MS Health I Instructional Guide

Instructional Guide

Middle School - Health I

What’s New and Updated in Health I

What’s New 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

Strands and standards pages color-coded to match strands and Mastery Connect:

Strand 1: Healthy Foundations and Protective Factors of Health Self (HF)

Strand 2: Mental and Emotional Health (MEH)

Strand 3: Safety and Disease Prevention (SDP)

Strand 4: Substance Abuse and Prevention (SAP)

Strand 5: Nutrition (N)

Strand 6: Human Development (HD)

What’s Updated This section contains a listing of pages that have received substantial content updates for this year. Page Number Description

First page of each strand updated to follow WIDA standards framework. ●​ KEY LANGUAGES USES added to each strand (in orange). ●​ END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS added on the first page of each strand (in green) toward the bottom.

PD Opportunities expanded to include quick links for required training.

Health I

TABLE OF CONTENTS

Health I Overview and DWSBA Information Semester/Year at-a-Glance Textbook Crosswalk

Unpacked Standards:

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 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 first 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 2027 ●​ 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.

●​ 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

SEMESTER/YEAR AT-A-GLANCE

Unit

Unit 1 (HF)

Unit 2 (MEH)

Unit 3 (SDP)

Unit 4 (SAP)

Unit 5 (HD)

Unit 6 (N)

Strand 1: 4 Standards 11 days

Strand 2: 3 Standards 10 days

Strand 3: 7 Standards 15 days

Strand 4: 5 Standards 12 days

Strand 6: 9 Standards 18 days

Strand 5: 5 Standards 12 days

Suggested Pacing

1-Health Foundations and Protective Factors of Healthy Self Lesson 1: Self-Image and Self-Improvement Lesson 2: Making Decisions (2) Lesson 11: Communication Skills Lesson 12: Social Skills (A) Lesson 13: Social Skill (B)

2-Mental and Emotional Health

3-Safety and Disease Prevention Lesson 8: Violence and

4-Substance Abuse Prevention

6-Human Development

5-Nutrition

Strand

Lesson 9: Coping with Anxiety (2) Lesson 10: 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 Lesson 7: Advertising

Lesson 14: Assertiveness (2)

N/A

the Media (optional)

Lesson 15: Resolving Conflicts (optional)

Botvin or Lifelines Lessons

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

Health I

Textbook Crosswalk

Strand

Textbook and Workbook Connections

Strand 1: Health Foundations (HF) Module 1: Foundations for Health and Wellness

Module 4: Mental and Emotional Health

Strand 2: Mental and Emotional Health (MEH) Strand 3: Safety and Disease Prevention (SDP)

Module 4: Mental and Emotional Health

Module 6: Safety

Module 3: Food, Nutrition, and Physical Activity

Module 5: Tobacco, Alcohol, and Other Drugs

Strand 4: Substance Abuse Prevention (SAP)

Module 1: Foundations for Health and Wellness

Module 5: Tobacco, Alcohol, and Other Drugs

Strand 5: Nutrition (N)

Module 3: Food, Nutrition, and Physical Activity

Module 4: Mental and Emotional Health

Strand 6: Human Development (HD)

Module 8: Development, the Human Life Cycle, and Relationships

Module 10: Pregnancy and STIs

Module 9: Violence

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

Grade 5

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 specific, measurable, action, realistic, time-bound, healthy habits, etc.

ADDITIONAL RESOURCES

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-confidence.

CONCEPTS

SKILLS

●​ SMART goal ●​ Self-confidence ●​ 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. ​ Define self-confidence 4. ​ Create a SMART goal related to health and self-confidence 5. ​ Explain how the SMART goal setting process promotes health and improves self-confidence KEY TERMS ●​ SMART goal ○​ Specific, Measureable, Action, Realistic, Time-bound ●​ Self-confidence ●​ Health ●​ Self-image ●​ Attitudes ●​ Beliefs TEXTBOOK MODULES AND ACTIVITY CONNECTIONS MODULE ONE: FOUNDATIONS FOR HEALTH WELLNESS

●​ LESSON 1.1 Learning About Health and Wellness ○​ Textbook Pages (2-11) ○​ Reading Guide ●​ LESSON 1.3: Building Skills for Health and Wellness ○​ Textbook Pages (23) ○​ Student Activities ■​ Reading Guide ■​ Lesson 1.3 Goal Setting 101

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 influence 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 ​ ​ ​ KEY TERMS

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

●​ Peers ●​ Risk Factors

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

MODULE ONE: FOUNDATIONS FOR HEALTH WELLNESS

●​ LESSON 1.1: Learning About Health and Wellness

○​ Textbook Pages: 7 - Case Study A day in the Life of Taylor ○​ Student Activities: ■​ Analyzing Influences ■​ Case Study

●​ LESSON 1.2

■​ Making and Communicating Decisions ■​ Risky Behaviors ●​ LESSON 1.3: Building Skills for Health and Wellness

○​ Textbook Pages: 22 ○​ Student Activities: ​

■​ What would you do and say? ■​ Making Decisions

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 ​ ​ KEY TERMS

●​ Self-image ●​ Self-esteem ●​ Positive self-talk ●​ Responsibility ●​ Self-control ●​ Resiliency ●​ Coping Skills ●​ Anger ●​ Self-statements ●​ Reframing TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION MODULE FOUR: MENTAL AND EMOTIONAL HEALTH

●​ LESSON 4.1: Building Mental and Emotional Health ○​ Textbook Pages: 186-197 ○​ Student Activities: ■​ Reading Guide

Health I Strand 1: Health Foundations (HF)

■​ Who are you? ■​ Discovering Yourself ■​ Vocabulary Activity ■​ Factors that Affect Self-Esteem

●​ LESSON 4.2

○​ Textbook Pages 197-208 ○​ Student Activities: ■​ Reading Guide

■​ Reviewing a Discipline Referral

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 conflicts ​ 9. ​ Demonstrate ways to show respect to others ​ KEY TERMS

●​ Personal boundaries ●​ Verbal communication ●​ Nonverbal communication ●​ Assertive expression ●​ Passive expression ●​ Aggressive expression ●​ Respect ●​ Conflict 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

MODULE SEVEN: SOCIAL HEALTH

●​ LESSON 7.1: What is a Healthy Relationship? ○​ Textbook Pages: 388-404 ○​ Student Activities: ■​ Reading Guide ■​ Being Assertive in a Relationship

Health I Strand 1: Health Foundations (HF)

■​ When Conflict Arises ■​ Healthy Relationship Scenarios

MODULE ONE: FOUNDATIONS FOR HEALTH AND WELLNESS

●​ LESSON 1.3-3: Using Refusal Skills ●​ LESSON 1.3-4: Resolving Conflicts ○​ Textbook Pages: 24 & 25 ○​ Student Activities

■​ What would you do and Say? ■​ Consequences of Conflict

BOTVIN LESSON CONNECTION

●​ Lesson 11- Communication Skills ●​ Lesson 12- Social Skills (A) ●​ Lesson 13- Social Skills (B) ●​ Lesson 14- Assertiveness (connection) ●​ Lesson 15- Resolving Conflicts (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 ●​ Grade 5 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

Botvin Teacher Companion Site Lifelines Curriculum Login National Suicide Prevention Lifeline Safe UT 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 ​ ​ ​ KEY TERMS ●​ Emotions

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

●​ Emotional awareness ●​ Emotional Intelligence ●​ Stress

●​ Optimism ●​ Empathy ●​ Resilience ●​ Gratitude ●​ Stressor

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

MODULE 4: MENTAL AND EMOTIONAL HEALTH

●​ LESSON 4.2: Making Sense of Your Emotions ○​ Textbook Pages: 197-208 ○​ Student Activities ■​ Reading Guide ■​ Making Sense of Your Emotions ■​ Learning to Manage Your Emotions ■​ Choosing Optimism

Strand 2: Mental and Emotional Health (MEH)

Health I

●​ LESSON 4.3: Managing Stress ○​ Textbook Pages: 208-220 ○​ Student Activities ■​ Reading Guide ■​ Stress Survey

■​ What Causes You Stress? ■​ Experiencing Stress ■​ Stress and Decision-Making

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 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. KEY TERMS ●​ Risk Factors ●​ Mental illness ●​ Anxiety disorder ●​ Attention Deficit 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 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

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Strand 2: Mental and Emotional Health (MEH)

Health I

MODULE 4: MENTAL AND EMOTIONAL HEALTH

●​ LESSON 4.4: Recognizing Mental Illness ○​ Textbook Pages: 220-230 ○​ Student Activities ■​ Reading Guide

■​ Recognizing Signs of a Mental Illness ■​ Cell Phones and Your Mental Health

■​ When Social Media Fails You ■​ Identifying Mental Illnesses ■​ Getting Help for Mental Health Conditions Video ●​ Guided Worksheet

●​ LESSON 4.5: Getting Help for Mental Illness ○​ Textbook Pages: 230-238 ○​ Student Activities ■​ Reading Guide

■​ Self-Help Strategies for Depression and Anxiety ■​ Helping Someone with Mental Illness ■​ Choices and Outcomes ■​ Getting Help for Mental Illness

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

KEY TERMS

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

●​ Suicide clusters ●​ Survivors ●​ FACTS

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

MODULE 4: MENTAL AND EMOTIONAL HEALTH

●​ LESSON 4.7: Preventing Suicide ○​ Textbook Pages: 248-256 ■​ Reading Guide ○​ Student Activities ■​ 4.4 Tough Decisions

●​ LIFELINES SUICIDE PREVENTION LOG IN 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 influence 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

Grade 5

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, firearm safety, physical activity, nutritional choices) by completing a graphic organizer (or another project) and reflecting on the outcomes of health-related decisions. ○​ Verbs to describe skills like demonstrate, identify, determine, distinguish, analyze or reflect. ○​ Nouns to explain concepts like decision making, health-related, graphic organizer, decisions. ○​ Key terms to outline substance use, vehicle safety, sun safety, recreational safety, firearm safety, physical activity, nutritional choices.

ADDITIONAL RESOURCES

Botvin Teacher Companion Site

Strand 3: Safety and Disease Prevention (SDP)

Health I

STANDARD

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

CONCEPTS

SKILLS

●​ Basic first-aid ●​ Cardiopulmonary Resuscitation (CPR)

●​ Demonstrate

LEARNING PROGRESSIONS

1. ​ Define what basic first-aid is and what you should do in various scenarios 2. ​ Demonstrate the steps of basic first-aid, in various scenarios 3. ​ Define 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 KEY TERMS

●​ Cardiopulmonary Resuscitation (CPR) ●​ Automated External Defibrillator (AED)

●​ First-aid

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

CANVAS MODULE LINK

MODULE 6: SAFETY ●​ LESSON 6.3: Knowing Basic First Aid ○​ Textbook Pages: 359-371 ○​ Student Activities ■​ Reading Guide

■​ Documenting Emergency Reports ■​ How would you respond? ■​ Preventing and Responding to Accidents and Injuries Video ●​ Preventing and Responding to Accidents and Injuries

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, firearm 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 KEY TERMS ●​ Decision-making ●​ Health-related situations (as listed above) ●​ The 3 C’s ○​ Clarify ○​ Consider ○​ Choose TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION MODULE 6: SAFETY

●​ LESSON 6.1: Promoting Personal Safety ○​ Textbook Pages: 332-346 ○​ Student Activities ■​ Reading Guide ■​ What would you do? ■​ Staying Safe Home Alone ■​ Dealing with a crisis

■​ Fire Safety Inspection Checklist Animation Video ●​ Fire Safety Inspection Checklist Animation

Strand 3: Safety and Disease Prevention (SDP)

Health I

MODULE 3: FOOD, NUTRITION, AND PHYSICAL ACTIVITY

●​ LESSON 3.5: Staying Safe During Physical Activity ○​ Textbook Pages: 176-185 ○​ Student Activities ■​ Reading Guide ■​ Rewrite the Story ■​ Make a Difference in Your Community

■​ Set Goals to Stay Safe During Physical Activity ■​ Sports and Injuries ■​ Vocabulary Activity

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

KEY TERMS

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

●​ Violence ●​ Consumer ●​ Manipulate ●​ Deceptive ●​ Target market

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

MODULE 6: SAFETY

●​ LESSON 6.2: Promoting Safety in the Community and Online ○​ Textbook Pages: 346-359 ○​ Student Activities ■​ Reading Guide ■​ Vocabulary Activity

■​ Staying safe at school ■​ Safety Risk Research

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 KEY TERMS ●​ Relationship ●​ Consequences ●​ Digital citizenship ●​ Private information MODULE 6: SAFETY ●​ LESSON 6.2: Promoting Safety in the Community and Online ○​ Textbook Pages: 346-359 ○​ Student Activities ■​ Reading Guide ■​ Digital Citizenship ■​ Community and Online Safety Scenarios ■​ Social Media Safety Video ●​ Social Media Safety Animation TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

MODULE 7: SOCIAL HEALTH ●​ LESSON 7.3

○​ Textbook Pages: 419-420

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. ​ Define what pornography is 2. ​ Explain how pornography is harmful to relationships 3. ​ Recognize that recovery from pornography addiction is possible KEY TERMS ●​ Pornography ●​ Recovery TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION MODULE 5: UNDERSTANDING SUBSTANCE USE DISORDERS - ADDICTION ●​ LESSON 5.1-1 ○​ Textbook Pages: 259-269 ○​ SLIDESHOW FOR HARMFUL EFFECTS OF PORNOGRAPHY

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. ​ Define 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 KEY TERMS ●​ Signs ●​ Symptoms ●​ Disease ●​ Infectious ●​ Noninfectious ●​ Acute ●​ Chronic ●​ Risk factor ●​ Prevention ●​ Pathogens (i.e. bacteria, virus, etc.)

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

CANVAS MODULE LINK

MODULE 2: PERSONAL HEALTH AND WELLNESS ●​ LESSON 2.4: Infectious Diseases ○​ Textbook Pages: 92-107 ○​ Student Activities ■​ Reading Guide ■​ Preventing Infectious Diseases

■​ Making a Decision When Feeling Sick ■​ Identify the Infectious Disease ■​ Vocabulary Activity ■​ Understanding and Preventing Diseases Video ●​ Understanding and Preventing Diseases

Strand 3: Safety and Disease Prevention (SDP)

Health I

●​ LESSON 2.5: Noninfectious Diseases ○​ Textbook Pages: 107-123 ○​ Student Activities ■​ Reading Guide

■​ Rewrite the Story ■​ At the Age of 50

■​ Living with a Chronic Disease ■​ Noninfectious Disease Research ■​ Examine the Medical Reports ■​ Vocabulary Activity

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. ​ Define validity and reliability 2. ​ Identify where to find 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 KEY TERMS ●​ Validity ●​ Reliability ●​ Health information ●​ Health products ●​ Health services

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

MODULE 1: FOUNDATIONS FOR HEALTH AND WELLNESS ●​ LESSON 1.1: Learning About Health and Wellness ○​ Textbook Pages: 2-11

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

Grade 5

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 influences 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 benefits 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, benefit, 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

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. ​ Define the different types of drugs (legal vs. illegal) 2. ​ Compare and contrast drug abuse vs drug misuse 3. ​ Define what peer pressure is 4. ​ Practice ways to stand up to peer pressure KEY TERMS ●​ Peer pressure ●​ Prescription drugs ●​ Drug use

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

●​ Drug abuse ●​ 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 MODULE 1: FOUNDATIONS FOR HEALTH AND WELLNESS ●​ LESSON: 1.3-3: Using Refusal Skills ○​ Textbook Page (25)

Strand 4: Substance Abuse Prevention (SAP)

Health I

MODULE 5: TOBACCO, ALCOHOL, AND OTHER DRUGS

●​ LESSON 5.1: Understanding Substance Use Disorders ○​ Textbook Pages 258-269 ○​ Student Activities ■​ Reading Guide ●​ LESSON 5.3: TOBACCO AND VAPING AND YOUR HEALTH ○​ Textbook Pages 291 ○​ Student Activities ■​ Refusing Tobacco ●​ Lesson 5.4: Alcohol and Your Health ○​ Textbook Pages (295-306) ○​ Student Activities

■​ Reading Guide ■​ Refusing Alcohol ●​ LESSON 5.5: Other Drugs and Your Health ○​ Textbook Pages 306-318 ○​ Student Activities

■​ Reading Guide ■​ Refusing Drugs ■​ Pros and Cons of Drug Use ●​ LESSON 5.6: Preventing and Treating Substance Use, Misuse, and Abuse ○​ Textbook Pages 318-331 ○​ Student Activities ■​ Reading Guide ■​ Decision - Making Under Pressure ■​ Positive Alternatives ■​ Animation: Refusal Skills ●​ Animation Guide: Refusal Skills 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

KEY TERMS

●​ Media ●​ Marketing ●​ Promotion ●​ Consumer ●​ Manipulate ●​ Deceptive ●​ Target market TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION MODULE 5: TOBACCO, ALCOHOL, AND OTHER DRUGS ●​ LESSON 5.1: Understanding Substance Use Disorders ○​ Textbook Pages 258-269 ○​ Student Activities ■​ Google Drive 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. ​ Define 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 KEY TERMS ●​ Safety ●​ Risks ●​ Prescription medications ●​ Herbal supplements ●​ Over-the-counter (OTC) medications ●​ Dietary supplements ●​ Drug synergism ●​ Drug antagonism

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

CANVAS MODULE LINK

MODULE 5: TOBACCO, ALCOHOL, AND OTHER DRUGS ●​ LESSON 5.2 Medicine and Your Health ○​ Textbook Pages 269-282 ○​ Student Activities ■​ Reading Guide ■​ Case Study ■​ Responding to Medication Misuse and Abuse ■​ Stories of Careless Medication Use ■​ Tough Decisions on Medication Misuse and Abuse ■​ Medication Use and Abuse Scenarios ■​ Vocabulary Activity

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, financial) 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 KEY TERMS

●​ Short-term consequences ●​ Long-term consequences

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

○​ Physical, mental, emotional, social, legal, financial

●​ 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

MODULE 5: TOBACCO, ALCOHOL, AND OTHER DRUGS ●​ LESSON 5.2 Medicine and Your Health ○​ Textbook Pages 269-282

Strand 4: Substance Abuse Prevention (SAP)

Health I

●​ LESSON 5.3 Tobacco and Vaping and Your Health ○​ Textbook Pages: 285-293 ○​ Student Activities ■​ Reading Guide ■​ Tobacco and Vaping Research ■​ Who else is impacted by Tobacco Use? ■​ At the Age of 70 ■​ Animation: Tobacco in the Bloodstream

●​ Animation Guide: Tobacco in the Bloodstream

●​ LESSON 5.4 Alcohol and Your Health ○​ Textbook Pages: 298-304 ○​ Student Activities ■​ Reading Guide ■​ It was Just One Drink…

■​ Consequences of Alcohol Use ■​ Determine the Consequences ■​ Alcohol Scenarios ■​ Animation: One-Drink Equivalents

●​ Animation Guide: One-Drink Equivalents

●​ LESSON 5.5 Other Drugs and Your Health ○​ Textbook Pages: 307-308 ○​ Student Activities ■​ Reading Guide ■​ Pros and Cons of Drug Use

■​ Legalization of Marijuana for Recreational Use ■​ Identifying Drugs ■​ Vocabulary Activity ■​ Video: Medication and Drugs ●​ Video Guide: Medications and Drugs

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. ​ Define 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 KEY TERMS ●​ Disease ●​ Professional intervention ●​ Community resources ●​ Substance abuse ●​ Addiction ●​ Recovery ●​ Withdrawal ●​ Dependence

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

MODULE 5: TOBACCO, ALCOHOL, AND OTHER DRUGS ●​ LESSON 5.1 Understanding Substance Use Disorders ○​ Textbook Pages: 259-261 ○​ Student Activities ■​ Reading Guide ■​ Vocabulary Activity ■​ Stages of Substance Use

Strand 4: Substance Abuse Prevention (SAP)

Health I

●​ LESSON 5.6 Preventing and Treating Substance Use, Misuse, and Abuse ○​ Textbook Pages: 324-330 ○​ Student Activities ■​ Reading Guide ■​ Substance Use Prevention and Treatment Scenarios

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

Grade 5

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 fiber, nutrient dense foods, dietary guidelines.

ADDITIONAL RESOURCES

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. ​ Define 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 ​ ​ ​ KEY TERMS

●​ 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

MODULE 3: FOOD, NUTRITION, PHYSICAL ACTIVITY ●​ LESSON 3.1 Getting Enough Nutrients ○​ Textbook Pages: 125-134 ○​ Student Activities ■​ Reading Guide ■​ Looking for Nutrients ■​ Nutrient-Filled Vending Machines

■​ Investigating Your Kitchen ■​ The Impact of Nutrients ■​ Vocabulary Activity ■​ Types of Nutrients Animation Video ●​ Animation Guide

●​ LESSON 3.2 Following a Healthy Eating Pattern ○​ Textbook Pages: 135-151 ○​ Student Activities ■​ Reading Guide ■​ Case Study

Health I

Strand 5: Nutrition (N)

■​ Building Your Skills ■​ Examining Restaurant Food ■​ Making Meal Planning Easier ■​ Let’s Advocate for Healthy Eating ■​ Vocabulary Activity ■​ Nutrition Video

Health I

Strand 5: Nutrition (N)

STANDARD

HI.N.2: Explain how nutrition and fitness contribute to long-term mental, physical, and social health and analyze situations where nutritional needs change throughout the lifespan.

CONCEPTS

SKILLS

●​ Nutrition ●​ Fitness ●​ Long-term mental, physical, and social health ●​ Nutritional needs throughout the lifespan

●​ Explain ●​ Analyze

LEARNING PROGRESSIONS

1. ​ Define mental, physical and social health 2. ​ Explain how nutrition and fitness are connected to each other 3. ​ Understand the connection between nutrition/fitness and mental, physical, and social health 4. ​ Identify how nutritional needs change during stages of life ​​ KEY TERMS ●​ Nutrition ●​ Fitness ●​ Sedentary ●​ Exercise ●​ Physical Activity ●​ Mental, physical and social health ●​ Physical Activities Guidelines for Americans TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

MODULE 3: FOOD, NUTRITION, PHYSICAL ACTIVITY ●​ LESSON 3.3 Understanding Physical Activity and Fitness ○​ Textbook Pages: 152-163 ○​ Student Activities ■​ Reading Guide

■​ The Benefits of Physical Activity ■​ Planning a 60 minute workout ■​ Making Decisions about a workout

■​ Classroom Energizer ■​ Be the Fitness Expert ■​ Vocabulary Activity ●​ LESSON 3.4 Getting Enough Physical Activity ○​ Textbook Pages: 164-174 ○​ Student Activities ■​ Reading Guide