Sophomore Health Education

 


 

Course Description

In this course, students will be involved in classroom experiences pertaining to health problems and practices of young adults.  Personal health, body systems, nutrition, physical fitness, first aid, safety, mental health, disease prevention and control, family life and human sexuality, substance abuse, environmental and community health, and consumer health will be among the topics.  

Course Objectives:

Students will be able to…

·         Identify and describe major communicable diseases, methods of transmission, symptoms, treatments, and methods of prevention.

·      Identify and describe major non-communicable diseases (i.e. heart disease, cancer, and diabetes), risk factors for these diseases, methods of prevention, symptoms, and treatments.

·      Describe sequentially the steps of development and describe how different stages of development can affect identity and interpersonal relationship.

·      Identify various family situations (i.e. two-career families, parenting, child care, adoption, family abuse, and violence) and methods of coping with each situation.

·      Analyze the effects of teenage pregnancy on the mother, father, and child.

·      Describe responsible intimate relationships and why abstinence is the best in terms of preventing pregnancy, preventing STD/STI’s and for the mental/emotional health of the teen.

·      Identify and describe good mental health, including healthy personality development and the development of positive self-esteem.

·      Identify and describe major mental disorders and problems, causes, warning signs, and methods of treatment.

·      Describe the causes and effects of stress, various methods of coping with stress and design a personal stress management plan.

·      Describe the various forms of substance abuse (i.e. drugs, alcohol, and tobacco) and the dangerous effects on health, family, career, and society for each; and treatment plans for each.

·      Distinguish between positive and negative peer pressure and develop refusal or resistance skills to deal with negative peer pressure (i.e. gang influence).

·      Identify how to make healthful food choices, how to recognize and follow a healthy diet; how to analyze their nutritional and lifestyle choices and understand how this will contribute to current and future wellness.

·       Analyze and identify problems with improper diets, fad diets, and eating disorders.

·      Analyze and identify factors that can improve one’s personal health (i.e. physical fitness program, proper sleep and rest, proper hygiene, and cleanliness).

·      Assess their own level of physical fitness and design a personal exercise program using the FIT principal.

·      Summarize and/or demonstrate basic first aid procedures for major emergencies (i.e. CPR, choking, poison, bleeding, and shock).

·      Describe accident causation and its prevention and the propose practices that promote personal safety and reduce personal safety factors.

·      Recognize major types of causes of environmental pollution and describe ways to prevent them.

·      Make wise consumer choices regarding medicines and medical treatment.

 

Classroom Guidelines:

·         Language

o   Guide: Slang is acceptable until proper terminology is known

o   Principal Value: Learning is more important than propriety

·         Disclosure:

o   Guide: No one may be asked about his/her personal behavior

o   Principal Value: Respect of privacy and comfort is more important than benefits of analyzing specific behavior

·         Questions:

o   Guide: Support all questions, no question is silly or stupid

o   Principal Guide: The need to learn supersedes the need to appear cool

·         Topics:

o   Guide: Certain topics are beyond the limits of this course

o   Principal Value: Maintaining the existence of the program is more important than arguing the inclusion of certain topics

·         Thoughts:

o   Guide: All thoughts should be allowed to be expressed

o   Principal Value: It is important to understand the reasoning process behind a conclusion than to think particular thought

·         Input:

o   Guide: Decisions related to sexuality ought to be made after input from several sources

o   Principal Value: The more input gathered in decision making the better the choice is likely to be

 

Consequences:

·         Student will meet with teacher

·         Student will call home

·         Student will receive detention

·         Student will be referred to the office

·         Tardy:

o   1&2= Warning

o   3= Detention

o   More than 3 referral to office

 

Grading:

Grades will be taken in chapter quizzes, unit tests, homework, and projects. Students are required to keep a health journal and all of their lecture notes in a notebook/folder. Both of these will be checked and awarded homework points.

 

Course Outline:

·         Introduction to Health

o   Chapter 1- Your Health and Wellness

o   Chapter 2- Making Healthful Choices

·          Unit 1: Mental and Emotional Health

o   Chapter 8- Mental and Emotional Health

o   Chapter 9- Managing Stress in Your Life

o   Chapter 10- Mental and Emotional Problems

·         Unit 2:Physical Fitness

o   Chapter 17- Circulatory and Respiratory Systems

o   Chapter 3- Physical Fitness and Your Health

o   Chapter 4- Physical Activity for Life

·         Unit 3: Nutrition

o   Chapter 5- Nutrition and Your Health

o   Chapter 6- Food and Your Health

·         Unit 4: Substance Abuse

o   Chapter 24- Tobacco

o   Chapter 25- Alcohol

o   Chapter 26- Illegal Drugs

o   Chapter 27- Recovering from Addiction and Codependency

·         Unit 5: Relationships, STD/STI’s, HIV and AIDS

o   Chapter 19- Reproductive System

o   Chapter 21- Adolescence: A Time of Change

o   Chapter 11- Building Healthy Relationships

o   Chapter 13- Peer Relationships

o   Chapter 29- STD/STI’s

o   Chapter 30- HIV and AIDS

·         Chapter 6: Injury Prevention and Safety

o   Chapter 35- First Aid Emergencies

 

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