no".

List harmful toxins found in tobacco products and tobacco smoke (second-hand).

List some Food and Drug Administration regulations on the use of tobacco and alcohol.

24

1, 3, 4

Communicable and Chronic Disease Unit

Explain how pathogens (germs causing disease) enter the body.

Explain how the body fights pathogens.

List the stages of disease.

List healthy practices that strengthen the immune system.

Distinguish between communicable and non-communicable diseases.

List symptoms of a heart attack and stroke.

Describe healthy behaviors that reduce the risk of cancer.

Explain what diabetes is and what causes diabetes.

List some chronic diseases and ways to manage chronic diseases.

Discuss HIV and how it leads to AIDS.

22, 24

1, 6, 7

Consumer Health Unit

Identify reliable sources of health information on assigned health topics.

Make a list of what to look for when accessing health resources.

List reliable online sources pertaining to an assigned health topic.

Describe responsible entertainment versus harmful entertainment.

List health needs of students in the school and community and describe ways health workers can assist.

22, 24

2, 3, 8

Environmental Health Unit

Plan a list of ways to be a health advocate for school and community.

Design a table listing types of pollution most common in the community and state and ways to reduce the particular type of pollution.

Explain types of water pollution in the surrounding community and state.

List ways to conserve natural resources.

Design a plan to help the school and community pre-cycle, reuse, or recycle.

22, 23

7, 8

BACK TO TOP

Grade 6 At the end of Sixth Grade, students should be able to:

Local Health Education Standard

State Goal

National Standard

Injury Prevention and Safety Unit

List forms of violence in the school, community, and home.

Discuss ways to reduce the risk of violence in the school, community, and home.

Identify behaviors that might indicate signs of violent behaviors.

List people and places that can provide help when someone is threatened or harmed by violence.

Discuss ways to avoid gangs and resist gang influence.

Discuss types of weapons that are legal and illegal for a particular age group.

Discuss reasons it is important to respect authority and obey laws.

List ways to be safe during hazardous weather conditions (storms, extreme heat and cold, natural disasters).

Describe how to administer CPR.

Describe how to administer basic first aid.

Describe how to follow universal precautions when administering first aid.

Describe how to recognize and treat:

  • types of fractures

  • types of burns

  • bleeding

  • contusions and sprains

Describe safety guidelines for motor vehicle, bicycle, watercraft, skating, hiking/jogging, ATVs, and skateboards.

22

1, 7

Personal Health Unit

Discuss importance of taking care of vision, hearing, and teeth.

List what to look for in health products for grooming (hair, skin, and nails).

Describe the benefits of adequate rest and sleep.

Describe the health benefits of regular physical activity.

Make a wellness plan that includes physical activity, healthy eating, and care for the body that will address the six risk behaviors.

24

1, 3, 7

Nutrition Unit

Discuss the importance of nutrients for optimum growth and development of the body.

Access online resources that will help determine the number of daily calories needed for a specific age, gender, and activity level.

Design a meal plan for breakfast, lunch, and dinner and calculate the number of daily calories.

Design a table listing healthy snacks, serving size, fat content, and calories.

Discuss ways to ensure food safety at school and home.

Discuss types and causes of food allergies and intolerances.

Discuss ways to follow the dietary guidelines at school, home,  and when eating in restaurants.

22, 24

1, 3, 6, 7

Growth and Development Unit

Design a table showing the functions of the body systems and ways to care for each body system.

Discuss the life cycle and changes that occur throughout each stage of the life cycle.

Describe puberty and ways to care for the body.

List some emotional and social changes that occur during the period of adolescence.

Describe how the body changes during adolescence for female and male.

Describe the changes in feelings during adolescence.

Discuss unsafe sexual behaviors that lead to pregnancy and sexually transmitted diseases.

List community resources that provide health information and assistance for STDs and teenage pregnancy.

List signs that a person may be grieving and discuss ways to comfort a person who is grieving.

22, 23

1, 6, 7

Family Life Unit

Discuss healthy and unhealthy family situations.

List ways to communicate in healthful ways with family members.

List ways to improve difficult family relationships.

List ways to adjust to family situations that change.

List community resources that provide counseling and assistance for families.

24

2, 3, 4, 7

Mental and Emotional Health

Describe factors that influence personality.

Describe six traits of good character and list ways to demonstrate good character.

Design a plan to manage stress at school, community, and home.

Describe ways to develop healthy relationships at school and in the community.

Design a table of resistance skills and show how to use these skills in situations of peer pressure.

Discuss ways to address a harmful relationship (improve or end).

24

1, 4, 5

Physical Activity Unit

Design a table that lists your favorite physical activities, number of calories per hour expenditure, and facilities/equipment needed.

List preventive measures needed when engaging in physical activities.

Identify specific physical fitness tests that measure health-related and sport (skill) related fitness.

Participate in fitness assessments that will show personal levels in areas that need improvement and personal levels in areas that need to be sustained.

Design a personal fitness plan that includes personal goals and steps for adherence.

20,  22

6, 7

Substance Use and Abuse Unit

Design a table that lists over-the-counter drugs, prescription medicines, and health products such as sport drinks/snacks. Provide guidelines for the safe use of each.

Locate warnings on the labels of over-the-counter drugs and prescription medicines. Discuss the purpose for these warnings.

List reasons your age group misuse and abuse certain drugs.

Discuss ways to recognize and seek help for someone who uses or drugs.

Design a promotional campaign for the school that will assist students in choosing a drug-free lifestyle.

24

1, 3, 4, 7

Communicable and Chronic Disease Unit

Discuss pathogens and ways they enter the body.

Discuss how the body's immune system works in preventing germs from entering the body. Discuss healthy behaviors that will help the immune system.

Design a table that will list communicable diseases and healthy behaviors that reduce the risk of infection from these diseases.

Plan a personal health record and identify community resources that are involved with your health record.

Discuss the causes, signs, symptoms, treatment, and complications associated with sexually transmitted diseases.

Discuss behaviors that will reduce the risk of infection associated with unsafe sexual behaviors.

List the causes, symptoms, and treatment of cardiovascular diseases. Provide ways to prevent these diseases.

List ways to reduce the risk of cancer.

Design a table listing common communicable diseases and chronic diseases associated with youth. Provide ways to prevent of manage the diseases listed.

22, 24

1, 6, 7

Consumer Health Unit

Compose a list of community sources that provide valid health information when given a list of health topics.

Compose a list of online sources that provide valid health information when given a list of health topics.

Design a weekly plan that includes setting goals for the management of time and money.

Discuss consumer rights, quackery, media literacy, and government agencies that protect consumers.

Discuss how to access health care and how the costs of health care are covered.

Participate in a class plan that will advocate for a health cause in the school or community. (false media ads)

22, 24

2, 3, 6

Environmental Health Unit

Design a table that will list types of air pollution, water pollution, and noise pollution in the community and state. List ways to address or reduce this problem.

Design a school-wide plan to recycle, reuse, or reduce waste in the school or community.

Discuss ways to improve the visual appearance or healthful status of the school and community.

Discuss the purpose of health advocacy in school and community. Select a topic and design a health advocacy poster.

22, 24

7, 8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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