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Health 6 Consensus Curriculum Map 2013-2014 Monday, October 28, 2013, 11:10AM Power Standards (key concepts) Introductio Health, Phys Ed, FCS, n to Intermediate , Personal Wellness Health and Fitness Health Education (Week 1, 4 1. Students will understand Weeks) human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. demonstrate the necessary knowledge and skills to promote healthy adolescent development analyze the multiple influences which affect health decisions and behaviors. Health, Phys Ed, FCS, Intermediate , A Safe and Healthy Environment Health Education 1. Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them. assess potentially dangerous situations and demonstrate the skills to avoid or reduce their risks Big Essential Attitudes/Habit Ideas/Understandin Questions/Knowled Skills s of Mind gs ge Assessment Evidence Individuals are What health knowledge responsible for personal do I need to know and health behaviors. be able to use to be safe, healthy and achieve the New York Choosing health State and National products and services Standards? based on valid Does classroom information is a environment effect challenge for all learning? consumers. Do personal choices and behaviors affect your longevity? Making healthy choices now will affect future health and longevity. Self Assessment Self Assessment Personal Wellness Profile Wellness Self Assessment Longevity Introduction - Just Self Management (SMI1, SMI2, SMI3, SMI4, SMI6, SMI7) Thought You Planning and Goal Setting (PGI1, PGI4, PGI6, PGI7) Would Like to Know, Tools You Need for the Task of Growing Up, Classroom Ground Rules, Put Downs vs, Boosters, Getting to Know Each Other, Personal Interests Personal Assessments Wellness SelfAssessment, Longevity, What's Your Health IQ? Vocabulary; academic and content domain specific ATM (Assignment, Time, and Materials), Boosters, Putdowns, Wellness, Self-Assessment, Longevity, IQ, Personal, Profile Resources/Less on Plans Power Standards (key concepts) Big Essential Attitudes/Habit Ideas/Understandin Questions/Knowled Skills s of Mind gs ge Assessment Evidence Relationship management skills are essential in today's complex society. A safe and healthy environment promotes care and respect for self and others. Other written assessments Journal Writing 3-Legged Stool What Do I Like About Being Me? Taking the First Step Values Speaking/Listening Vocabulary; academic and content domain specific Health, Phys Ed, FCS, Intermediate , Resource Management Health Education 1. Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities. analyze how media and technology influence the selection of health information, products and services recognize how cultural beliefs influence health behaviors and the use of health services Life Skills Health, Phys Ed, FCS, Intermediate , Personal Health and Fitness (Week 5, 5 Health Education Weeks) 1. Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. demonstrate the necessary knowledge and skills to promote healthy adolescent development analyze the multiple influences which affect health What skills do adolescents need to be successful learners and citizens? Does responsible behavior lead to healthier living? What is the impact of enhanced communication skills on relationships and academic achievement? Life-Skills - Selfconfidence, Responsibility, Responsible Situations, SRO Common Crimes, Feeling Appreciated, Values, Nonverbal Nonlistening, Verbal Nonlistening, Effective Listening, Video: Between You and Me - Learning to Communicate, Communication Self-Evaluation Self Management (SMI1,SMI2,SMI3,SMI4) Relationship Management (RMI1,RMI2,RMI3,RMI4,RMI5,RMI6,RMI7,RMI8,RMI9,R MI10) Communication (CMI1,CMI2,CMI3,CMI4,CMI5,CMI6) self-confidence, Skills, Appreciation, Being Responsible, Values - Respect for Others, Kindness, A Healthy Lifestyle, Responsibility, Honesty, Courage, Self-discipline, Service, Commiment to Family - nonverbal, verbal, body language, FAT, effective listening, active listening, 3C's, negotiation, Resources/Less on Plans Power Standards (key concepts) Big Essential Attitudes/Habit Ideas/Understandin Questions/Knowled Skills s of Mind gs ge Assessment Evidence Vocabulary; academic and content domain specific decisions and behaviors. Health, Phys Ed, FCS, Intermediate , A Safe and Healthy Environment Health Education 1. Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them. Dealing with Emotions demonstrate personal and social skills which enhance personal health and safety Health, Phys Ed, FCS, Intermediate , Personal Health and Fitness Health Education (Week 10, 1. Students will understand 7 Weeks) human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. apply prevention and risk reduction strategies to adolescent health problems demonstrate the necessary knowledge and skills to promote healthy adolescent development analyze the multiple influences which affect health decisions and Emotional development is a continuing process and affects all aspects of life. An individual's emotional needs, feelings and outlook influence overall health and well-being. A safe and healthy enviroment promotes care and respect for self and others. How can personal, social, or environmental stressors affect social development? What is the impact of stress on personal, emotional and social health? How can individuals develop strategies for reducing stress and improving quality of life? Emotions, Pits to Peaks, Video: Cooling A Hot Situation, Stress Management, Stereotypes, Labeling, Friendships, What, Why and How Messages Relationship Management (RMI1, RMI2, RMI3, RMI4, RMI5, RMI7) Stress Management (STI1, STI2, STI3, STI4, STI5, STI6, STI7,STI8, STI9) Communication (CMI2, CMI 3, CMI4, CMI5, CMI6, CMI7, CMI8) Decision Making (DMI4, DMI5) FAT, effective listening, active listening, 3C's, negotiation, paraphrasing, mixed message, feedback, emotion, TEA, stereotypes, labeling, cliques, including, excluding, Resources/Less on Plans Power Standards (key concepts) Big Essential Attitudes/Habit Ideas/Understandin Questions/Knowled Skills s of Mind gs ge Assessment Evidence Vocabulary; academic and content domain specific behaviors. Health, Phys Ed, FCS, Intermediate , A Safe and Healthy Environment Health Education 1. Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them. demonstrate personal and social skills which enhance personal health and safety Health, Phys Ed, FCS, Intermediate , Resource Management Health Education 1. Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities. demonstrate the ability to access community health services for prevention, illness, and emergency care. Drug Health, Phys Ed, FCS, Resistanc Intermediate , Personal e Health and Fitness Health Education (Week 17, 1. Students will understand 9 Weeks) human growth and development and recognize the relationship between behaviors and healthy development. They will Drug use can be harmful or helpful to all people. Drug abuse changes the health and well-being of the user; mentally, physically and socially. Most people choose NOT to abuse drugs, alcohol, or tobacco. Is drug use necessary in Drug Resistance modern society? Quest and Project Do most individuals Alert lessons engage in high risk health behaviors? Can individuals learn to develop and enhance healthy behaviors and to avoid, reduce and cope with unhealthy, risky or potentially unsafe Schema - connecting drug resistance curriculum to Goals, Roadblocks, current knowledge/making predictions about Cigarettes, Smoking, consquences of actions Marijuana, Myths vs. Sensory and Mental Images - empowerment through role Facts, project_alert_assesment_tools. THC, nucleus, play Self Management (SMI1, SMI2, SMI3, SMI4, SMI5, SMI6, pdf chromosomes, cell SMI7, SMI8, SMI9) membrane, immune Communication (CMI2, CMI3, CMI7) system, drug, Decision Making (DMI1, DMI4, DMI5, DMI7, DMI8) medicines, illegal, Advocacy (ADI4, ADI5, ADI6) chemical substance, misuse, coroner, Resources/Less on Plans Power Standards (key concepts) Big Essential Attitudes/Habit Ideas/Understandin Questions/Knowled Skills s of Mind gs ge understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. situations? apply prevention and risk reduction strategies to adolescent health problems demonstrate the necessary knowledge and skills to promote healthy adolescent development analyze the multiple influences which affect health decisions and behaviors. 1. Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them. demonstrate personal and social skills which enhance personal health and safety project_alert_nys_standards. pdf Systems Review Health, Phys Ed, FCS, Intermediate , Personal Health and Fitness Health Education (Week 26, 6 Weeks) 1. Students will understand human growth and development and recognize Human body systems function in coordination with healthy nutrition and fitness practices. What is the impact of Systems Review diet and fitness on human body systems? How do systems, organs and tissues work together to achieve optimal health. Vocabulary; academic and content domain specific Resources/Less on Plans pathologist, autopsy, fungus, inflammation, disfiguring, sworn statement, vigorous, nitrosamine, induce, keeping tabs on, wares, import, municipal, drug ring, derailed, blood alcohol level, sheared, settlement, affluent, epidemic, triggering, cardiac arrest, immoral, overutilize, productivity, passive smoking, replenish, consuming, testified, smoldering, boarding house, smoke inhalation, suspended, indicted, Amish, mph, lethal, methanol alcohol, moonshine, involuntary manslaughter, misdemeanor, intoxicant, hazardous, drug use, oxygen, carbon dioxide, bile, accumulate, impulses, brain stem, cerebrum, derebellum, depressant, fermented, esophagus, alcohol poisoning, cirrhosis, fetal alcohol syndrome, consequences, alternatives, potent, dependent, alcohol, pressure, advertising, ASK, external pressure, internal pressure, inhalants, benefits, cocaine crash, cessation, stimulants, depressants, narcotics, hallucinogens Health, Phys Ed, FCS, Intermediate , A Safe and Healthy Environment Health Education Assessment Evidence Self Management (SMI2, SMI4) Physical Activity and Nutrition (PANI1,PANI3,PANI4) Tobacco (TBI4,TBI6,TBI7) Dr. McSneerli, digestive - (mouth, esophagus, stomach, small intestine, pancreas, liver, large intestine, rectum and appendix), Video - Introduction to the Human Body (12:19) Video - Human Digestion (14:55) Video - Human Repiration (13:11) Video - Skeletal and Power Standards (key concepts) the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. integrate knowledge of basic body systems with an understanding of the changes that accompany puberty demonstrate the necessary knowledge and skills to promote healthy adolescent development Health, Phys Ed, FCS, Intermediate , Resource Management Health Education 1. Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities. distinguish between valid and invalid health information, products and services Big Essential Attitudes/Habit Ideas/Understandin Questions/Knowled Skills s of Mind gs ge You are what you eat. Knowledge of healthy human development during puberty reduces anxiety. Assessment Evidence Vocabulary; academic and content domain specific respiratory - (nose, mouth, larnyx, trachea, bronchioles, alveoli and diaphragm), muscular (voluntary, involuntary, cardiac/heart, masseter, sternomastoid, latissimus dorsi, trapezius, pectoral, seratus magnus, deltoid, biceps, triceps, external oblique, rectus abdominus, gluteus medius, gluteus maximus, rectus femoris, sartorius,hamstrings, quadriceps), circulatory - (Heart, blood vessels, atrium, ventricle, arteries, veins, capillaries, blood types, plasma, platelets, white cells, red cells), skeletal (bones, cartilage, joint, ligament, tendon, skull, mandible, vertebrae, sternum, ribs, pelvis, scapula, clavicle, humerous, radius and ulna, carpal bones, phalanges, femur, patella, tibia and fibula, tarsals), nervous - (brain, spinal cord, CNS, cerebrum, cerebellum, medulla, thalamus, hypothalamus), endocrine - (pituitary, thyroid, thymus, adrenals, pancreas, ovaries, testes), excretory - (lungs, skin, rectum, urethra), reproductive (vagina, uterus, fallopian tubes, ovaries, testes, epididymis, vas deferens, seminal vesicles, prostate, urethra, cowper's glands, penis, conception/fertilizatio n, twins), lymph (lymph vessels, Resources/Less on Plans Muscular Systems (13:00) Video - Circulatory and Urinary Systems (14:25) Video - Nervous System and Our Senses (15:30) Video - Human Endocrine System (13:20) Video - Human Reproduction: Life to Life (15:35) Video - Human Machine (35:00) Power Standards (key concepts) Big Essential Attitudes/Habit Ideas/Understandin Questions/Knowled Skills s of Mind gs ge Assessment Evidence Vocabulary; academic and content domain specific lymph nodes, white cells), immune (antigen, T-4 cells, B-cells, antibodies, Big Eater cells, Killer T-cells, T-8 cells), acronym, Fitness and Nutrition Health, Phys Ed, FCS, Intermediate , Personal Health and Fitness Health Education (Week 32, 1. Students will understand 7 Weeks) human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. apply prevention and risk reduction strategies to adolescent health problems demonstrate the necessary knowledge and skills to promote healthy adolescent development analyze the multiple influences which affect health decisions and behaviors. Health, Phys Ed, FCS, Intermediate , Resource Management Health Education 1. Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities. Regularly engaging in healthy behaviors promotes overall health and well-being and reduces the risk of health-related problems, disorders and disease. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce and cope with unhealthy, risky or potentially unsafe situations. Does heredity or environment play a greater role in the development of disease? Can individual diet and fitness habits enhance health and well-being, and reduce the risk of health-related problems, disorders and disease. Nutrition & Fitness - Fitness and Nutrition Expert Jigsaw, Move and Groove As You Eat to Win, Aerobic Benefit Hunt, Eat to Win, My Pyramid, Create a Pyramid, Fitness in Action, Liquid Lookout, Walk This Way, Snack Attack, Pump It Up and How Much to Eat, Chill Out, Cut the Fat, Breakfast...Don't Skip It, Putting It All Together, Body Comp. Survivor Self Management (SMI1, SMI2, SMI3, SMI4, SMI5, SMI6, SMI7, SMI8) Physical Activity and Nutrition (PANI1, PANI2, PANI3, PANI4, PANI5, PANI6, PANI7) exercise - any activity that requires physical movement aerobic fitness ability to perform large muscle, dynamic, moderate to high intensity exercise for prolonged periods benefits - good things that result nutrients - any substance that provides nourishment for the maintainance of life and health high nutritional value - any substance having high levels of nourishment for the maintainance of life and health low nutritional value any substance having low levels of nourishment for the maintainance of life and health consumption - the act of eating and drinking calorie - a unit of energy discretionary calories - extra calories you can eat that are over and above the "essentials" required by your body each day circulatory system the system by which blood, oxygen, and nutrients are delivered to, and returned from the body via arteries and veins heart - your body's pump, responsible for pumping blood, oxygen, and nutrients to your body oxygenated - full of oxygen Resources/Less on Plans Power Standards (key concepts) distinguish between valid and invalid health information, products and services recognize the need to be an advocate for family and community health analyze how media and technology influence the selection of health information, products and services Big Essential Attitudes/Habit Ideas/Understandin Questions/Knowled Skills s of Mind gs ge Assessment Evidence Vocabulary; academic and content domain specific unoxygenated without oxygen lungs - the basic respiratory organ for breathing veins - blood vessels that carry blood, usually unoxygenated, from the tissues to the heart pulse - a number that represents how many times your heart beats in a minute ratings of perceived exertion - a scale used to measure how easy or hard (intensity) you're exercising frequency - how often you're exercising intensity - how easy or hard you're exercising time - the length of your workout type - what type of workout you are doing aerobic exercise exercise that requires oxygen at the cellular level and is of a low-tomoderate intensity level that can be done for an extended period of time anaerobic exercise exercise that does not require oxygen at the cellular level and is of a high intensity level that can be done for short amounts of time cardiovascular system - the circulatory system including the heart and blood vessels respiratory system the group of organs responsible for carrying oxygen from the air to the bloodstream and for expelling carbon dioxide arteries - blood vessels that carry oxygenated blood Resources/Less on Plans Power Standards (key concepts) Big Essential Attitudes/Habit Ideas/Understandin Questions/Knowled Skills s of Mind gs ge Assessment Evidence Vocabulary; academic and content domain specific from the heart to the tissues dehydration excessive loss of water from the body, an abnormal depletion of body fluids nutrients - any substance that provides nourishment for the maintainance of life and health technique procedure by which a task is performed pedometer - a device that measures the number of steps taken while wearing it physical - involving activity using the body active - being in physical motion inactive - not being in physical motion epidemic - affecting many individuals in an area or a population at the same time obese - extremely overweight phytochemicals chemicals in fruits and vegetables that give them their bright colors and help the body fight off illness and disease bones - the hard, living tissue that makes up the skeleton of the body, our muscles are connected to our bones continuous activities performed without frequent stopping contract - to tighten or tense a muscle tendons - connect muscle to bone muscle - expandable body tissue that enables body parts to move repetition - activities performed repeatedly, a certain number of times Resources/Less on Plans Power Standards (key concepts) Big Essential Attitudes/Habit Ideas/Understandin Questions/Knowled Skills s of Mind gs ge Assessment Evidence Vocabulary; academic and content domain specific Resources/Less on Plans strength - the state of being strong serving size - the amount of food used to determine the caloric value of food, as listed on a food label reps - an abbreviation for repetition, meaning how many times an exercise is done sets - a grouping of exercises done at one time fat - the body's major form of energy storage, a macronutrient and is needed in small amounts daily flexibility - the range of motion possible around a joint range of motion how much a joint will allow its bones, ligaments, and tendons to move joint - where two bones meet active stretch - a stretch that takes the body through fluid movements static stretch - a stretch that is held for a specific amount of time ballistic stretch - a bouncing stretch that increases the risk for muscle injuries, unless associated with a specific spport Last Updated: Tuesday, January 19, 2010, 6:47AM Atlas Version 8.0.1 © Rubicon International 2013. 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