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Health Education

Tim Horan, Director of Athletics, Physical Education, Health and Recreation

(631) 930-1540

Lorraine Kolar, Secretary

Email(l.kolar@wi.k12.ny.us)

 

Middle School Health Education Curriculum Syllabus

NYS Health Education Standards

Standard 1 - Personal Health and Fitness
1. Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health, prevent disease, and demonstrate and practice positive health behaviors.

Students:
• integrate knowledge of basic body systems with an understanding of the changes that accompany puberty
• 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.

This is evident, for example, when students:
• describe bodily changes that occur during adolescence
• demonstrate a variety of problem solving, communication and stress management skills to address health compromising behaviors such as fad dieting, alcohol, tobacco, and other drug use, early sexual involvement and violent behavior
• predict how decisions regarding health behaviors have consequences for self and others
• describe the interrelationship of social, emotional and physical health during adolescence
• explain how lifestyle, family history and other factors are related to the cause or prevention of diseases and other health problems.

Standard 2 - A Safe and Healthy Environment
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.

Students:
• assess potentially dangerous situations and demonstrate the skills to avoid or reduce their risks
• demonstrate personal and social skills which enhance personal health and safety
• understand the need for personal involvement in improving the environment.

This is evident, for example, when students:
• demonstrate conflict management and negotiation skills
• analyze how environment and personal health are inter-related
• analyze the possible causes of conflict among youth in schools and communities
• identify strategies to avoid or reduce threatening peer situations
• apply safety rules in situations which have the potential for harm
• demonstrate ways to care for and show respect for self and others
• demonstrate accurate use of basic first aid and CPR techniques.

Standard 3 - Resource Management
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.

Students:
• distinguish between valid and invalid health information, products and services
• recognize how cultural beliefs influence health behaviors and the use of health services
• demonstrate the ability to work cooperatively when advocating for healthy individuals, families and schools
• analyze how media and technology influence the selection of health information, products and services
• recognize the need to be an advocate for family and community health
• demonstrate the ability to access community health services for prevention, illness, and emergency care.

This is evident, for example, when students:
• explain how community norms contribute to health
• identify family and community health issues and propose various solutions to address them
• analyze how information from peers influences health decisions and behaviors
• explain how the timely use of health care services can prevent premature death and disability
• identify community agencies which advocate for healthy families and communities
• analyze the consequences of invalid information on the health of individuals, families and
communities
• analyze cultural influences on health and the use of health services.


Units of Study

1. Wellness/Mental Health Unit
• Intro to Health and Wellness
• Self esteem
• Positive risk behaviors vs. negative risk behaviors
• Basic emotions
• Dealing with emotions in a healthy way
• Conflict resolution
• Anger management
• Bullying
• Managing stress
• Depression
• Suicide prevention
• Goal setting/changing behaviors
3. Alcohol, Tobacco, and other Drugs Unit
• Refusal skills
• Decision making
• Peer pressure
• As ATOD relates to goals
• Categories of drugs
• Affects of drugs on society
• Natural highs (ex. surfing)
5. Family and Social Health/Growth & Development Unit
• Healthy relationships
• Basic life skills reviewed
• Puberty
• Female reproductive system
• Male reproductive system
• Breast and testicular cancer
• Pregnancy
• 3 trimesters
• STI/HIV prevention
2. Nutrition Unit
• My Plate
• 6 nutrients
• Reading food labels
• Body image/eating disorders
4. CPR Unit
• Adult, child and infant CPR
• Adult conscious/unconscious choking
• Rescue breathing
• Basic first aid
• AED
6. Additional topics:
• Skin cancer prevention
• Lyme disease
• Earth day
• Benefits of exercise
• Advertisement/media

 

West Islip High School Health Education Curriculum Syllabus

NYS Health Education Standards

Standard 1- Personal Health and Fitness
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.

Students:
• understand human growth and development throughout the life cycle
• demonstrate the necessary knowledge and skills to promote healthy development into adulthood
• apply prevention and risk reduction strategies which can delay the onset or reduce the risk of potential
health problems into adulthood
• evaluate how the multiple influences which affect health decisions and behaviors can be altered.

This is evident, for example, when students:
• analyze personal dietary patterns and develop dietary plans to meet changing nutritional requirements
• evaluate a case study to determine strategies for health enhancement and risk reduction
• identify the consequences associated with engaging in high risk behaviors which compromise health, such as smoking, violent behavior, or driving under the influence of alcohol/drugs
• identify the characteristics of social and emotional health which are critical to adulthood.

Standard 2- A Safe and Healthy Environment
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.

Students:
• recognize hazardous conditions in the home, school, work place, and community and propose
solutions to eliminate or reduce them
• evaluate personal and social skills which contribute to health and safety of self and others
• recognize how individual behavior affects the quality of the environment.

This is evident, for example, when students:
• design and implement a plan to improve safety in the home, school, workplace or community
• use universal precautions and apply first aid, CPR. and other emergency procedures appropriately
• describe and demonstrate appropriate strategies to avoid or cope with potentially dangerous situations, such as dating violence or assault
• develop community approaches which enhance and protect the quality of the environment
• analyze how health laws, policies and regulations protect personal and environmental safety
• demonstrate ways to care for and show respect for self and others.

Standard 3- Resource Management
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.

Students:
• demonstrate how to evaluate health information, products and services for validity and reliability
• analyze how cultural beliefs influence health behaviors and the use of health products and services
• demonstrate the ability to access community health services for self and others
• use technology and the media to promote positive health messages
• demonstrate advocacy skills in promoting individual, family and community health.

This is evident, for example, when students:
• identify local, state and federal agencies which provide health information and are regulating health products and services
• describe how to obtain health services appropriate for individual needs and how to refer friends and family members to appropriate health services or providers
• identify criteria to measure the accuracy, reliability and validity of claims for health care products and services
• design a media campaign which promotes a positive health message
• analyze how cultural diversity enriches and challenges health behaviors
• access the internet to assist in research for senior project.

Units of Study

1. Wellness Unit:
• Introduction to health and wellness
• Bucket fillers
• Six Dimensions of wellness
• Wellness continuum
• Health Inventory
• Behavior changing
• Risk Taking
• Self-esteem
• Decision making
• Goal Planning
3. Alcohol, Tobacco, and Other Drugs Unit:
• Who, what, when, where, why, and how of drug use
• Terms of use
• Patterns of use
• Pathway to addiction
• Tolerance
• Natural highs
• Refusal skills
• Tobacco
• Alcohol
• Marijuana
• Group projects for other drugs
5. Nutrition unit:
• Definition of healthy eating
• Food Plate
• Nutrients
• Food Journal
• Reading Food labels
• Dining out healthy choices
• Body Image
• Eating Disorders
2. Mental Health unit:
• Characteristics of mental health
• Rate your own mental health
• Mental Illnesses
• Bullying
• Personality development
• Emotional well being
• Stress
• Stress management (meditation)
• Conflict resolution
• Depression
• Suicide
• Listening /communication skills
4. Family Life unit:
• Relationships (Family, friends, dating)
• Abusive relationships/child abuse
• Reproductive systems
• Pregnancy and birth
• Teen pregnancy
• Parenting
• Abstinence
• Contraception/birth control
• Breast cancer/Testicular cancer
• STD’s/HIV prevention
• Harassment/date rape/rape
6. CPR unit:
• Adult CPR
• Adult conscious/unconscious choking
• Rescue breathing
• Shock
• Adult AED