MS Health I Instructional Guide

Instructional Guide

Middle School - Health I

What’s New and Updated in Health I

What’sNew This section contains a listing of pages in the map that are new this year. Page Number Description

New resources added: ● USBE Assessment Guides focused on skill-based Health ● Guide for Teaching the Harmful Effects of Pornography

What’s Updated This section contains a listing of pages that have received substantial content updates for this year. Page Number Description ● Updated Materials List: Canyons School District Approved Materials for Human Development and Sex Education Instruction ● Updated resource links.

Health I Overview Health I is dedicated to teaching middle school students the skills they need to establish a healthy and safe lifestyle and enhance behaviors to resist unhealthy choices through adolescence. Health Education will focus on: Health Foundations and Protective Factors of Healthy Self, Mental and Emotional Health, Safety and Disease Prevention, Substance Abuse Prevention, and Nutrition. DWSBA Timeline Window For the administration of the DWSBA in Health, a bank of questions connected with standards has been created for each strand of Health. There are multiple options to administer the DWBSA, including the following: ● A pre-assessment and post-assessment at the beginning and ending of the course ● An assessment using DWSBA questions at the end of each unit/strand ● A mid-course/end of quarter assessment covering the frst units/strands taught and an end of course/end of semester assessment covering the last units/strand taught

● A pre-assessment, mid-course assessment, and post-assessment As such, DWBSA window dates will be determined at the building level.

PD Opportunities

Links to Additional Resources

● CSD District Day - August ● District (Early Out) Collaboration Meetings: ○ Middle School ○ High School ● SHAPE Utah - Spring 2024 ● Sex Ed. Law and Policy USBE Course ○ must be completed every 3 years ● LifeSkills Training by Botvin ○ One-time online, asynchronous training, approximately 5 hours. ● MS Health Textbook Training ○ self-enroll link to Canvas course ● HS Health Textbook Training ○ self-enroll link to Canvas course

● District Resources

○ Shared Google Drive - CSD Health/PE Shared Teacher Resources ○ CSD Sex Education Instruction Approved Materials ○ USBE Health Core Standards ○ Parent/Guardian Consent Form for Sex Education Instruction ○ USBE Assessment Guides - New ○ A Teacher’s Guide to Teaching the Harmful Effects of Pornography - New ○ USBE Health Resource Page* ○ Health Education Hub (eMedia Hub)* ○ Health Education Webinars ○ Prevent Child Abuse Utah School-Based Programs

● State Resources

● National Resources

○ SHAPE America *USBE Sex Education resources may not be approved by CSD - check the CSD approved materials link above.

Health I

TABLE OF CONTENTS Health I Overview and DWSBA Information Semester/Year at-a-Glance Textbook Crosswalk Strand 1: Health Foundations and Protective Factors of Healthy Self (HF) Strand 2: Mental and Emotional Health (MEH) Strand 3: Safety and Disease Prevention (SDP) Strand 4: Substance Abuse Prevention (SAP) Strand 5: Nutrition (N) Strand 6: Human Development (HD) CSD Approved Sex Education Instruction Materials Parent/Guardian Permission Form for Sex Education Instruction (English) (Spanish) Lifelines Suicide Prevention Curriculum Botvin e-Cigarette and Vaping Resource A Teacher’s Guide To Teaching the Harmful Effects of Pornography Thank you to our incredible teachers for their support in the creation of our Health I Curriculum Map: Kimberly Goodman Jeannine Greeno Brooke Harris Lyndsday Nicholson

Health I

Textbook Crosswalk

Strand

Textbook and Workbook Connections

Strand 1: Health Foundations (HF) Chapter 1: Understanding your Health and Wellness: Textbook Workbook Chapter 4: Being Mentally and Emotionally Healthy: Textbook Workbook Chapter 14: Promoting Healthy Relationships: Textbook Workbook

Strand 2: Mental and Emotional Health (MEH)

Chapter 4: Being Mentally and Emotionally Healthy: Textbook Workbook Chapter 5: Getting Help for Mental Health Conditions: Textbook Workbook

Strand 3: Safety and Disease Prevention (SDP)

Chapter 12: Preventing and Responding to Accidents and Injuries: Textbook Workbook Chapter 8: Tobacco: Textbook Workbook Chapter 11: Understanding and Preventing Diseases: Textbook Workbook

Strand 4: Substance Abuse Prevention (SAP)

Chapter 8: Tobacco: Textbook Workbook Chapter 9: Alcohol: Textbook Workbook Chapter 10: Medications and Drugs: Textbook Workbook Chapter 14: Promoting Healthy Relationships: Textbook Workbook

Strand 5: Nutrition (N)

Chapter 6: Nutrition: Textbook Workbook Chapter 7: Physical Fitness: Textbook Workbook

Strand 6: Human Development (HD)

Chapter 16: Human Development: Textbook Workbook Chapter 17: The Body System: Textbook Workbook Chapter 11: Understanding and Preventing Diseases: Textbook Workbook Chapter 14: Promoting Healthy Relationship: Textbook Workbook Chapter 15: Understanding Violent Behavior: Textbook Workbook

Health I

SEMESTER/YEAR AT-A-GLANCE

Unit

Unit 1 (HF)

Unit 2 (MEH)

Unit 3 (SDP)

Unit 4 (SAP)

Unit 5 (HD)

Unit 6 (N)

Strand1: 4 Standards 11days

Strand2: 3 Standards 10days

Strand3: 7 Standards 15days

Strand4: 5 Standards 12days

Strand6: 9 Standards 18days

Strand5: 5 Standards 12days

Suggested Pacing

1-Health Foundations and Protective Factors of Healthy Self Lesson 1: Self-Image and Self-Improvement Lesson 2: Making Decisions (2) Lesson11: Communication Skills Lesson 12: Social Skills (A) Lesson 13: Social Skill (B)

2-Mental and Emotional Health

3-Safety and Disease Prevention Lesson8: Violence and

4-Substance Abuse Prevention

6-Human Development

5-Nutrition

Strand

Lesson 9: Coping with Anxiety (2) Lesson10: Coping with Anger (optional) Lifelines Lessons (3)

Lesson 3: Smoking: Myths and Realities Lesson 4: Smoking: and Biofeedback Lesson 5: Alcohol: Myths and Realities Lesson 6: Marijuana: Myths and Realities Lesson7: Advertising

Lesson14: Assertiveness (2)

N/A

theMedia (optional)

Lesson15: Resolving Conficts (optional)

Botvinor Lifelines Lessons

Accounts for 12 days of beginning and end of year/semester school related activities and instruction

Health I

Strand 1: Health Foundations (HF)

STRAND 1: HEALTH FOUNDATIONS AND PROTECTIVE FACTORS OF HEALTHY SELF (HF)

Health Foundations and Protective Factors of Healthy Self (HF) is intended to be the foundation of the Health Education Core. Protective factors are attributes such as skills, strengths, or coping strategies which increase the health and well-being of individuals. These attributes help people deal more effectively with stress, peer-pressure, and other potentially harmful situations. Students with strong protective factors are less likely to develop mental illness or substance use disorders. Students will use goal-setting, decision-making, and communication skills to promote health. Students will also practice resiliency skills.

PACING

SEQUENCING

KEY LANGUAGE USES

11 Days - 4 Standards

Unit 1

Inform & Explain

HEALTH I: STRAND 1

Health Foundations and Protective Factors of Health Self (HF) Students will understand the responsibility and outcomes of personal decisions. Students will also apply their knowledge to develop social and emotional competence to make healthy and safe choices. K-12 LEARNING SEQUENCE

Grade5

Health II (9-12)

Students will apply their knowledge to develop social and emotional competence to make healthy and safe choices.

Students will use goal-setting and decision-making skills to enhance health.

Students will apply their knowledge to develop social and emotional competence to make healthy and safe choices.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

● Use SMART goal criteria to design and implement a plan for positive lifelong healthy habits. ○ Verbs to describe skills like use, design, implement, etc. ○ Nouns to explain concepts like plan, smart goal, criteria, lifelong healthy habits, etc. ○ Key terms to outline goals like specifc, measurable, action, realistic, time-bound, healthy habits, etc.

ADDITIONAL RESOURCES

Essential Health Skills for Middle School Textbook Login Site Botvin Teacher Companion Site Follett Resources

Health I

Strand 1: Health Foundations (HF)

STANDARD

HI.HF.1: Create a health-related SMART goal and explain how using the SMART goal-setting process promotes health and improves self-confdence.

CONCEPTS

SKILLS

● SMARTgoal ● Self-confdence ● Health Promotion

● Create ● Explain ● Goal-set

LEARNING PROGRESSIONS

1. Know the difference between healthy and unhealthy behaviors 2. Understand components of a SMART goal 3. Defne self-confdence 4. Create a SMART goal related to health and self-confdence 5. Explain how the SMART goal setting process promotes health and improves self-confdence

KEYTERMS

● SMARTgoal

● Self-image ● Attitudes ● Beliefs

○ Specifc, Measureable, Action, Realistic, Time-bound

● Self-confdence ● Health

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 1.1 (pg. 6-13) - Defning Health and Wellness Textbook 1.2 (pg. 14-21) Recognizing Factors that Affect Health and Wellness Textbook 1.3 (pg. 22-35) - Building Skills for Health and Wellness

Workbook 1.1(pg. 1) Be the Health Triangle Expert Workbook 1.1. (pg. 3-4) Analyzing Infuences Workbook 1.2 (pg. 6) Risky Behavior Workbook 1.2 (pg. 7 ) - Is the Risk Really Worth it? Workbook 1.3 ( pg. 9) Goal Setting 101 Online Resources 1.1 - Graphic Organizer - Health Triangle Online Resources 1.1 - Teacher guided Social Media Post

Online Resources 1.1 - Health Advice Online Resources 1.2 - Vocab Activity Online Resources 1.2 - Reading Guide Online Resources 1.2 - Health and Wellness Risk Factors Online Resources 1.3 - Parent/Trusted Adult Health & wellness Interview Online Resources 1.3 - Hands On Activity- Healthy Choices

Health I

Strand 1: Health Foundations (HF)

Online Resources 1.3 - Health and Wellness Skills Online Resources 1.3 - Reading guide

BOTVIN LESSON CONNECTION

● Lesson 1- Self-Image and Self-Improvement

Health I

Strand 1: Health Foundations (HF)

STANDARD

HI.HF.2: Research factors that contribute to decisions and apply effective decision-making strategies.

CONCEPTS

SKILLS

● Contributing Factors ● Decisions ● Effective Strategies

● Research ● Apply

LEARNING PROGRESSIONS

1. Identify common decisions 2. Understand decision making strategies 3. Identify common infuence factors 4. Identify common risk factors 5. Evaluate how the choices you make now can affect your health and wellness in the future 6. Analyze different ways to apply healthy strategies effectively

KEYTERMS

● Decision ● Infuence ● 3 C’s (Clarity, Consider, Choose)

● Peers ● Risk Factors

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 1.3 (pg. 22-35) - Building Skills for Health and Wellness

Workbook 1.1 (pg. 2) - Choose your own Ending Workbook 1.3 (pg. 8) - Making Decisions

Online Resources 1.3 - Confict Resolution

BOTVIN LESSON CONNECTION

● Lesson 2- Making Decisions ● Lesson 14- Assertiveness (connections)

Health I

Strand 1: Health Foundations (HF)

STANDARD

HI.HF.3: Practice resiliency skills. a. Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. b. Explain the importance of taking responsibility for one’s actions and behaviors and discuss locus of control. c. Develop coping skills by learning from mistakes or perceived failures of self and others.

CONCEPTS

SKILLS

● Resiliency Skills ● Strategies ● Positive self-image ● Taking responsibility of actions and behaviors ● Control ● Coping skills ● Mistakes and failures

● Practice ● Develop ● Explain ● Discuss ● Learn

LEARNING PROGRESSIONS

1. Understand self-image and positive self-talk 2. Practice strategies of positive self-talk and self-image 3. Analyze ways to develop talents and skills 4. Discuss the importance of taking responsibility 5. Discuss self-control strategies and coping skills 6. Practice self-control and coping skills 7. Understand learning from mistakes and failures

KEYTERMS

● Self-image ● Self-esteem ● Positive self-talk ● Responsibility ● Self-control ● Resiliency ● Coping Skills ● Anger ● Self-statements ● Reframing TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 4.1 (pg. 98-104)- Getting to know yourself Textbook 4.2 (pg. 105-114)- Making Sense of Your Emotions

Workbook 4.1 (pg. 37)- Who are you? Workbook 4.1 (pg. 39)- Discovering Yourself

Workbook 4.1 (pg. 41)- Factors that Affect Self Esteem Workbook 4.2 (pg. 42)- Learning to Control Your Emotions

Health I

Strand 1: Health Foundations (HF)

Workbook 4.2 (pg. 43)- Controlling Negative Emotions

Online Resources 4.1 - Prove or Disprove Online Resources 4.1 - Emotional Well-Being Online Resources 4.1 - Who am I? Online Resources 4.1 - Reading Guide Online Resources 4.1 - Vocabulary Activity Online Resources 4.1 - My Emotions Online Resources 4.2 - Vocabulary Activity Online Resources 4.2 - Reading Guide

BOTVIN LESSON CONNECTION

● Lesson 1- Self-Image and Self-Improvement ● Lesson 10- Coping with Anger (optional) (connection)

Health I

Strand 1: Health Foundations (HF)

STANDARD

HI.HF.4: Demonstrate assertiveness and other effective ways to communicate personal boundaries and show respect for the boundaries of others.

CONCEPTS

SKILLS

● Assertiveness ● Personal boundaries ● Boundaries of others ● Respect

● Demonstrate ● Communicate ● Show

LEARNING PROGRESSIONS

1. Identify personal boundaries 2. Identify the 2 types of communication 3. Understand the 3 types of expression (assertive, passive, aggressive) 4. Practice assertive, passive and aggressive strategies 5. Demonstrate verbal and nonverbal ways to be assertive 6. Analyze different ways to communicate personal boundaries 7. Identify refusal skills

8. Understand healthy ways to resolve conficts 9. Demonstrate ways to show respect to others

KEYTERMS

● Personal boundaries ● Verbal communication ● Nonverbal communication ● Assertive expression ● Passive expression ● Aggressive expression ● Respect ● Confict resolution skills ● Mediation ● Refusal skills

● Compromise ● Negotiation ● Win-win situation ● Interpersonal

● Message ● Response ● Effective communication ● Misunderstanding ● Ambiguous ● Contradictory ● Paraphrase

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 14.1 (pg. 454-467) - What is a Healthy Relationship?

Workbook 14.1 (pg. 166) - Being Assertive in a Relationship Workbook 14.1 (pg. 167) - When Confict Arises Workbook 14.2 (pg. 171) - What would you do?

Online Resources 14.1 - Visualizing Relationships

Health I

Strand 1: Health Foundations (HF)

Online Resources 14.1 - Vocabulary Activity

BOTVIN LESSON CONNECTION

● Lesson 11- Communication Skills ● Lesson 12- Social Skills (A) ● Lesson 13- Social Skills (B) ● Lesson 14- Assertiveness (connection) ● Lesson 15- Resolving Conficts (optional) (connection)

Strand 2: Mental and Emotional Health (MEH)

Health I

STRAND 2: MENTAL AND EMOTIONAL HEALTH (MEH)

Mental and Emotional Health (MEH) teaches students how to advocate for the mental and emotional health of self and others. Students will learn and adopt behaviors which will also maintain and enhance physical and social health. Strategies to help students manage their thoughts, feelings, and behaviors are key components of this strand. Students will explore resources for suicide prevention. PACING SEQUENCING KEY LANGUAGE USES

10 Days - 3 Standards

Unit 3

Inform & Explain

HEALTH I: STRAND 2

Mental and Emotional Health (MEH) Students will develop a foundation of knowledge related to reducing risk factors and enhancing factors that promote positive mental and emotional health. K-12 LEARNING SEQUENCE ● Grade5 Health II (9-12) Students will examine personal traits of lifestyles and how they impact overall wellness. Students will apply knowledge to reduce risk factors and enhance factors that promote positive mental and emotional health.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

● Use accurate information to formulate and create a health-enhancing media message (poster, slide show, video, etc.) for mental health and/or suicide prevention. ○ Verbs to describe skills like formulate, create, accurate, etc. ○ Nouns to explain concepts like media message, poster, slide show, criteria, etc. ○ Key terms to outline risk factors, self-harm, suicide, suicide contagion, suicide clusters, survivors, health-enhancing, suicide prevention, media, stigma, mental illness, mental health disorders, individuals, families, communities.

ADDITIONAL RESOURCES

Essential Health Skills for Middle School Textbook Login Site Botvin Teacher Companion Site Lifelines Curriculum Login National Suicide Prevention Lifeline SafeUT Follett Resources

Strand 2: Mental and Emotional Health (MEH)

Health I

STANDARD

HI.MEH.1: Explore a variety of stress management techniques and choices that will manage and reduce stress.

CONCEPTS

SKILLS

● Stress Management ● Choices ● Stress

● Explore ● Manage ● Reduce

LEARNING PROGRESSIONS

1. Understand the different types of emotions 2. Explain emotional awareness 3. Describe how identifying and accepting your feelings can help control your emotions 4. Differentiate between acute and chronic stressors 5. Describe different types of stress

6. Give examples of strategies you can use to manage stress 7. Differentiate between healthy and unhealthy strategies 8. Explore and practice different types of stress management techniques

KEYTERMS

● Emotions ● Emotional awareness ● Emotional Intelligence ● Stress

● Fight or fight ● Coping skills ● Visualization ● Meditation ● Stress management ● Anxiety ● Mindfulness ● Progressive Muscle Relaxation ● Eustress

● Optimism ● Empathy ● Resilience ● Gratitude ● Stressor

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 4.2 (pg. 105-114)- Making Sense of Your Emotions Textbook 4.3 (pg.115-127)- Managing Stress Workbook 4.2 (pg. 42)- Learning to Control your Emotions. Workbook 4.2 (pg. 43)- Controlling Negative Emotions Workbook 4.2.(pg. 44)- Reviewing a Discipline Referral Workbook 4.3 (pg. 45)- Stress Survey Workbook 4.3 (pg. 47)- Stress Management Workbook 4.3 (pg. 48)- What Causes You Stress? Workbook 4 (pg. 49)- Key Terms Review

Strand 2: Mental and Emotional Health (MEH)

Health I

Online Resources 4.2 - My Emotions Online Resources 4.2 - Reading Guide Online Resources 4.2 - Vocabulary Activity Online Resources 4.3 - What to do about Stress Online Resources 4.3 - Reading Guide Online Resources 4.3 - Vocabulary Activity Online Resources 4.3 - Case Study Online Resources 4.3 - Parent/Trusted Adult - Self-Esteem & Emotions Online Resources 4 - Mental Health Bingo Online Resources 4 - Review Activities Online Resources 4 - Alternative Chapter Review Activities

BOTVIN LESSON CONNECTION

● Lesson 9- Coping with Anxiety (2) ● Lesson 10- Coping with Anger (optional)

Strand 2: Mental and Emotional Health (MEH)

Health I

STANDARD HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services. a. Distinguish types of mental health disorders (for example, depression, anxiety disorders, bipolar, schizophrenia, OCD, ADD/ADHD, phobias, PTSD) by identifying signs and symptoms. b. Demonstrate how to ask for and offer assistance to enhance the health of self and others in harmful situations. CONCEPTS SKILLS ● Risk Factors ● Development ● Mental health disorders ● Early intervention ● Treatment ● Health services ● Identify ● Explain ● Locate ● Distinguish ● Identify ● Demonstrate ● Ask for assistance

LEARNING PROGRESSIONS

1. Identify risk factors 2. Identify the different types of mental health conditions 3. Differentiate between mood disorders and personality disorders 4. Describe anxiety disorders

5. Explain possible causes of mental health conditions 6. Describe treatment options for mental health conditions 7. Identify the variety of mental health workers in the community (for example: counselor, social worker, therapist, psychologist, etc.) 8. Recognize how to help a loved one who has a mental health condition 9. Demonstrate how to ask for assistance 10. Locate valid and reliable health services, such as: Canyons Family Center, 211utah.org, etc.

KEYTERMS

● Risk Factors ● Mental illness ● Anxiety disorder ● Attention Defcit Hyperactivity Disorder ● Depression ● Antisocial personality disorder ● Schizophrenia ● Bipolar disorder ● Obsessive Compulsive Disorder

● Post Traumatic Stress Disorder ● Therapist ● Individual therapy

● Family therapy ● Support groups ● Antidepressants ● Antipsychotics ● Inpatient treatments ● Stigma

Strand 2: Mental and Emotional Health (MEH)

Health I

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 5.1 (pg. 130-138)- Recognizing Mental Health Conditions Textbook 5.2 (pg. 139-145)- Treatment for Mental Health Conditions Workbook 5.1 (pg. 51)- Be the Mental Health Professional Workbook 5.1 (pg. 53)- Is This Normal Workbook 5.1 (pg. 54)- Cell Phones and Your Mental Health Workbook. 5.1(pg. 55)- Social Media and Your Mental Health Workbook 5.1 (pg. 57)- When Social Media Fails You Workbook 5.2 (pg. 59)- Treating Mental Health Conditions Workbook 5.2 (pg. 60)- Self Help Strategies for Depression Workbook 5.2 (pg. 61)- Choices and Outcomes Online Resources 5.1 - Teacher Directed Activity - What would you do? Online Resources 5.1- Symptoms of Mental Health Conditions Online Resources 5.1 - Reading Guide Online Resources 5.1 - Case Study Online Resources 5.2 - Reading Guide Online Resources 5.2 - Building Your Skills Online Resources 5.2 - Vocabulary Activity Online Resources 5 - Mental Health Bingo Online Resources 5 - Review Activities - Mental Health Menu Online Resources 5 - Chapter Review Assessment for Differentiation Online Resources 5.1 - Vocabulary Activity Online Resources 5.1 - Identifying Resources

BOTVIN LESSON CONNECTION

● Lesson 9- Coping with Anxiety (2)

Strand 2: Mental and Emotional Health (MEH)

Health I

STANDARD

HI.MEH.3: Explore relevant facts about self-harming behaviors and suicide, including warning signs, and where to turn for help.

CONCEPTS

SKILLS

● Relevant facts ● Self-harming behaviors ● Suicide ● Warning signs ● Help

● Explore ● Recognize ● Getting Help

LEARNING PROGRESSIONS

1. Identify the risk factors of suicide 2. Identify the underlying facts about self-harming behaviors

3. Recognize signs that someone may be at risk of attempting suicide 4. Identify ways to respond to warning signs of self harm and suicide 5. Recognize myths and facts about suicide 6. Learn about the different options and resources for help and treatment 7. Recognize Safe UT and the National Suicide Prevention Lifeline as methods for reporting suicide concerns

KEYTERMS

● Risk factors ● Self-harm ● Suicide ● Suicide contagion

● Suicide clusters ● Survivors ● FACTS

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 5.3 (pg. 146-155 - Preventing Suicide

Workbook 5.3 (pg. 62)- What would you do? Workbook 5.3 (pg. 63)- My Pledge Online Resources 5.3 - Myths and Facts About Suicide Online Resources 5.3 - Reading Guide

Online Resources 5.3 - Vocabulary Activity Online Resources 5.3 - Hands on Activity Online Resources 5.3 - Parent/Trusted Adult - Let’s Talk Mental Health

LIFELINES LESSON CONNECTION

● Lifelines- Sessions 1-4

Strand 3: Safety and Disease Prevention (SDP)

Health I

STRAND 3: SAFETY AND DISEASE PREVENTION (SDP)

Safety and Disease Prevention (SDP) helps students understand their role in protecting themselves and others from unintentional danger, risk, injury, or disease. Students will learn and adopt behaviors which will maintain and enhance health. Students will explore how their personal decisions infuence their health and safety. PACING SEQUENCING KEY LANGUAGE USES

15 days - 7 Standards

Unit 4

Inform & Explain

HEALTH I: STRAND 3

Safety and Disease Prevention (SDP) Students will apply practical knowledge and skills to develop lifelong behaviors for personal and community well-being.

K-12 LEARNING SEQUENCE

Grade5

Health II (9-12)

Students will learn to respond effectively to environments and practice decision-making skills for safety and disease prevention.

Students will apply practical knowledge and skills to develop lifelong behaviors for personal and community well-being.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

● Demonstrate how to apply thoughtful decision-making in health-related situations (for example, substance use, vehicle safety, sun safety, recreational safety, frearm safety, physical activity, nutritional choices) by completing a graphic organizer (or another project) and refecting on the outcomes of health-related decisions. ○ Verbs to describe skills like demonstrate, identify, determine, distinguish, analyze or refect. ○ Nouns to explain concepts like decision making, health-related, graphic organizer, decisions. ○ Key terms to outline substance use, vehicle safety, sun safety, recreational safety, frearm safety, physical activity, nutritional choices.

ADDITIONAL RESOURCES

Essential Health Skills for Middle School Textbook Login Site Botvin Teacher Companion Site Pornography One Pager (for educators) Follett Resources

Strand 3: Safety and Disease Prevention (SDP)

Health I

STANDARD

HI.SDP.1: Demonstrate profciency in basic frst-aid and Cardiopulmonary Resuscitation (CPR).

CONCEPTS

SKILLS

● Basic frst-aid ● Cardiopulmonary Resuscitation (CPR)

● Demonstrate

LEARNING PROGRESSIONS

1. Defne what basic frst-aid is and what you should do in various scenarios 2. Demonstrate the steps of basic frst-aid, in various scenarios 3. Defne what Cardiopulmonary Resuscitation (CPR) is and the steps to do it correctly 4. Identify when a person needs Cardiopulmonary Resuscitation (CPR) 5. Demonstrate the correct steps to Cardiopulmonary Resuscitation (CPR) 6. Locate AEDs in the school setting and understand its use

KEYTERMS

● Cardiopulmonary Resuscitation (CPR) ● Automated External Defbrillator (AED)

● First-aid

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 12.3 (pg. 407-416)- Knowing Basic First Aid Textbook 12.3 (pg. 417-418)- Cardiopulmonary Resuscitation (CPR) and AED Workbook 12.3 (pg. 150)- How Would You Respond? Workbook 12.3 (pg. 151-152)- Documenting Emergency Reports Workbook 12.3 (pg. 153)- Assessing Your First-Aid Kit

Online Resources Lesson 12.3 Graphic Organizer Online Resources Lesson 12.3 Reading Guide

Strand 3: Safety and Disease Prevention (SDP)

Health I

STANDARD

HI.SDP.2: Demonstrate how to apply thoughtful decision-making in health-related situations (for example, substance use, vehicle safety, sun safety, recreational safety, frearm safety, physical activity, nutritional choices).

CONCEPTS

SKILLS

● Thoughtful decision-making ● Health-related situations

● Demonstrate ● Apply

○ Substance use ○ Vehicle safety ○ Sun safety ○ Recreational safety ○ Firearm safety ○ Physical activity ○ Nutritional choices ○ Etc.

LEARNING PROGRESSIONS

1. Review ‘The 3 C’s of Effective Decision-Making’ from Botvin Lesson Making Decisions 2. Identify different health-related situations 3. Relate decision making to the various health-related situations 4. Demonstrate how to make decisions that relate to the various health-related situations

KEYTERMS

● Decision-making ● Health-related situations (as listed above)

● The3C’s

○ Clarify ○ Consider ○ Choose

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 12.1 (pg. 386-396)- Staying Safe in the Home Textbook 12.2 (pg. 397-406)- Staying Safe in the Community Textbook 2.1 (pg. 45)- Sun Safety

Workbook 12.1 (pg. 141-142)- Preventing and Responding to Accidents and Injuries Workbook 12.1 (pg. 143-144)- Dealing with a Crisis

Workbook 12.1 (pg. 145-146)- Staying Safe Home Alone Workbook 12.2 (pg. 149)- Choose Your Own Ending Workbook 2.1 (pg. 16)- Staying Safe in the Sun

Online Resources Lesson 12.1 Graphic Organizer

Strand 3: Safety and Disease Prevention (SDP)

Health I

Online Resources Lesson 12.1 Reading Guide Online Resources Lesson 12.2 Graphic Organizer Online Resources Lesson 12.2 Reading Guide Online Resources Lesson 12.2 Hands-On Activity Online Resources Chapter 12 Parent/Trusted Adult Engagement Assignment

BOTVIN LESSON CONNECTION

● Lesson 2- Making Decisions (connection)

○ The 3 C’s of Effective Decision-Making (Clarify, Consider, Choose)

Strand 3: Safety and Disease Prevention (SDP)

Health I

STANDARD

HI.SDP.3: Investigate the effects of media and technology on mental, emotional, physical, and social health (for example, dopamine levels, sleep).

CONCEPTS

SKILLS

● Media ● Technology ● Aspects of health

● Investigate

LEARNING PROGRESSIONS

1. Review the different aspects of health (mental, emotional, physical, and social) 2. Investigate the positive and negative effects of media and technology on the different aspects of health

KEYTERMS

● Media ● Technology ● Mental Health ● Emotional health ● Physical health ● Social health

● Violence ● Consumer ● Manipulate ● Deceptive ● Target market

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 12.2 (pg 400-401)- Staying Safe on the Internet

BOTVIN LESSON CONNECTION

● Lesson 7- Advertising (connection) ● Lesson 8- Violence and the Media (optional)

Strand 3: Safety and Disease Prevention (SDP)

Health I

STANDARD

HI.SDP.4: Identify how to maintain a healthy online relationship and the potential consequences of sharing private information using technology including photos and videos.

CONCEPTS

SKILLS

● Online relationship ● Consequences ● Private information ● Technology, including photos and videos

● Identify ● Maintain

LEARNING PROGRESSIONS

1. Identify what a healthy online relationship is 2. Create a list of ways to maintain online relationships

3. Identify what private information is, including photos and videos 4. List the potential consequences of sharing private information online

KEYTERMS

● Relationship ● Consequences

● Digital citizenship ● Private information

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 12.2 (pg. 400-402)- Staying Safe on the Internet Textbook 14.1 (pg. 454-467)- What is a Healthy Relationship?

Workbook 12.2 (pg. 148)- Risky or Safe?

Online Resources Chapter 12 Case Study

Strand 3: Safety and Disease Prevention (SDP)

Health I

STANDARD

HI.SDP.5: Explain the harmful effects of pornography and recognize that recovery is possible.

CONCEPTS

SKILLS

● Harmful effects of pornography ● Recovery

● Explain ● Recognize

LEARNING PROGRESSIONS

1. Defne what pornography is 2. Explain how pornography is harmful to relationships 3. Recognize that recovery from pornography addiction is possible

KEYTERMS

● Pornography ● Recovery TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION Textbook 8.2 (pg. 255-256)- Stages of Addiction (This is mainly about Tobacco) Textbook 10.2 (pg. 317)- Drug Addiction

Workbook 8.2 (pg. 100)- Stages of Addiction

Strand 3: Safety and Disease Prevention (SDP)

Health I

STANDARD

HI.SDP.6: Compare and contrast the signs, symptoms, prevention methods, and risk factors of infectious, acute, and chronic diseases.

CONCEPTS

SKILLS

● Signs and symptoms ● Prevention methods ● Disease prevention ● Risk factors ● Diseases

● Compare ● Contrast

○ Infectious vs. noninfectious ○ Acute vs. chronic

LEARNING PROGRESSIONS

1. Defne the differences between different diseases (infectious vs. noninfectious and acute vs. chronic) 2. List the signs and symptoms associated with major diseases 3. Identify disease prevention methods 4. Identify the risk factors that are associated with major diseases

KEYTERMS

● Signs ● Symptoms ● Disease ● Infectious ● Noninfectious

● Acute ● Chronic

● Risk factor ● Prevention ● Pathogens (i.e. bacteria, virus, etc.)

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 11.1 (pg. 334-340)- Communicable Diseases Textbook 11.4 (pg. 357-369)- Noncommunicable Diseases Textbook 11.5 (pg. 370-380)- Preventing Disease Textbook 17.3 (pg. 586-588)- Lymphatic and Immune Systems Workbook 11.1 (pg. 127)- Understanding and Preventing Diseases Workbook 11.1 (pg. 128)- The Life of a Pathogen Workbook 11.4 (pg. 133)- Noncommunicable Disease Research Workbook 11.4 (pg. 134)- Examine the Medical Reports

Workbook 11.5 (pg. 135-136)- At the Age of 50 Workbook 11.5 (pg. 137-138)- Rewrite the Story

Strand 3: Safety and Disease Prevention (SDP)

Health I

Online Resources Lesson 11.1 Graphic Organizer Online Resources Lesson 11.1 Reading Guide Online Resources Lesson 11.4 Graphic Organizer Online Resources Lesson 11.4 Reading Guide Online Resources Chapter 11 Case Study

Online Resources Lesson 11.5 Graphic Organizer Online Resources Lesson 11.5 Reading Guide Online Resources Lesson 11.5 Building Your Skills Activity Online Resources Chapter 11 Parent/Trusted Adult Engagement Assignment Online Resources Chapter 17 Case Study

Strand 3: Safety and Disease Prevention (SDP)

Health I

STANDARD

HI.SDP.7: Demonstrate how to access valid and reliable health information, products, and services.

CONCEPTS

SKILLS

● Accessing health information, products, and services ○ Validity ○ Reliability

● Demonstrate

LEARNING PROGRESSIONS

1. Defne validity and reliability 2. Identify where to fnd valid and reliable health information

3. Compare and contrast different health information, products, and services 4. Demonstrate how to access valid and reliable information, products, and services

KEYTERMS

● Validity ● Reliability ● Health information

● Health products ● Health services

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 1.1 (pg. 10-13)- The Healthcare and Wellness Connection

Strand 4: Substance Abuse Prevention (SAP)

Health I

STRAND 4: SUBSTANCE ABUSE PREVENTION (SAP)

Substance Abuse Prevention (SAP) provides students with the knowledge and skills to make choices to avoid substance abuse. Students will practice resisting peer pressure and investigate the consequences of substance abuse. PACING SEQUENCING KEY LANGUAGE USES

12 Days - 5 Standards

Unit 2

Inform & Explain

HEALTH I: STRAND 4

Substance Abuse Prevention (SAP) Students will learn how substances affect the developing brain, practice ways to resist peer pressure, and examine consequences of substance use.

K-12 LEARNING SEQUENCE

Grade5

Health II (9-12)

Empower students to resist peer pressure and substance use by identifying practices that promote a lifestyle free from alcohol, tobacco, nicotine, and other drugs.

Students will evaluate decisions and infuences about substance use. Students will also learn to speak with health care providers, research legal consequences, and analyze facts and resources for substance abuse.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Through a role-play demonstrate verbal AND nonverbal communication skills of the “STOP refusal skill strategy” and describe the benefts of and barriers to resisting the peer pressure to use tobacco and/or vaping products and practicing healthy behaviors: ○ Verbs to describe skills like demonstrate, role-play, etc. ○ Nouns to explain concepts like STOP strategy, beneft, barrier, peer pressure, tobacco, vaping products, etc. ○ Key terms like assertive, aggressive, passive, addiction, illicit, long-term, short-term, effects, risk factor, etc.

ADDITIONAL RESOURCES

Essential Health Skills for Middle School Textbook Login Site Botvin Teacher Companion Site Botvin e-Cigarettes and Vaping Resource Substance Abuse and Mental Health Services Administration - Tips for Teens Follett Resources

Strand 4: Substance Abuse Prevention (SAP)

Health I

STANDARD HI.SAP.1: Practice methods to resist peer pressure with regards to alcohol, tobacco, nicotine, and other substances, including the misuse of prescription drugs. CONCEPTS SKILLS ● Peer pressure, with regards to

● Practice ● Compare and contrast

○ Alcohol ○ Tobacco ○ Nicotine ○ Other substances

● Prescription drugs ● Drug use vs. drug abuse vs. drug misuse

LEARNING PROGRESSIONS 1. Defne the different types of drugs (legal vs. illegal) 2. Compare and contrast drug abuse vs drug misuse 3. Defne what peer pressure is 4. Practice ways to stand up to peer pressure KEYTERMS ● Peer pressure ● Prescription drugs ● Druguse

● Assertive ● Aggressive ● Passive ● Minority ● Long-term ● Risk factor ● Addiction

● Drugabuse ● Drug misuse ● Misconception ● Abstinence ● Tolerance ● Marijuana ● Euphoria ● Illicit ● Decriminalization

● Socially acceptable ● Secondhand smoke ● Biofeedback ● Carbon monoxide ● Nicotine

● Legalization ● Psychoactive ● THC (Tetrahydrocannabinol) ● Heart rate ● Depressant ● Stimulant ● Hallucinogen TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION Textbook 8.2 (pg. 252-253)- Peer Pressure (Tobacco) Textbook 8.3 (pg. 265-266)- Skills for Resisting Tobacco Textbook 9.2 (pg. 287)- Peer Pressure (Alcohol) Textbook 9.2 (pg. 289)- Education and Refusal Skills Textbook 10.2 (pg. 314)- Illegal Drugs Textbook 10.3 (pg. 322-323)- Strategies for Refusing Drugs Textbook 14.2 (pg. 483-484)- Positive vs Negative Peer Pressure

Strand 4: Substance Abuse Prevention (SAP)

Health I

Workbook 8.2 (pg. 98)- Overcoming Negative Infuences to Smoke Workbook 8.2 (pg. 99)- Positive Peer Pressure Workbook 8.3 (pg. 102)- What Would You Do and Say? Workbook 8.3 (pg. 103)- Refusing Tobacco Workbook 9.3 (pg. 109)- Refusing Alcohol Workbook 9.2 (pg. 110)- What Would You Do and Say? Workbook 9.2 (pg. 111)- Positive Alternatives Workbook 10.3 (pg. 125)- Refusing Drugs Workbook 14.3 (pg 177)- Positive and Negative Peer Pressure

BOTVIN LESSON CONNECTION

● Lesson 3- Smoking: Myths and Realities ● Lesson 4- Smoking and Biofeedback ● Lesson 5- Alcohol: Myths and Realities ● Lesson 6- Marijuana: Myths and Realities ● Lesson 14- Assertiveness (connection)

Strand 4: Substance Abuse Prevention (SAP)

Health I

STANDARD

HI.SAP.2: Analyze media and marketing tactics used to promote alcohol, tobacco, nicotine, and other drug products.

CONCEPTS

SKILLS

● Media and marketing tactics ● Promotion of

● Analyze ● Identify

○ Alcohol ○ Tobacco ○ Nicotine ○ Other drug products

LEARNING PROGRESSIONS

1. Identify the different media and marketing tactics 2. Recognize how companies promote their product to different markets 3. Analyze advertising examples from various companies that promote alcohol, tobacco, nicotine and other drug products

KEYTERMS

● Media ● Marketing ● Promotion ● Consumer ● Manipulate ● Deceptive ● Target market TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 8.2 (pg. 253-254)- Media Messages Textbook 9.2 (pg. 288)- Media Messages

Workbook 8.3 (pg. 101)- The Cost of Smoking

BOTVIN LESSON CONNECTION

● Lesson 7- Advertising

Strand 4: Substance Abuse Prevention (SAP)

Health I

STANDARD

HI.SAP.3: Examine the safe use and potential risks of prescription medications, over-the-counter (OTC) medications and herbal or dietary supplements.

CONCEPTS

SKILLS

● Safe uses for:

● Examine

○ Prescription medications ○ Over-the-counter (OTC) medications ○ Herbal or dietary supplements ○ Prescription medications ○ Over-the-counter (OTC) medications ○ Herbal or dietary supplements

● Potential risks for

LEARNING PROGRESSIONS

1. Defne the differences between prescription medications, over-the-counter (OTC) medications, and herbal or dietary supplements 2. Examine the safe ways to use the listed drugs, as well as the potential risks 3. Understand the concepts of drug interactions, including drug synergism and drug antagonism

KEYTERMS

● Safety ● Risks ● Prescription medications ● Herbal supplements

● Over-the-counter (OTC) medications ● Dietary supplements

● Drug synergism ● Drug antagonism

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 10.1 (pg. 299-305)- Defning Medications and Drugs Textbook 10.3 (pg. 320-321)- Drug Facts

Workbook 10.1 (pg.113-114)- Medications and Drugs Workbook 10.1 (pg. 115-116)- Rewrite the Story

Online Resources Chapter 10 Parent/Trusted Adult Engagement Assignment

Strand 4: Substance Abuse Prevention (SAP)

Health I

STANDARD HI.SAP.4: Investigate potential short and long-term consequences (for example, physical, mental and emotional, social, legal, fnancial) of alcohol, tobacco, nicotine, and other substance use, including the misuse of prescription drugs. CONCEPTS SKILLS

● Short-term consequences ● Long-term consequences ● Substance use:

● Investigate

○ Alcohol ○ Tobacco ○ Nicotine ● Prescription drugs ○ misuse

LEARNING PROGRESSIONS 1. Understand the difference between short and long-term consequences 2. Compare and contrast the outcomes of alcohol, tobacco, nicotine, and other substance use 3. Identify the proper use and misuse of prescription drugs 4. Investigate the potential short- and long-term consequences of substance use and misuse KEYTERMS

● Short-term consequences ● Long-term consequences

● Carbon monoxide ● Nicotine ● Heart rate ● Misconception ● Abstinence ● Tolerance ● Marijuana ● Euphoria ● Illicit ● Decriminalization

○ Physical, mental, emotional, social, legal, fnancial

● Alcohol ● Tobacco ● Nicotine ● Substance use ● Substance misuse ● Minority

● Risk factor ● Addiction

● Legalization ● Psychoactive ● THC

● Socially acceptable ● Secondhand smoke ● Biofeedback

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 8.1 (pg. 245-249)- Health Effects of Tobacco Use Textbook 9.1 (pg. 275-281)- Health Effects of Alcohol Use Textbook 10.1 (pg. 301-305)- Health Risks of Taking Medications Textbook 10.2 (pg. 315-316)- Drug Abuse

Workbook 9.1 (pg. 105-106)- Night to Day

Strand 4: Substance Abuse Prevention (SAP)

Health I

Workbook 9.1 (pg.107)- Consequences of Alcohol Use Workbook 10.1 (pg. 117)- Medication Misuse Verses Medication Abuse Workbook 10.2 (pg. 119-120)- Be the DEA Agent

Online Resources Chapter 10 Parent/Trusted Adult Engagement Assignment

BOTVIN LESSON CONNECTION

● Lesson 3- Smoking: Myths and Realities ● Lesson 4- Smoking and Biofeedback ● Lesson 5- Alcohol: Myths and Realities ● Lesson 6- Marijuana: Myths and Realities

Strand 4: Substance Abuse Prevention (SAP)

Health I

STANDARD

HI.SAP.5: Explain how addiction is a disease and understand the need for professional intervention. a. Identify and recognize the warning signs of addiction. b. Identify community resources available to support individuals impacted by substance abuse and addiction. c. Recognize that recovery from addiction is possible.

CONCEPTS

SKILLS

● Addiction as a disease ● Need for professional intervention ● Warning signs of addiction ● Community resources ● Support individuals ● Impacted by substance abuse and addiction ● Recovery from addiction is possible

● Explain ● Understand ● Identify ● Recognize

LEARNING PROGRESSIONS

1. Explain how addiction is a disease 2. Defne professional intervention and understand its connection to addiction 3. Identify and recognize the warning signs of addiction 4. Identify community resources available to support individuals impacted by substance abuse and addiction 5. Recognize that recovery from addiction is possible

KEYTERMS

● Disease ● Professional intervention ● Community resources ● Substance abuse ● Addiction ● Recovery ● Withdrawal ● Dependence TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 8.2 (pg. 255-256)- Stages of Addiction Textbook 10.2 (pg. 317)- Drug Addiction

Textbook 10.3 (pg. 319-320)- Preventing Drug Abuse and Addiction Textbook 10.3 (pg. 323-326)- Treating Drug Abuse and Addiction

Workbook 8.2 (pg. 100)- Stages of Addiction Workbook 10.3 (pg. 123)- High on Life Workbook 10.3 (pg. 124)- What Would You Do and Say?

Health I

Strand 5: Nutrition (N)

STRAND 5: NUTRITION (N)

Nutrition (N) helps students understand the vital role food preparation and consumption will have on their health throughout their life. A healthy diet supports the immune system and reduces the occurrence of many diseases. Proper nutrition is linked to learning readiness, academic achievement, and decreased discipline and emotional problems. Students will learn how proper nutrition contributes to lifelong personal health and wellness. PACING SEQUENCING KEY LANGUAGE USES

12 days - 5 Standards

Unit 6

Inform & Explain

HEALTH I: STRAND 5

Nutrition (N) Students will develop lifelong strategies for healthy eating, body image, and understanding the food environment around them.

K-12 LEARNING SEQUENCE

Grade5

Health II (9-12)

Students will identify the basics of nutrition, healthy eating habits that support a healthy body, and how to recognize eating behaviors. Students will also recognize nationwide food resources.

Students will develop lifelong strategies for healthy eating, body image, and understanding the food environment around them by locating and using accurate evidence-based nutrition information.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Demonstrate knowledge of healthy eating by planning and presenting a 3-day menu (breakfast, lunch, dinner, and snacks) that follows healthy guidelines for the six basic nutrients: ○ Verbs to describe skills like demonstrate, plan, and present. ○ Nouns to explain concepts like menu, six basic nutrients, breakfast, lunch, dinner, snacks, ○ Key terms like nutrition, nutrients, fats, protein, saturated fats, unsaturated fats, trans fats, vitamins, minerals, water, carbohydrates, dietary fber, nutrient dense foods, dietary guidelines.

ADDITIONAL RESOURCES

Essential Health Skills for Middle School Textbook Login Site Fooducate Follett Resources

Health I

Strand 5: Nutrition (N)

STANDARD

HI.N.1: Describe the function of the six basic nutrients and the impact on individual health.

CONCEPTS

SKILLS

● Six basic nutrients ● Individual health

● Describe ● Analyze impact

LEARNING PROGRESSIONS

1. Defne the six basic nutrients 2. Explain their functions in the body 3. Identify sources of each nutrient 4. Describe what it is meant by nutrient dense food 5. Analyze how the six nutrients work together impact individual health

KEYTERMS

● Nutrition ● Nutrients ● Fats ● Protein ● Saturated Fats ● Unsaturated Fats ● Trans Fats

● Vitamins ● Mineral ● Water ● Carbohydrates ● Dietary Fiber ● Nutrient Dense Foods ● Dietary Guidelines

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 6.1 (pg. 160-169)- Getting Enough Nutrients Textbook 6.2 (pg. 170-182)- Creating a Healthy Eating Plan Workbook 6.1 Activities (pg. 65)- Looking for Nutrients Workbook 6.1 Activities (pg. 67)- Nutrient Filled Vending Machines Workbook 6.1 Activities (pg. 68)- Investigating your Kitchen Workbook 6.2 Activities (pg. 69)- Examining Restaurant Food Workbook 6.2 Activities (pg. 70)- Making Meal Planning Easier

Workbook 6.2 Activities (pg. 71)- Nutrition and Food Choices Survey Online Resources 6.1 - Setting Yourself Up For a Health Lifestyle Online Resources 6.1 - Teacher Directed Activity: Find Someone Who Online Resources 6.1 - Overlapping Nutrients (Also available in google docs) Online Resources 6.1 - Reading Guide Online Resources 6.1 - Vocabulary Activity Online Resources 6.1 - Food Benefts -MyPlate activity Online Resources 6.2- Reading Guide Online Resources 6.2- Building Your Skills Online Resources 6.2- Vocabulary Activity Online Resources 6.2 - Building Your Skills Activity