HEALTH EDUCATION CURRICULUM GUIDE

Transcription

1 Middle School HEALTH EDUCATION CURRICULUM GUIDE Grade 7 Health Course Number Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate with the knowledge, skills, and values necessary to be successful contributors to our democratic society. Health Education Curriculum -- Grade 7 Page 1 of 10

2 The School District of Volusia County The School Board of Volusia County Dr. Jeffrey Timko, Chairman Ms. Judy Conte, Vice Chairman Mr. Earl C. McCrary Mrs. Judy L. Andersen Mrs. Vicki Bumpus Superintendent of Schools Mr. William E. Hall Assistant Superintendent for Curriculum and School Improvement Services Dr. Chris J. Colwell Director of K-12 Curriculum & Program Accountability Dr. Nicolene R. Junkins Coordinator of Middle School Services Mrs. Harriett W. McAllaster Specialist Mr. George Woodring August 2000 Health Education Curriculum -- Grade 7 Page 2 of 10

3 PREFACE This guide has been developed to correlate the Sunshine State Standards with specific courses taught in Volusia County and is designed to meet the needs of teachers, students, and the community. FOR THE TEACHER: The guide provides direction and assistance in the planning and delivery of instruction for this art course. FOR THE STUDENT: The guide helps to ensure that students completing this art course will have met all appropriate district and state standards. Taken in sequence with other designated art courses, students will be able to meet or exceed state standards in the area of art education. FOR OUR INVOLVED COMMUNITY: The guide demonstrates the district s commitment to implement and maintain high educational standards in all subject areas at every grade level. Health Education Curriculum -- Grade 7 Page 3 of 10

4 SEVENTH GRADE HEALTH CURRICULUM General Health Sunshine State Standard (Benchmark) HE.A HE.A Content Statement FACX001X: know how to locate health products and services. FACX002X: know how to access a variety of technologies for health information. Sample Performance Descriptions Assessment Goals 3 Standards work in a cooperation learning team and develop a resource guide of local FCAT-W6 1,2,4,6,8 health agencies available to adolescents. access the internet with other students to find several sources of information FCAT-W1, W2, W3 1,2,4,7,8 on different health problems and share the information with the class in an oral or written report. Role-play refusal skills regarding peer pressure. FCAT-W6 2,5 HE.B FACX003X: know how information from peers influences behavior. HE.B FACX004X: know various ways of communicating No. write a paragraph describing how you will conduct and manage yourself in difficult peer pressure situations. FCAT-W1, W6 2,4,5 Fitness Concepts HE.A HE.B HE.C Dental Health HE.A FACX005X: know the benefits of positive health practices and the appropriate health-care measures necessary to prevent accidents, illnesses and death. FACX006X: know strategies for improving and maintaining personal and family health. FACX007X: define the concepts and principles of various physical fitness components. FACX008X: know how lifestyle, pathogens, family history, and other risk factors are related to the cause or prevention of disease and other health problems. explain the importance of regular aerobic, physical activity and records and analyzes his/her participation in a wellness plan journal. Calculate and analyze individual target heart rate range. analyze and assess physical fitness scores; describe ways to improve fitness level. Develop a wellness plan for accomplishing goals. create a daily journal of physical activities as part of an individual wellness plan for physical fitness. label the parts of a tooth. Explain the importance of brushing and flossing your teeth. Demonstrate proper brushing and flossing techniques. Resource: Teeth Chart with mouth model and brush. FCAT-M1, M4, M10; FCAT-W6 2,4,5 FCAT-W6 1,2,5,6 FCAT-W6 1,4 FCAT-W1, W6 1,4,6 Health Education Curriculum -- Grade 7 Page 4 of 10

5 SEVENTH GRADE HEALTH CURRICULUM Nutrition Sunshine State Standard (Benchmark) HE.A HE.A HE.A HE.A HE.B Content Statement FACX009X: know ways to minimize and prevent common health problems of adolescents. FACX010X: know various methods of health promotion and disease prevention. FACX011X: know how eating disorders adversely affect health. FACX012X: know how to analyze the validity of health information, products, and services. FACX013X: know how messages from media and other sources influence health behavior. Sample Performance Descriptions Assessment Goals 3 Standards define anorexia, bulimia, and obesity. Discuss the health problems FCAT-R13, FCAT- 1,2,3,4,6,9 associated with each disease. W6 create a meal log and place their daily food intake in appropriate food groups. FCAT-W6 1,4,5 list the warning signs and symptoms people suffer from when exhibiting eating disorders. compare and analyze nutritional facts on food labels. Discuss serving size and units of measurement. research fast food nutritional/calorie value and present the findings to the class in an oral or written report. FCAT-W6 1,4 FCAT-M4, M3 1,2,4,6,8 FCAT-W1, W2, W3 1,4,5 Drugs HE.B HE.B HE.C HE.C H.E.A FACX014X: know the importance of assuming responsibility for personal health behaviors. FACX015X: understand the short-term and long-term effects of marijuana and illicit drugs. FACX016X: know how to apply a decision-making process to health issues and problems. FACX017X: understand the various consequences of health-related decisions. FACX018X: Analyze physical, mental, and social effects of drug abuse. in a cooperative learning team create a skit demonstrating the potential risks that may be encountered at teen social functions, i.e., drugs, sex, and tobacco, etc. research the effects of marijuana and illicit drugs; create a portfolio, which presents and illustrates the findings. describe reasons why some people use illicit drugs. Role-play: (resource) Saying No To Drugs, Plays From Real Life. discuss the consequences and effects of alcohol and tobacco use while pregnant. after defining the characteristics of marijuana, analyze the short and long term effects. Divide the class into those for and those against its legalization, and initiate a debate of this issue. FCAT-W6 2,4,5,8.9 FCAT-W1, W2, W3 1,4,5 FCAT-R12 FCAT-R8 1,2,4,5 FCAT-R12 FCAT- 1,4 W6 FCAT-R9, R10, W5 1,2,4,5,8,9 Adolescent Growth HE.A HE.A FACX019X: identify the structure and function of the human reproductive system. FACX020X: know how physical, mental, emotional, and social health interrelate during adolescence. identify and label the human reproductive system. Resource: Growing Into Health Sexuality. discuss as a class the consequences of teen pregnancy. Define abstinence and how to postpone sexual involvement. FCAT-R13, FCAT- 1,2,5,9 W6 FCAT-R3, R13 1,2,4,8 Health Education Curriculum -- Grade 7 Page 5 of 10

6 SEVENTH GRADE HEALTH CURRICULUM Diseases Sunshine State Standard (Benchmark) HE.A HE.A H.E.A Content Statement FACX021X: understand the relationship between positive health behaviors and the prevention of illness, disease and other health problems. FACX022X: identify situations requiring professional health services. FACX023X: Identify sources of information or assistance, which deal with sexually transmitted diseases. Sample Performance Descriptions discuss as a class the names, symptoms, prevention and treatment of sexually transmitted diseases, including HIV/AIDS. Assessment Goals 3 Standards FCAT-W6 2,5,8,9 identify symptoms and signs of sexually transmitted diseases. FCAT-R3 1,2,4 invite a speaker, nurse, doctor, or health professional to speak to the class on the transmissions and treatment of common STD s. FCAT-R9, R12 1,2,3,4,6,8 Health Education Curriculum -- Grade 7 Page 6 of 10

7 APPENDIX User s Guide Goal 3 Standards Assessment Alignment Key Health Education Curriculum -- Grade 7 Page 7 of 10

8 USERS GUIDE FOR ALL USERS: A coding system is used in all curriculum guides to identify Sunshine State Standard Benchmarks and course Content Statements. Benchmarks: For easy reference, each strand, standard, and benchmark has been assigned a unique identification code. For example: LA.A Subject AreaStrand Standard Level Benchmark The first two letters of the code identify the subject area (e.g., LA for language arts). The third letter identifies the strand. The number in the fourth position identifies the general standard under the strand. The number in the fifth position identifies the developmental level (1=PreK-2, 2=grades 3-5, 3=grades 6-8, 4=grades 9-12). The last number identifies the benchmark under the grade cluster within the standard. Content Statements: A. The first three letters from left to right will be the course s Volusia County three-letter code group. The fourth letter will be an X as default. B. The first three numbers from left to right will uniquely identify the content statement within the course. The last place will be an X as default. Example for Eastern and Western Heritage -- NNF NNFX005X Volusia County s Course Code For future use, default is X. Content Statement # Original edition guides will use an X. First revisions will use A, second editions will use B, etc. Note that the fourth place is used for district default purposes. Original curriculum guides will end with X, which will be replaced by A, B, etc., as we add revisions. Only district-assigned letters may be used in the default locations. Health Education Curriculum -- Grade 7 Page 8 of 10

9 GOAL 3 STANDARDS Standard 1 Standard 2 Standard 3 Standard 4 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment. Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs. Florida students use numeric operations and concepts to describe, analyze, desegregate, communicate, and synthesize numeric data, and to identify and solve problems. Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning. Standard 5 Florida students display responsibility, self-esteem, sociability, self-management, integrity, and honesty Standard 6 Florida students will appropriately allocate time, money, materials, and other resources. Standard 7 Florida students integrate their knowledge and understanding of how social, organizational, informational, and technological systems work with their abilities to analyze trends, design and improve systems, and use and maintain appropriate technology. Standard 8 Florida students work cooperatively to successfully complete a project or activity. Standard 9 Standard 10 Standard 11 Florida students establish credibility with their colleagues through competence and integrity, and help their peers achieve their goals by communicating their feelings and ideas to justify or successfully negotiate a position that advances goal attainment. Florida students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic and gender groups, reject the stereotyping of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social, and educational backgrounds, while completing individual and group projects. Families will share the responsibility for accomplishing the standards set in Goal 3 throughout a student s education from preschool through 12 th grade. Health Education Curriculum -- Grade 7 Page 9 of 10

10 FLORIDA COMPREHENSIVE ASSESSMENT TEST ALIGNMENT Reading Content Tested / Grade 8 FCAT Reading is an assessment of the Sunshine State Standards in reading. The Literature content area contains passages such as fictional stories, poems and folk tales. The information content area contains passages such as magazine and newspaper articles about science, history or other topics. FCAT Reading assesses the following areas: R1 interpreting the meaning of text based on context clues R2 analyzing words and text, drawing conclusions, using context and word structure clues, and recognizing organizational patterns R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 determining stated or implied main ideas or essential messages identifying the author's purpose and/or point of view checking validity and accuracy of information from research (including recognizing facts and opinions, strong vs. weak arguments, and the influence of an author's personal views on text) recognizing the use of comparison and contrast within a text recognizing complex elements of text, including plot, theme, setting, character development, conflicts, and resolution understanding how character and plot development, point of view, and tone are used in various selections recognizing cause and effect comparing and/or contrasting characters, settings, and events as presented in various texts locating, organizing, and interpreting written information for a variety of purposes using a variety of reference materials, including indexes, magazines, newspapers, and journals, to gather information for a variety of purposes synthesizing and separating collected information into useful components using a variety of techniques Mathematics Content Tested FCAT Mathematics is an assessment of the Sunshine State Standards in mathematics. FCAT mathematics assesses content from the following areas: Number Sense, Concepts, and Operations M1 identifying operations (+, -, x, ) and effects of operations M2 determining estimates M3 knowing how numbers are represented and used Measurement M4 recognizing measurements and units of measurement M5 comparing, contrasting, and converting measurements Geometry and Spatial Sense M6 describing, drawing, identifying, and analyzing two- and three-dimensional shapes M7 visualizing and illustrating changes in shapes M8 using coordinate geometry Algebraic Thinking M9 describing, analyzing, and generalizing patterns, relations, and functions M10 writing and using expressions, equations, inequalities, graphs, and formulas Data Analysis and Probability M11 analyzing, organizing, and interpreting data M12 identifying patterns and making predictions inferences, and valid conclusions M13 using probability and statistics Writing Content Tested FCAT Writing is an assessment of the Sunshine State Standards in writing. For this assessment, the student produces, in a 45-minute time period, a focused, organized, supported draft in response to a given prompt. FCAT writing assesses content from the following areas: W1 W2 W3 W4 W5 maintains clear focus of main ideas, theme, or unifies point in one or more paragraphs demonstrates organization and development of topic (beginning, middle, end) in one or more paragraphs uses quality details (examples, illustrations) to support appropriate depth and thoroughness of topic utilizes correct writing conventions (punctuation, capitalization, spelling) and sentence structure reflects a variety of question response methods/types: Persuasive - the purpose of this type of writing is to convince the reader to accept a particular point of view or to take a specific action Expository--the purpose of this type of writing is to inform, clarify, explain, define, or instruct by giving information, explaining why or how, clarifying a process, or defining a concept Indicate whether writing form is specifically narrative or expository by adding P or E to the codes above: Examples: Write W5-P if the lesson specifically deals with persuasive story structure Write W5-E if the lesson deals with organizing expository writng Other writing forms not specifically tested, but supporting FCAT writing: W6 writies for a variety of informal purposes such as journals, learning logs, lab reports, letters, or class notes W7 writes poetry and other literary forms Health Education Curriculum -- Grade 7 Page 10 of 10