Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

• HEALTH AND WELLNESS

2.1 A1-3

2.1 C1, 4

2.1 D1-3

2.1 E1

2.1 F1

Students will be able to:

• name the five components of health.

• describe the difference between wellness and health.

• explain the ways in which self-esteem, social support, health and wellness are related.

• describe the health benefits of physical fitness.

• compare the leading causes of death, past and present day.

• recognize how lifestyle contributes to disease and the leading causes of death in the United States.

• discuss cultural diversity and how different cultures have different meanings of health.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Review questions

• Like skills survey

• Class discussions

• Role playing

• Cooperative learning

• MAKING RESPONSIBLE DECISIONS

2.2 B1

2.2. C1

2.2. D1

Students will be able to:

• recognize the media’s effect on decision-making.

• explain how decisions made today can affect how long you live.

• describe how decisions made today can affect your quality of life when you are older.

• demonstrate the ability to use a decision making model to make a responsible decision.

• discuss how decision-making relates to the top causes of death for people ages 14-24 and 55-64.

• list the universal values and explain how they affect decision-making.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Review questions

• Role playing

• Class discussion

• Cooperative learning

• MENTAL AND EMOTIONAL HEALTH/EATING DISORDERS

2.1 A1

2.1 B2

2.1 C1-4

2.1 D1

2.1 F2

2.2 A1

Students will be able to:

• list the health hazards of anorexia and bulimia.

• describe the characteristics of individuals most at risk for anorexia or bulimia.

• explain how eating disorders can be avoided.

• discuss how the media could affect a person’s self-esteem and society’s ideal body image.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher observation

• Student participation

• Functional assessment

• Written assessment

• Notebook assessment

• MENTAL AND EMOTIONAL HEALTH/SELF-ESTEEM

2.1 F1-5

2.2 A3, 4

Students will be able to:

define self-esteem..

describe how self-esteem develops.

discuss the effects of media messages on self-esteem and society’s ideal body image.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher observation

• Student participation

• Functional assessment

• Written assessment

• Notebook assessment

• MENTAL AND EMOTIONAL HEALTH/STRESS MANAGEMENT

2.1 E1, 3-5

Students will be able to:

define stress.

describe the stress.

name four stress-related disorders.

discuss ways to manage stress.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher observation

• Student participation

• Functional assessment

• Written assessment

• Notebook assessment

• HIV INFECTION AND AIDS

2.2 A1

2.2 B1-5

2.2 E2

2.4 B2, 3

2.1 D1, 2, 4

Students will be able to:

• define AIDS and HIV.

• describe how HIV works in the body and the three phases of HIV infection.

• list the four body fluids that can pass HIV on and the four behaviors that put humans at risk.

• define and understand casual contact.

• identify why abstinence is the most effective way to prevent transmission of HIV.

• describe medical treatments available for HIV infection.

• determine at least two actions you can take to help people with HIV infection.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher observation

• Student participation

• Functional assessment

• Written assessment

• Notebook assessment

• USE, MISUSE AND ABUSE OF DRUGS

2.2 B1

2.3 A1-3

2.3 C1-5

Students will be able to:

• name one problem with living in a drug-oriented society.

• name two ways to treat pain without using drugs.

• note the ways in which drug use, drug misuse and drug abuse differ from each other.

• describe the three types of over-the-counter medicine.

• identify three factors that may influence a medicine’s effect.

• understand why prescription medications require a doctor’s prescription.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher observation

• Student participation

• Functional assessment

• Written assessment

• Notebook assessment

• ALCOHOL: A DANGEROUS DRUG

2.2 B1-3, 5

2.3 B3-6

2.3 C1-5

Students will be able to:

• discuss the effects of intoxication.

• list long and short term effects of alcohol on the body.

• name reasons why people drink and reasons not to drink.

• discuss dangers of binge drinking.

• know the three phases of alcoholism.

• name the most important risks of alcohol abuse.

• know how alcohol can affect an unborn child.

• discuss the ways in which a family can be damaged by a family member’s alcoholism.

• discuss treatment options for alcohol abuse.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher observation

• Student participation

• Functional assessment

• Written assessment

• Notebook assessment

• OTHER DRUGS OF ABUSE

2.2 B1-3, 5

2.3 B3-6

2.3 C1-5

Students will be able to:

name two important dangers of drug abuse.

list two ways in which drug abusers can damage society.

know the effects of one category of psychoactive drugs.

identify two dangers of crack cocaine.

know how to avoid inhaling fumes.

list three options for recovering drug abusers.

know healthy alternatives to abusing drugs.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher observation

• Student participation

• Functional assessment

• Written assessment

• Notebook assessment

• TOBACCO: HAZARDOUS AND ADDICTIVE

2.1 D1, 3

2.2. B1-5

2.2. C1

2.3. B1, 2

2.2. C1-5

Students will be able to:

name three major chemicals in tobacco.

name diseases caused by smoking and smokeless tobacco.

know the difference between mainstream and sidestream smoke.

understand the reasons why people start using tobacco.

identify three reasons not to use tobacco.

know two strategies you can use to quit smoking.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher observation

• Student participation

• Functional assessment

• Written assessment

• Notebook assessment

• MENTAL AND EMOTIONAL HEALTH/COPING WITH LOSS

Students will be able to:

describe the five stages through which terminally ill people pass.

discuss the reasons for having funerals, memorial services and cremations.

learn how to give emotional support to someone who is terminal ill or grieving.

describe the function of a will versus a living will.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher observation

• Student participation

• Functional assessment

• Written assessment

• Notebook assessment