| National Standard |
MN Benchmark |
HealthTeacher Lesson Plan Title |
| 1. Students will comprehend concepts related to health promotion and disease
prevention. |
1. The student will describe how lifestyle, pathogens, family history, and
other risk factors are related to the cause or prevention of disease and other
health problems. |
NA |
| Alcohol and Other Drugs |
Reducing Health Risks |
| Community and Environmental Health |
Changing Minds |
| Family Life and Sexuality |
Reducing Health Risks |
| Injury Prevention |
Benefits of Physical Activity |
| Mental Health |
No Call for Alcohol |
|
Inhalants - Don't Go There! |
| Nutrition |
| Personal and Consumer Health |
| Physical Activity |
| Tobacco |
|
2. The student will explain the relationship between positive health behaviors
and the prevention of injury, illness, disease, and other health problems. |
Reducing Health Risks |
| Alcohol and Other Drugs |
NA |
| Community and Environmental Health |
NA |
| Family Life and Sexuality |
| Injury Prevention |
| Mental Health |
| Nutrition |
| Personal and Consumer Health |
| Physical Activity |
| Tobacco |
| 1. Students will comprehend concepts related to health promotion and disease
prevention. |
3. The student will identify ways to reduce risks related to early adolescent
health problems. |
Types of Activity |
| Alcohol and Other Drugs |
NA |
| Community and Environmental Health |
Benefits of Physical Activity |
| Family Life and Sexuality |
Managing Feelings |
|
Getting Help with Feelings |
| Injury Prevention |
Why Do We Eat What We Eat? |
| Mental Health |
| Nutrition |
| Personal and Consumer Health |
| Physical Activity |
| Tobacco |
| 2. Students will demonstrate the ability to access valid health information and
health-promoting products and services. |
1. The student will compare the costs and validity of health products. |
Selecting and Using Health-care Products |
| Nutrients and Food Labels |
| Using OTC and Prescriptions Medications Wisely |
|
2. The student will describe situations requiring professional health services. |
Getting Help with Feelings |
| Playing It Safe |
| Using Health Care Services Wisely |
| 3. Students will demonstrate the ability to practice health-enhancing behaviors
and reduce health risks. |
1. The student will explain the importance of assuming responsibility for
personal health behaviors. |
Playing It Safe |
| Geared for Safety |
| Warm Up Cool Down |
| NA |
| 3. Students will demonstrate the ability to practice health-enhancing behaviors
and reduce health risks. |
2. The student will demonstrate strategies to improve or maintain personal and
family health. |
Family Communication |
| Reducing Health Risks |
| Types of Activity |
| Benefits of Physical Activity |
| Living Longer through Labels |
|
3. The student will develop injury prevention and management strategies for
personal and family health. |
Geared for Safety |
| Warm Up Cool Down |
| Reducing Health Risks |
| Water Safety |
| Biking Safely |
| 4. Students will analyze the influence of culture, media, technology, and other
factors on health. |
1. The student will describe the influence of cultural beliefs on health
behaviors. |
NA |
| NA |
| NA |
|
2. The student will analyze the influence of medical advances on personal and
family health. |
NA |
| NA |
| NA |
| NA |
| 5. Students will demonstrate the ability to use interpersonal communication
skills to enhance health. |
1. The student will describe how the behavior of family and peers affects
interpersonal communication. |
Avoiding Conflicts |
| Anger Management |
| Resolving Conflicts |
| Talking Skills |
| 5. Students will demonstrate the ability to use interpersonal communication
skills to enhance health. |
2. The student will demonstrate refusal skills to enhance health. |
It's OK to Say No |
| Saying the Right Thing |
| No Call for Alcohol |
| Marijuana and THC |
| NA |
| Refuse to Use |
| 6. Students will demonstrate the ability to use goal-setting and decision-making
skills to enhance health. |
1. The student will predict how decisions regarding health behaviors have
consequences for self and others. |
Food Guide Pyramid |
| Living Longer through Labels |
| Abstinence |
| Looking at Barriers |
| Preventing STD/HIV |
|
2. The student will describe how personal health goals are influenced by
changing information, abilities, priorities, and responsibilities. |
Benefits of Physical Activity |
| Hygiene and Adolescence |
| Looking to My Future |
| Using Health Care Services Wisely |
| Selecting and Using Health-care Products |
| Influences on Physical Activity |
| 7. Students will demonstrate the ability to advocate for personal, family, and
community health. |
1. The student will analyze information and opinions about health issues. |
NA |
| NA |
|
2. The student will identify barriers to effective communication of
information, ideas, feelings, and opinions about health issues. |
Family Communication |
| Talking Skills |
| Styles of Communication |
| Causes of Conflict |
| Avoiding Conflicts |
| Resolving Conflicts |
| 7. Students will demonstrate the ability to advocate for personal, family, and
community health. |
3. The student will demonstrate the ability to work cooperatively when
advocating for healthy individuals, families, and communities. |
Reducing Health Risks |
| Listening Skills |
| NA |
| Physical Activity and Food: The Connection |
|
|
Weighing the Options |
