| STATE GOAL 22: Understand principles of health promotion and the prevention and treatment of illness and injury. |
| A. Explain the basic principles of health promotion, illness prevention and safety. |
HealthTeacher Lesson Title |
| Early Elementary |
22.A.1a Identify general signs and symptoms of illness (e.g., fever, rashes, coughs,
congestion) |
| 22.A.1b Identify methods of health promotion and illness prevention (e.g., obtaining
immunizations, hand washing, brushing and flossing teeth, eating practices,
sleep, cleanliness). |
My Incredible Machine! |
| Brushing Teeth |
| Looking at Medicine Labels |
| Caring for Our Skin |
| Yikes, Lice! |
| Covering Sneezes and Coughs |
| Care of Eyes and Ears |
| Wash Away the Germs |
| Getting Ready to Eat |
| Storing Foods |
| Our Bodies Need Water |
| Let's Get Physical |
| Physical Activity Is Good for Me |
| Good for Your Heart |
| Warm Up and Cool Down |
| Let's Move |
| Safety Counts |
| Play Safe |
| 22.A.1c Identify dangerous situations and safety methods to reduce risks (e.g.,
traffic, improper use of medicine and poisons, strangers). |
Wear Your Safety Belt |
| Riding in the Back Seat |
| Getting Help |
| Be Safe |
| You Can't Tell by Looking |
| Help in an Emergency |
| Stop, Drop, and Roll |
| How You Can Prevent Fires |
| Other Ways to Stay Safe |
| Fire Safety: Getting Help |
| Use Your Head, Wear Your Helmet |
| Keep Away from Poison |
| Choking |
| Avoiding Weapons |
| Preventing Animal Bites |
| Treating Minor Wounds and Burns |
| Staying Safe Around Electricity |
| Staying Safe |
| Late Elementary |
22.A.2a Describe benefits of early detection and treatment of illness. |
| 22.A.2b Demonstrate strategies for the prevention and reduction of communicable and
non-communicable disease (e.g., practicing cleanliness, making healthy food
choices, understanding the importance of immunizations and regular health
screenings). |
Preventing Infectious Illness |
| Skin Care and Hygiene |
| It's a Matter of Balance |
| Healthful Eating and Exercise |
| 22.A.2c Describe and compare health and safety methods that reduce the risks
associated with dangerous situations (e.g., wearing seat belts and helmets, using
sunscreen). |
Biking Safety |
| Preventing Water Accidents |
| Planning for Fire Safety |
| Universal Precautions |
| Middle/Junior High School |
22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g.,
exercise, diet, refusal of harmful substances). |
Benefits of Physical Activity |
| Be Smart, Don't Start |
| Dietary Guidelines |
| Food Guide Pyramid |
| 22.A.3b Identify how positive health practices and relevant health care can help
reduce health risks (e.g., proper diet and exercise reduce risks of cancer and
heart disease). |
Reducing Health Risks |
| Benefits of Physical Activity |
| Making Healthful Decisions about Tobacco |
| Dietary Guidelines |
| 22.A.3c Explain routine safety precautions in practical situations (e.g., in motor
vehicles, on bicycles, in and near water, as a pedestrian). |
Safety on Motorized Vehicles |
| Water Safety |
| Using Public Transportation Safely |
| 22.A.3d Identify various careers involved in health promotion, health care and injury
prevention. |
Health Services in the Community |
| Early High School |
22.A.4a Compare and contrast communicable, chronic and degenerative illnesses (e.g.,
influenza, cancer, arthritis). |
Causes of Illness |
| Terriary Prevention (Indicated Prevention) |
| 22.A.4b Analyze possible outcomes of effective health promotion and illness prevention
(e.g., reduction in stress, improved fitness, lessened likelihood of injury
and illness). |
Avoiding Sports Injuries |
| Primary Prevention (Universal Prevention) |
| 22.A.4c Demonstrate basic procedures in injury prevention and emergency care that can
be used in the home, workplace, and community (e.g., first aid, CPR). |
Avoiding Sports Injuries |
| Secondary Prevention (Targeted Prevention) |
| 22.A.4d Research and report about a career involved in health promotion, health care
and injury prevention. |
Access to Health Care Services |
| Late High School |
22.A.5a Explain strategies for managing contagious, chronic and degenerative illnesses
(e.g., various treatment and support systems). |
Developing Self-care Skills |
| 22.A.5b Evaluate the effectiveness of health promotion and illness prevention methods
using data from actual situations (e.g., impact of worksite health promotion
programs). |
Secondary Prevention (Targeted Prevention) |
| Advocating for Physical Activity |
| 22.A.5c Explain how health and safety problems have been altered by technology, media
and medicine (e.g., product testing; control of polio; advanced surgical
techniques; improved treatments for cancer, diabetes and heart disease; worksite
safety management). |
Physical Activiyt for Weight Management |
| B. Describe and explain the factors that influence health among individuals, groups and communities. |
HealthTeacher Lesson Title |
| Early Elementary |
22.B.1 Encourage and support others in making positive health choices (e.g., eating
practices, cleanliness, safety practices). |
Sanitation Workers |
| Wear Your Safety Belt |
| Staying Safe Around Electricity |
| Real Friends Protect Us |
| It Makes No Cents |
| Healthy Habits |
| Late Elementary |
22.B.2 Describe how individuals and groups influence the health of individuals (e.g.,
peer pressure, media and advertising). |
No Noise |
| Clean Water |
| Refuse Not to Re-Use |
| Preventing Water Accidents |
| Choosing Friends |
| Advertising and Food Choice |
| Tell the Tobacco Ads What You Think |
| Who Influences You? |
| Abstinence |
| Middle/Junior High School |
22.B.3 Describe how the individual influences the health and well-being of the
workplace and the community (e.g., volunteerism, disaster preparedness, proper care
to prevent the spread of illness). |
Reducing Health Risks |
| Responsible for Recycling |
| Waste Not! |
| Unsafe in Any Form |
| Living Longer Through Labels |
| Be Smart, Don't Start |
| Positive Influences |
| Early High School |
22.B.4 Explain social and economic effects of health problems on individuals and
society (e.g., cost of health care, reduction in productivity). |
Gambling Problems in Our Community |
| Late High School |
22.B.5 Analyze how public health policies, laws and the media function to prevent and
control illness (e.g., product and food labeling, food safety and handling,
school immunizations). |
Advocating for Physical Activity |
| C. Explain how the environment can affect health. |
HealthTeacher Lesson Title |
| Early Elementary |
22.C.1 Identify sources and causes of environmental health risks (e.g., air, soil,
sun, water, noise, food, chemicals). |
Safe in the Sun |
| The Environment and the Community |
| Late Elementary |
22.C.2 Explain interrelationships between the environment and individual health
(e.g., pollution and respiratory problems, sun and skin cancer). |
No Noise |
| Managing Diabetes, Asthma, Allergies |
| What's in Tobacco Smoke? |
| Clean Water |
| Middle/Junior High School |
22.C.3a Identify potential environmental conditions that may affect the health of the
local community (e.g., pollution, land fill, lead-based paint). |
Your Air, Your Health |
| 22.C.3b Develop potential solutions to address environmental problems that affect the
local community’s health. |
Responsible for Recycling |
| Early High School |
22.C.4 Analyze how environmental conditions can affect health on a large scale (e.g.,
acid rain, oil spills, solid waste contamination, nuclear leaks, ozone
depletion). |
Conserving Natural Resources |
| Late High School |
22.C.5 Compare and contrast how individuals, communities and states prevent and
correct health-threatening environmental problems (e.g., recycling, banning leaf
burning, restaurant inspections, OSHA standards in the workplace). |
Renewable, Reusable or Recyclable? |
| Don't Waste a Drop |
