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HealthTeacher Lesson Title |
| 1. Comprehend concepts related to health promotion and disease prevention. (D, C, PH, N, H) |
a. Identify how dietary habits affect health. |
Neutrients and Food Groups |
| b. Discuss ways to prevent injury. |
Play Safe |
| Stop, Drop, and Roll |
| Avoiding Weapons |
| Staying Safe |
| Keep Away from Poison |
| Staying Safe around Electricity |
| Use Your Head - Use Your Helmet! |
| c. Explore some of the causes of illnesses and chronic disease. |
Healthy Habits |
| d. Discuss ways in which the environment can contribute to illnesses or diseases (i.e., air pollution, water). |
Clean Water |
| No Noise |
| Reducing Pollution and Conserving Resourcing |
| 2. Demonstrate the ability to obtain valid health information and health promoting products and services. (CH, C, S, PH) |
a. Identify differences among health products and services. |
Health Services in the Community |
| b. Understand the importance of warning labels. |
Looking at Medicine Labels |
| Food Labels |
| c. Describe the roles of various community resources (i.e., hospital, Department of Health, voluntary health agency, home health) that aid in preventing illness. |
Well-care Visits |
| 3. Demonstrate the ability to practice health-enhancing behaviors and reduce health risks. (PH, S, F, D) |
a. Identify ways to resolve conflicting situations. |
Conflict Resolution |
| b. Demonstrate and explain proper use of seat belts. |
Wear Your Seat Belt |
| c. Identify stress associated with different situations (i.e., recital, leadership role, disagreement with a peer, visit to the principal's office). |
NA |
| d. Identify negative effects of using alcohol, tobacco, and drugs. |
Drugs and Goals Don't Mix |
| Hazardous to My Health |
| Be Smart, Don't Start! |
| 4. Analyze the influence of culture, media, technology, and other factors on health. (C, N, CH, MH) |
a. Appreciate the diversity of peers (i.e., uniqueness of individual qualities) and how it relates to culture. |
I'm Unique |
| b. Describe how the media (i.e., Terrance the Rat) influences health choices. |
Food Packages |
| 5. Demonstrate the ability to use interpersonal communication skills to enhance health. (F, S, D, M, PH) |
a. Identify ways to communicate care, consideration, and respect of self and others. |
Respecting Myself and Others |
| b. Demonstrate refusal skills (i.e., just say no, don't talk to strangers) to enhance health. |
Is Tobacco a Friend? |
| Refuse to Use |
| You Know What to Say |
| c. Distinguish between evaluations of performance and personal worth. |
NA |
| 6. Demonstrate the ability to use goal-setting and decision-making skills to enhance health. (N, PH, H, S) |
a. Explain the potential results (i.e., accidents, nutrition, physical activity, drug use) of health choices. |
Finding Fat |
| Hazardous to My Health |
| b. Identify the benefits of making healthy choices (i.e., alternative choice for unhealthy decisions). |
Use Your Head - Use Your Helmet! |
| c. Explain how goal-setting affects decision-making. |
Drugs and Goals Don't Mix |
| 7. Students will demonstrate the ability to advocate for personal, family, and community health. (PH, C, N) |
a. Demonstrate an ability to influence others to make healthy choices. |
Influences on Activity |
| b. Explore ways individual contributions can contribute to community health (i.e., clean-up projects, adopt-a-mile projects). |
Ready to Recycle |
| The Environment and the Community |
| Reusing Waste Materials |
