Health II Curriculum Map

Instructional Guide

High School - Health II

What’s New and Updated in Health II

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 in the page that have received substantial content updates for this year. Page Number Description

New resources linked to new textbook New Standard: HII.HD.10 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 II

TABLE OF CONTENTS Health II Overview and DWSBA Information

Semester 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 Consent 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 II Curriculum Map: Jeramy Acker

Alyssa Burnham Shannon Hurst Traci Raymond Sally Williams

Health II Overview

DWSBA Timeline Window For the administration of the DWBSA 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 DWBSA 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 - Secondary ●​ District Early Out Meetings ●​ SHAPE Utah - Spring ●​ Sex Ed. Law and Policy Canvas Course ○​ Sex Ed Training ○​ 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 ○​ 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 II

SEMESTER/TRIMESTER AT-A-GLANCE

Module

Unit 1 (HF)

Unit 2 (MEH)

Unit 3 (SAP)

Unit 4 (N)

Unit 5 (HD)

Unit 6 (SDP)

Strand 1: 5 Standards 6-8 days

Strand 2: 6 Standards 6-8 days

Strand 4: 6 Standards 4-6 days

Strand 6: 7 Standards 6-8 days

Strand 3: 9 Standards 10 days

Strand 5: 7 Standards 6-8 days

Suggested Pacing

1-Health Foundations and Protective Factors of Healthy Self

2-Mental and Emotional Health

4-Substance Abuse Prevention

5-Nutrition

6-Human Development May be broken into: Healthy

3-Safety and Disease Prevention

Strand

Relationships Sexual Health

Unit 1: Understanding Prevention Unit 2: Decision Making for Health

Unit 5: Managing Stress Anger and Other Emotions Lifelines Lessons

Unit 3: Risk-Taking and Substance Abuse Unit 4: The Media and Health (2)

N/A

Unit 6: Family Communications (2) Unit 7: Health Relationships (2)

N/A

Botvin or Lifelines Lessons

Day windows allow for flexibility for beginning/end of semester school related activities and instruction

Health II

Textbook Crosswalk

Strand

Textbook and Workbook Connections

Strand 1: Health Foundations (HF) Module 1: Health Fundamentals and Skills

Module 2: Building Mental and Emotional Health

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

Module 3: Stress, Mental Health Conditions, and Coping Strategies

Module 6: Safety

Module 8: Social Health

Module 1: Health Fundamentals and Skills

Module 7: Personal Health and Wellness

Module 4: Food, Nutrition, and Physical Activity

Strand 4: Substance Abuse Prevention (SAP)

Module 5: Tobacco, Alcohol, and Other Drugs

Module 3: Stress, Mental Health Conditions, and Coping Strategies

Module 1: Health Fundamentals and Skills

Strand 5: Nutrition (N)

Module 4: Food, Nutrition, and Physical Activity

Module 5: Tobacco, Alcohol, and Other Drugs

Module 3: Stress, Mental Health Conditions, and Coping Strategies

Strand 6: Human Development (HD)

Module 9: Development, the Human Life Cycle, and Relationships

Module 10: Violence

Module 11: STIs and Pregnancy

Health II 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

6-8 Days - 5 Standards

Module 1

Inform & Explain

HEALTH II: STRAND 1

Health Foundations and Protective Factors of Health Self (HF) 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.

K-12 LEARNING SEQUENCE

Health I (6-8)

Students will understand responsibility and outcomes of personal decisions. Students will also 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 using: ○​ 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

Health II Strand 1: Health Foundations (HF)

STANDARD

HII.HF.I: Use SMART goal criteria to design and implement a plan for positive lifelong healthy habits.

CONCEPTS

SKILLS

●​ SMART goal criteria ●​ plan ●​ lifelong healthy habits

●​ use ●​ design ●​ implement

LEARNING PROGRESSIONS

1. ​ Understand SMART goal criteria 2. ​ Know positive lifelong healthy habits 3. ​ Design a SMART goal based on positive lifelong healthy habits 4. ​ Implement a plan to achieve the SMART goal KEY TERMS ●​ SMART goal ○​ Specific, Measureable, Action, Realistic, Time-bound ●​ Healthy habits

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 1.4 Making Decisions and Setting Goals ●​ Textbook Pages 24-31 ●​ Student Activities ○​ SMART Goals Setting 101

○​ Skill Development: Setting SMART Goals ○​ Set Goals Animation Video ■​ Animation Guide

BOTVIN LESSON CONNECTION

●​ Unit 1: The Value of Good Health ●​ Botvin Concepts: ○​ Healthy behavior

○​ Prevention and its role in maintaining health ○​ Evaluating risk ○​ Protecting our health

Health II Strand 1: Health Foundations (HF)

STANDARD

HII.HF.2: Demonstrate effective ways to communicate personal boundaries and show respect for the boundaries of others.

CONCEPTS

SKILLS

●​ Personal boundaries ●​ Respect for boundaries of others

●​ Demonstrate ●​ Communicate ●​ Show

LEARNING PROGRESSIONS

1. ​ Review the concept of boundaries 2. ​ Understand types of expression (Passive, Aggressive, Assertive) 3. ​ Practice having conversations that communicate boundaries and acknowledge and respect boundaries of others ​ ​ KEY TERMS ●​ Boundaries ●​ Interpersonal Skills ●​ Communication Process ●​ Active Listening ●​ RespectFeedback ●​ Nonverbal Communication ●​ Verbal Communication TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 1.8 Communicating Effectively ●​ Textbook 54-63 ●​ Student Activities ○​ Reading Guide

○​ Being Assertive in a Relationship ○​ Skill Development: Being Assertive ○​ Communicate with others Animation Video ■​ Animation Guide

BOTVIN LESSON CONNECTION

●​ Unit 6: Family Communication (2) (connection) ●​ Botvin concepts: ○​ Communicating effectively ○​ Understanding others’ views ○​ Validate ○​ Empathize ●​ Unit 7: Healthy Relationships (2) (connection) ●​ Botvin concepts: ○​ Components of a healthy relationship: ■​ Respect

Health II Strand 1: Health Foundations (HF)

■​ Accountability ■​ Safety ■​ Trust ■​ Honesty

○​ Asserting yourself ○​ The power of persuasion

Health II Strand 1: Health Foundations (HF)

STANDARD

HII.HF.3: Apply decision-making strategies to a health-related choice and defend the decision. Discuss practicing self-control, such as delaying immediate gratification, resisting negative peer pressure, and avoiding risks of impulsive behavior.

CONCEPTS

SKILLS

●​ Decision-making strategies ●​ Health-related choice ●​ Decision ●​ Self-control ●​ Immediate gratification ●​ Negative peer-pressure ●​ Risks ●​ Impulsive behavior

●​ Apply ●​ Defend ●​ Discuss ●​ Practicing ●​ Delaying ●​ Resisting ●​ Avoiding

LEARNING PROGRESSIONS

1. ​ Know what you value 2. ​ Know the decision-making strategies 3. ​ Determine a personal health-related choice 4. ​ Use effective communication strategies such as “I” statements ​ 5. ​ Understand and use strategies to resist negative peer pressure or harmful situations ​ ​ KEY TERMS ●​ Values ●​ Impulsive behavior ●​ Immediate gratification TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 1.4 Making Decisions and Setting Goals ●​ Textbook 24-31 ●​ Student Activities ○​ Reading Guide ○​ Decision Making 101

○​ Skill Development: Analyzing a Decision ○​ Make Decisions Animation Video ■​ Animation Guide

BOTVIN LESSON CONNECTION

●​ Unit 2: Decision-Making for Health ●​ Botvin concepts: ○​ Feeling ambivalence ○​ Facing a dilemma ○​ P.R.O.P.S.

Health II Strand 1: Health Foundations (HF)

●​ Unit 4: The Media and Health (2) (connection) ●​ Botvin concepts: ○​ Media influence ○​ Culture ○​ Targeting by the media ●​ Unit 6: Family Communication (2) (connection) ●​ Botvin concepts:

○​ Communicating effectively ○​ Understanding other’s views ○​ Validate ○​ Empathize

Health II Strand 1: Health Foundations (HF)

STANDARD

HII.HF.4: Develop resiliency skills. a. ​ Develop skills to cope with common life changes (for example, changing schools, relationship changes, family changes). b. ​ Understand the impact of locus of control, growth mindset, and healthy response to failure on physical, mental, emotional, and social health. c. ​ Develop resilience by connecting to self, family, and community. CONCEPTS SKILLS

●​ Coping skills ●​ Life changes

●​ Develop ●​ Understand ●​ Connecting

●​ Growth mindset ●​ Locus of control ●​ Healthy response to failure ●​ Resilience

LEARNING PROGRESSIONS

1. ​ Know what resilience means and its connection to growth mindset 2. ​ Understand emotions and their role with coping 3. ​ Analyze locus of control and how it connects to centering and reframing 4. ​ Practice self-love through positive self-talk ​ 5. ​ Discuss and demonstrate healthy ways to respond to failure in all aspects of health ​ ​ KEY TERMS ●​ Resilient ●​ Coping skills ○​ Positive ○​ Negative ●​ Growth mindset ●​ Locus of control ●​ Optimism

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 2.5 Expressing Your Emotions ●​ Textbook 114-121 ●​ Student Activities ○​ Reading Guide ○​ Emotional Intelligence Lesson 2.6 Establishing a Positive Mindset ●​ Textbook 121-132 ●​ Student Activities ○​ Reading Guide

○​ Goals for Emotional Intelligence

○​ The Impact of Self-Talk ○​ Improving Your Mindset

Health II Strand 1: Health Foundations (HF)

○​ Pursue the Positive

Lesson 2.7: Developing Empathy and Resilience ●​ Textbook 132-139 ●​ Student Activities ○​ Reading Guide ○​ Set a Goal Toward Empathy ○​ Helping Others Build Resilience

○​ Skill Development: Building Resilience ○​ Case Study Assessment: Communicating with Others ○​ Empathy and Resilience ■​ Video Guide

BOTVIN LESSON CONNECTION

●​ Unit 5 Managing Stress, Anger, and Other Emotions (connection) ●​ Botvin concepts ○​ Stress, anger, and emotional extremes ○​ Triggering emotional responses

Health II Strand 1: Health Foundations (HF)

STANDARD

HII.HF.5: Model strategies to prevent, manage, or resolve interpersonal conflicts in healthy ways.

CONCEPTS

SKILLS

●​ Strategies ●​ Interpersonal conflicts

●​ Model ●​ Manage ●​ Prevent ●​ Resolve

LEARNING PROGRESSIONS

1. ​ Know what interpersonal conflict means 2. ​ Recognize interpersonal conflicts in the workplace, school, home, etc. 3. ​ Demonstrate healthy ways to manage conflicts when they arise with the following strategies: initiate, mirror, summarize, validate, and empathize

KEY TERMS

●​ Interpersonal conflicts

●​ 5 Steps to Communicating (Botvin: Unit 6: Activity F)

○​ Initiate ○​ Mirror ○​ Summarize ○​ Validate ○​ Empathize

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 1.9 Resolving Conflicts ●​ Textbook 63-71 ●​ Student Activities ○​ Reading Guide ○​ Resolving Conflict

○​ What Would You Say? ○​ Responding to Conflicts ○​ Skill Development: Interpersonal Communication

BOTVIN LESSON CONNECTION

●​ Unit 6: Family Communication (2) (connection) ●​ Botvin concepts:

○​ Communicating effectively ○​ Understanding others’ views ○​ Validate ○​ Empathize

Health II Strand 1: Health Foundations (HF)

●​ Unit 7: Healthy Relationships (2) (connection) ●​ Botvin concepts: ○​ Components of a healthy relationship: ■​ Respect ■​ Accountability ■​ Safety ■​ Trust ■​ Honesty ○​ Asserting yourself ○​ The power of persuasion

Strand 2: Mental and Emotional Health (MEH)

Health II

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

6-8 Days - 6 Standards

Module 2

Inform & Explain

HEALTH II: STRAND 2

Mental and Emotional Health (MEH) Students will apply knowledge to reduce risk factors and enhance factors that promote positive mental and emotional health.

K-12 LEARNING SEQUENCE

Health I (6-8)

Students will develop a foundation of knowledge related to reducing risk factors and enhancing 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

Strand 2: Mental and Emotional Health (MEH)

Health II

STANDARD

HII.MEH.1: Apply stress management techniques to a personal stressor and evaluate their effectiveness.

CONCEPTS

SKILLS

●​ Stress management techniques ●​ Stressor ○​ Positive ○​ Negative ○​ Perception ●​ Effectiveness

●​ Apply ●​ Evaluate

LEARNING PROGRESSIONS

1. ​ Know the difference between stress and stressors and how perception impacts these concepts 2. ​ Recognize personal stressors 3. ​ Understand the fight or flight response in the body 4. ​ Determine which stress management technique is most effective in reducing stress ​ ​ KEY TERMS ●​ Stressor ●​ Stress

●​ Fight or flight response ○​ Adrenaline ○​ Epinephrine ○​ Etc.

○​ Eustress ○​ Distress

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 3.1: Understanding Stress and Other Adverse Events ●​ Textbook 140-151 ●​ Student Activities ○​ Reading Guide

○​ Acute versus Chronic Stress ○​ Most Stressful Cities in the US ○​ Mental Effects of Stress ○​ Identifying the Health Effects of Stress ○​ Stress Journal ○​ Your Stress Budget

Lesson 3.2 Coping Strategies for Stress and Other Events ●​ Textbook 151-161 ●​ Student Activities ○​ Reading Guide ○​ How Would You Handle It? ○​ Stress Management

Strand 2: Mental and Emotional Health (MEH)

Health II

○​ Healthy Stress Responses ○​ Too Much to Do ○​ Skill Development: 168 Hours ○​ Case Study Assessment:Communicating with Others ○​ Stress Management Animation Video ■​ Video Guide

BOTVIN LESSON CONNECTION

●​ Unit 5: Managing Stress, Anger, and Other Emotions ●​ Botvin concepts ○​ Stress, anger, and emotional extremes ○​ Triggering emotional responses

Strand 2: Mental and Emotional Health (MEH)

Health II

STANDARD

HII.MEH.2: Research current modes of technology and media use and how they impact mental and emotional health.

CONCEPTS

SKILLS

●​ Technology ●​ Media ●​ Mental and emotional health

●​ Research ●​ Impact

LEARNING PROGRESSIONS

1. ​ Recognize different types of media (social media, TV, internet, magazines, newspaper, movies, music, video games, etc.) 2. ​ Analyze advertising messages portrayed in the media and who they target 3. ​ Understand messages related to body image or self-worth in the media and the connection to self-love

KEY TERMS

●​ Types of media ●​ Technology

●​ Targeting

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 3.3 What Are Mental Illnesses? ●​ Student Activities

○​ Smartphones and Depression

BOTVIN LESSON CONNECTION

●​ Unit 4: The Media and Health (2) (connection) ●​ Botvin concepts: ○​ Media influence ○​ Culture ○​ Targeting by the media

Strand 2: Mental and Emotional Health (MEH)

Health II

STANDARD

HII.MEH.3: Explore ways individuals, families, and communities can understand, accept, and reduce the stigma of individuals with mental health disorders.

CONCEPTS

SKILLS

●​ Stigma ●​ Individuals ●​ Families ●​ Communities ●​ Mental health disorders

●​ Explore ●​ Communicate

●​ Accept ●​ Reduce

LEARNING PROGRESSIONS

1. ​ Analyze the effects of mental health stigma on individuals, families and communities 2. ​ Explore the different types of mental health disorders 3. ​ Discuss ways to reduce mental health stigma KEY TERMS ●​ Stigma ●​ Mental illness ●​ Mental Health Disorders ○​ Antisocial personality disorder

○​ Anxiety disorder ○​ Bipolar disorder ○​ Borderline personality disorder ○​ Major depression

○​ Schizophrenia ○​ Panic attacks

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 3.3: What are Mental Illnesses? ●​ Textbook 161-170 ●​ Student Activities

○​ Reading Guide ○​ Which Factor? ○​ Famous People with Bipolar Disorder ○​ Phobias Interactive Activity ○​ Depression and Anxiety Animation Video ■​ Video Guide

Lesson 3.5: Getting Help for Mental Illness ●​ Textbook 178-188 ●​ Student Activities ○​ Reading Guide ○​ Mental Illness Treatment

Strand 2: Mental and Emotional Health (MEH)

Health II

○​ Choices and Outcomes ○​ I will Seek Help, If Needed ○​ Homelessness and Mental Health ○​ Just Not True ○​ What would you do?

Strand 2: Mental and Emotional Health (MEH)

Health II

STANDARD

HII.MEH.4: Research school and community mental health resources and determine when professional health services may be required.

CONCEPTS

SKILLS

●​ School ●​ Community ●​ Mental health resources ●​ Professional health services

●​ Research ●​ Determine

LEARNING PROGRESSIONS

1. ​ Know the difference between psychologists, psychiatrists, and individual or family therapists 2. ​ Identify mental health professionals available within the school 3. ​ Discuss when to seek out a mental health professional 4. ​ Identify one trusted adult in a school and non-school setting KEY TERMS

●​ Psychologist ●​ Psychiatrist

●​ Therapist ●​ Clinical Social Worker

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 3.5 Getting Help for Mental Illness ●​ Textbook 178-188 ●​ Student Activities ○​ Signs of Needing Help

Lesson 3.6: Preventing Suicide and Coping with Grief ○​ Student Activities ■​ Suicide Prevention

Strand 2: Mental and Emotional Health (MEH)

Health II

STANDARD

HII.MEH.5: Research and demonstrate knowledge of risk factors and warning signs of suicide and know how to seek help when needed.

CONCEPTS

SKILLS

●​ Knowledge of risk factors ●​ Warning signs of suicide ●​ Help

●​ Research ●​ Demonstrate ●​ Seek

LEARNING PROGRESSIONS

1. ​ Recognize warning signs of suicide in self and others 2. ​ Identify trusted adult(s) and the importance of seeking help when needed 3. ​ Model methods of seeking help for self or others 4. ​ Utilize Safe UT and the National Suicide Prevention Lifeline service 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

Lesson 3.6 Preventing Suicide and Coping with Grief ●​ Textbook 188-197 ●​ Student Activities ○​ Reading Guide

○​ Suicide Prevention ○​ Showing Support

LIFELINES SUICIDE PREVENTION LOG IN

LIFELINES LESSON CONNECTION

Lifelines: Sessions 1-4 Contact Lifelines Counselor or Jonathan for login information

Strand 2: Mental and Emotional Health (MEH)

Health II

STANDARD

HII.MEH.6: Use accurate information to formulate a health-enhancing message for mental health and suicide prevention.

CONCEPTS

SKILLS

●​ Accurate information ●​ Health-enhancing message ●​ Mental health ●​ Suicide prevention

●​ Use ●​ Formulate

LEARNING PROGRESSIONS

1. ​ Recognize accurate information related to mental health and suicide prevention 2. ​ Understand what a health-enhancing message is 3. ​ Utilize accurate and health-enhancing information to formulate messaging related to mental health and suicide prevention ​ ​ ​ KEY TERMS ●​ Health-enhancing message ●​ Suicide prevention TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 3.3: What are Mental Illnesses? ●​ Textbook 162-170

Lesson 3.5: Getting Help for Mental Illnesses ●​ Textbook 178-188

Lesson 3.6: Preventing Suicide and Coping with Grief ●​ Textbook 188-197

Strand 3: Safety and Disease Prevention (SDP)

Health II

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

6-8 Days - 7 Standards

Module 5

Inform & Explain

HEALTH II: 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

Health I (6-8)

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

CPR Professional Services Harmful Effects of Pornography

Strand 3: Safety and Disease Prevention (SDP)

Health II

STANDARD

HII.SDP.1: Demonstrate high-quality hands-on CPR, how to operate an AED, and appropriate first aid.

CONCEPTS

SKILLS

●​ High-quality hands on Cardiopulmonary Resuscitation (CPR) ●​ Automatic External Defibrillator (AED) ●​ First aid

●​ Demonstrate ●​ Operate

LEARNING PROGRESSIONS

1. ​ Demonstrate the steps to CPR 2. ​ Evaluate the effectiveness of CPR technique (high quality vs. low quality) 3. ​ Identify where AEDs are located within the school 4. ​ Demonstrate the steps to using an AED 5. ​ Identify and demonstrate appropriate first aid skills KEY TERMS

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

●​ Angia ●​ Coronary artery disease ●​ Heart attack

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 6.2 Providing First Aid ●​ Textbook 337-350 ●​ Student Activities ○​ Reading Guide

○​ Assessing Your First-Aid Supplies ○​ Skill Development: First Aid ○​ Case Study Assessment: Administering First Aid ○​ Review and Assessment

Strand 3: Safety and Disease Prevention (SDP)

Health II

STANDARD

HII.SDP.2: Develop strategies for safety-related or emergency situations (for example, vehicle safety, recreation safety, firearm safety, seizure, stroke, cardiac event).

CONCEPTS

SKILLS

●​ Emergency Situations

●​ Develop

○​ Physical health safety (seizure, stroke, cardiac, asthma, allergies, shock, etc.) ○​ Vehicle safety, Recreation safety, Firearm safety

●​ Safety

LEARNING PROGRESSIONS

1. ​ Identify common safety and emergency scenarios and why it is important to know how to handle them 2. ​ Identify proper procedures for handling various safety and emergency situations KEY TERMS ●​ Physical health ●​ Safety ●​ Emergency ●​ Strategies ●​ Vocabulary specific to the situations you are teaching TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 6.1 Preventing Accidents and Injuries ●​ Textbook 328-337 ●​ Student Activities ○​ Reading Guide

○​ What would you do? ○​ Safety on the Road

Lesson 6.3 Handling Dangerous Situations ●​ Textbook 350-257 ●​ Student Activities ○​ Reading Guide

○​ Staying Safe Home Alone ○​ Emergency Preparedness ○​ School Safety Decisions ○​ Influences on School Safety

Additional Resources CPR Professional Services

BOTVIN LESSON CONNECTION

Strand 3: Safety and Disease Prevention (SDP)

Health II

●​ Unit 2: Decision-Making for Health (connection) ●​ Botvin concepts: ○​ Feeling ambivalence ○​ Facing a dilemma ○​ P.R.O.P.S. ●​ Unit 3 Risk-Taking and Substance Abuse (connection) ●​ Botvin concepts: ○​ Knowing what we value ○​ Probability

Strand 3: Safety and Disease Prevention (SDP)

Health II

STANDARD

HII.SDP.3: Practice responsible ways to communicate online, via text, or through other electronic means and how to respond to inappropriate contact or sexual advances online, via text, or through other electronic means.

CONCEPTS

SKILLS

●​ Online ●​ Text ●​ Responsible communication ●​ Inappropriate contact ●​ Sexual advances online ●​ Electronic communication

●​ Practice ●​ Communicate ●​ Respond

LEARNING PROGRESSIONS

1. ​ Review principles of communication 2. ​ Identify various mediums people use to communicate online 3. ​ Explore differences between healthy and unhealthy relationships (more detail in another unit) 4. ​ Compare and contrast appropriate and inappropriate electronic communication 5. ​ Identify legal consequences that apply to inappropriate electronic communication 6. ​ Practice ways to demonstrate assertiveness ​ KEY TERMS ●​ Electronic communication vocabulary ●​ Responsible communication ●​ Inappropriate contact ●​ Communication process TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 6.4 Being Safe on the Internet ●​ Textbook 357-368 ●​ Student Activities ○​ Reading Guide

○​ Addressing Risky Situations ○​ Internet Tips ○​ Being Safe on the Internet Animation Video ■​ Video Guide

Lesson 8.2: Supporting Family and Community Relationships ●​ Textbook 474-484 ●​ Student Activities ○​ Skill Development: Communicating Online

BOTVIN LESSON CONNECTION

Strand 3: Safety and Disease Prevention (SDP)

Health II

●​ Unit 4: The Media and Health (2) (connection) ●​ Botvin concepts: ○​ Media influence ○​ Culture ○​ Targeting by the media ●​ Unit 7: Healthy Relationships (connection) ●​ Botvin concepts: ○​ Components of a healthy relationship: ■​ Respect ■​ Accountability ■​ Safety ■​ Trust ■​ Honesty ○​ Asserting yourself ○​ The power of persuasion

Strand 3: Safety and Disease Prevention (SDP)

Health II

STANDARD

HII.SDP.4: Assess the harmful effects of pornography and recognize that recovery is possible.

CONCEPTS

SKILLS

●​ Pornography

●​ Assess ●​ Recognize

○​ Harmful effects

●​ Recovery

LEARNING PROGRESSIONS

1. ​ Define pornography 2. ​ Connect how the harmful effects of pornography addiction impact relationships 3. ​ Explore different recovery options for addiction KEY TERMS ●​ Pornography ●​ Recovery ●​ Healthy relationship ●​ Media related vocabulary TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

No textbook or workbook resources Additional Resources: Harmful Effects of Pornography

BOTVIN LESSON CONNECTION

●​ Unit 4: The Media and Health (2) (connection) ●​ Botvin concepts: ○​ Media influence ○​ Culture ○​ Targeting by the media ●​ Unit 7: Healthy Relationships (connection) ●​ Botvin concepts: ○​ Components of a healthy relationship: ■​ Respect ■​ Accountability ■​ Safety ■​ Trust ■​ Honesty ○​ Asserting yourself ○​ The power of persuasion

Strand 3: Safety and Disease Prevention (SDP)

Health II

STANDARD

HII.SDP.5: Develop skills to determine the validity of current health resources, information and trends.

CONCEPTS

SKILLS

●​ Validity ●​ Current health resources ●​ Health information ●​ Health trends

●​ Develop ●​ Determine validity

LEARNING PROGRESSIONS

1. ​ Define validity 2. ​ Explore different ways to access accurate health information 3. ​ Research current health trends and utilize valid health resources to differentiate between facts and myths

KEY TERMS

●​ Media vocabulary that applies ●​ Valid sources ●​ Health literacy ●​ Scientific knowledge

●​ Health trends ●​ Reliable sources ●​ Science ●​ Pseudoscience

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 1.5: Using Health Information ●​ Textbook 31-39 ●​ Student Activities ○​ Reading Guide

○​ Finding Reliable Health Information ○​ Evaluating a Health Product ○​ Accessing Information Highway ○​ Access Information Animation Video ■​ Video Guide

Lesson 1.6 Accessing Health Services ●​ Textbook 39-46 ●​ Student Activities

○​ Communicating with Your Doctor ○​ Access to Health Services

BOTVIN LESSON CONNECTION

●​ Unit 4: The Media and Health (2) (connection)

Strand 3: Safety and Disease Prevention (SDP)

Health II

●​ Botvin concepts:

○​ Media influence ○​ Culture ○​ Targeting by the media

Strand 3: Safety and Disease Prevention (SDP)

Health II

STANDARD

HII.SDP.6: Research preventive measures for chronic and infectious health conditions, and the physical, mental and emotional, social and economic effects on self and society. a. ​ Research the efficacy of health screenings, immunizations, check-ups, and other preventive examinations that are necessary to maintain overall health and wellness. b. ​ Demonstrate effective communication about health concerns with healthcare providers and other trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy.)

CONCEPTS

SKILLS

●​ Chronic and infectious health conditions ●​ Physical, mental, emotional, social, economic effects

●​ Research ●​ Demonstrate

●​ Effects on self and society ●​ Efficacy of health screenings,

immunizations, check-ups, and other preventive examinations ●​ Overall health and wellness ●​ Effective communication about health concerns with healthcare providers and other trusted adults

LEARNING PROGRESSIONS

1. ​ Identify effective research procedures (validity/reliability) 2. ​ Explore ways to effectively communicate about health concerns with healthcare providers and other trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy.) 3. ​ Research preventive measures for chronic and infectious health conditions, and the physical, mental and emotional, social and economic effects on self and society 4. ​ Research the efficacy of health screenings, immunizations, check-ups, and other preventive examinations that are necessary to maintain overall health and wellness

KEY TERMS

●​ Chronic health conditions ●​ Infectious health conditions

●​ Effects on self and society ●​ Efficacy ●​ Health screenings ○​ Immunizations ○​ Check-ups ●​ Health ●​ Wellness ●​ Effective communication

●​ Physical health ●​ Mental health ●​ Emotional health ●​ Social health ●​ Healthcare Providers ●​ Trusted adults ●​ Economic effects

○​ Other preventive examinations

Strand 3: Safety and Disease Prevention (SDP)

Health II

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 1.1: What are Health and Wellness? ●​ Textbook 2-10 ●​ Student Activities ○​ The Dimensions of Health Lesson 1.5 Using Health Information ●​ Textbook 31-39 ●​ Student Activities

○​ Finding Reliable Health Information

Lesson 1.6 Accessing Health Services ●​ Textbook 39-46 ●​ Student Activities

○​ Communicating with Your Doctor

Lesson 7.3 What Causes Diseases? ●​ Textbook 413-424 ●​ Student Activities ○​ Reading Guide ○​ Researching Pathogens ○​ Disease Risk Factors

Lesson 7.4 Recognizing Communicable Diseases ●​ Textbook 424-432 ●​ Student Activities ○​ Reading Guide ○​ Emerging Infectious Diseases ○​ Measles Vaccination

Lesson 7.5: Preventing and Treating Communicable Diseases ●​ Textbook 432-440 ●​ Student Activities ○​ Reading Guide ○​ Setting Disease Prevention Goals

○​ Epidemics and Public Health ○​ Disease Prevention Decisions ○​ Disease Prevention Communication

Lesson 7.6: Cardiovascular Disease ●​ Textbook 440-450 ●​ Student Activities

○​ Cardiovascular Emergencies ○​ Progression of Atherosclerosis Animation ○​ Congestive Heart Failure Video

Strand 3: Safety and Disease Prevention (SDP)

Health II

Lesson 7.7 Cancer

●​ Textbook 450-457 ●​ Student Activities

○​ Cancer Research ○​ Reducing Risk for Cancer

Lesson 7.8: Other Noncommunicable Diseases ●​ Textbook 457-465 ●​ Student Activities ○​ Noncommunicable Diseases ○​ Deciding what to do? ○​ Communicating about what to do?

Strand 3: Safety and Disease Prevention (SDP)

Health II

STANDARD

HII.SDP.7: Analyze and describe the relationships among healthy eating, physical activity, and chronic diseases (for example, heart disease, cancer, type-2 diabetes, hypertension, osteoporosis).

CONCEPTS

SKILLS

●​ Relationships ●​ Healthy eating ●​ Physical activity ●​ Chronic Disease

●​ Analyze ●​ Describe

○​ Heart disease ○​ Cancer ○​ Type-2 diabetes ○​ Hypertension ○​ Osteoporosis

LEARNING PROGRESSIONS

1. ​ Review the concepts for healthy eating and guidelines for healthy physical activity 2. ​ Review chronic diseases 3. ​ Analyze and describe the relationships among healthy eating, physical activity, and chronic diseases (for example, heart disease, cancer, type-2 diabetes, hypertension, osteoporosis)

KEY TERMS

●​ Healthy Eating ●​ Physical Activity ●​ Risk Factors ●​ Behavior Risk Factors

●​ Chronic Diseases

○​ Heart Disease ○​ Cancer ○​ Type-2 diabetes ○​ Hypertension ○​ Osteoporosis ○​ Others

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 1.1: What are Health and Wellness ●​ Textbook 2-10 ●​ Student Activities ○​ Create a quality of life index

Lesson 1.3: Environmental Factors Affecting Health and Wellness ●​ Textbook 16-24 ●​ Student Activities ○​ What are the risk Factors?

○​ Reducing Genetic Risk Factors ○​ The Influence of Environment

Strand 3: Safety and Disease Prevention (SDP)

Health II

○​ Factors Affecting Health and Wellness ○​ Practicing Health Behaviors Animation Video ■​ Video guide

Lesson 4.2 Having a Healthy Eating Pattern ●​ Textbook 207-220 ●​ Student Activities ○​ Evaluate Your Diet ○​ Evaluating Nutrient Density

Lesson 4.4 Understanding Physical Activity and Fitness ●​ Textbook 230-239 ●​ Student Activities ○​ Building Fitness ○​ Health Across the Lifespan Animation Video ■​ Video Guide

Lesson 4.5: Getting Enough Physical Activity ●​ Textbook 239-253 ●​ Student Activities ○​ Charting Your Physical Activity

Strand 4: Substance Abuse Prevention (SAP)

Health II

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

4-6 Days - 6 Standards

Module 3

Inform & Explain

HEALTH II: STRAND 4

Substance Abuse Prevention (SAP) 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.

K-12 LEARNING SEQUENCE

Health I (6-8)

Students will learn how substances affect the developing brain, practice ways to resist peer pressure, and examine consequences of substance use.

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

Strand 4: Substance Abuse Prevention (SAP)

Health II

STANDARD

HII.SAP.1: Explore risk and protective factors for making healthy decisions about substance use.

CONCEPTS

SKILLS

●​ Risk factors ●​ Protective factors ●​ Healthy decision ●​ Substance use

●​ Explore

LEARNING PROGRESSIONS

1. ​ Research risks of substance use 2. ​ Explore protective factors for making healthy decisions about substance use KEY TERMS ●​ Substances ○​ Alcohol ■​ Depressant ■​ Inhibition ■​ BAC ■​ Hangover ■​ Metabolize ■​ Alcohol Poisoning ■​ Binge Drinking ■​ Cirrhosis ●​ Substances continued: ○​ Nicotine ○​ Other drugs ■​ Tolerance ■​ Withdrawal ■​ Dependence ■​ Detoxification ■​ Hallucinogens ■​ Hypoxia ■​ Inhalants

■​ DUI ■​ FAS ■​ Alcoholism ■​ Emphysema ■​ Carcinogens ■​ Leukoplakia

●​ Risk factors ●​ Protective factors

○​ Tobacco

■​ Smokeless Tobacco ■​ Secondhand Smoke ■​ Tar ■​ Asthma

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 5.2 Medication Misuse and Abuse ●​ Textbook ●​ Student Activities

○​ Medication and Drug Abuse Animation Video ■​ Video Guide

Strand 4: Substance Abuse Prevention (SAP)

Health II

Lesson 5.3 Health Effects of Vaping and Tobacco ●​ Textbook 271-285 ●​ Student Activities

○​ You be the Government ○​ Resisting Peer Pressure

○​ Case Study Assessment: Analyzing Influences ○​ Tobacco in the Bloodstream Animation Video

Lesson 5.4

●​ Textbook 285-297 ●​ Student Activities

○​ The Effects of Underage Drinking ○​ Factors Affecting You and Alcohol ○​ Case Study Assessment: Driving Under the Influence

Lesson 5.6

●​ Textbook 312-327 ●​ Student Activities

○​ Creating an Antidrug Advertisement ○​ Refusing Substances ○​ Tobacco Refusal Skills Animation Video

BOTVIN LESSON CONNECTION

●​ Unit 1: The Value of Good Health (connection) ●​ Botvin Concepts: ○​ Healthy behavior ○​ Prevention and its role in maintaining health ○​ Evaluating risk ○​ Protecting our health ●​ Unit 2: Decision-Making for Health (connection) ●​ Botvin concepts: ○​ Feeling ambivalence ○​ Facing a dilemma ○​ P.R.O.P.S. ●​ Unit 3 Risk-Taking and Substance Abuse ●​ Botvin concepts: ○​ Knowing what we value ○​ Probability

Strand 4: Substance Abuse Prevention (SAP)

Health II

STANDARD

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

CONCEPTS

SKILLS

●​ Media ●​ Marketing tactics to promote

●​ Evaluate

○​ Alcohol ○​ Tobacco ○​ Nicotine ○​ Other drug products

LEARNING PROGRESSIONS

1. ​ Review common marketing tactics 2. ​ Evaluate media and marketing tactics used to promote alcohol, tobacco, nicotine, and other drug products

KEY TERMS

●​ Media

●​ Marketing tactics

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 5.3 Health Effects of Vaping and Tobacco ●​ Textbook 275 Health in the Media ●​ Good Intentions or a Way to Make Money?

Lesson 5.5: Other Drug Misuse ●​ Textbook 297 & 301

Lesson 5.6:

●​ Textbook 315-316 ●​ Student Activities

○​ Drug Use and the Media

BOTVIN LESSON CONNECTION

●​ Unit 4: The Media and Health (2) ●​ Botvin concepts: ○​ Media influence ○​ Culture ○​ Targeting by the media

Strand 4: Substance Abuse Prevention (SAP)

Health II

STANDARD

HII.SAP.3: Discuss how substance use alters brain development and function and research the link between genetics and addiction.

CONCEPTS

SKILLS

●​ Substance use ●​ Altered brain development and function ●​ Link between genetics and addiction

●​ Discuss ●​ Research

LEARNING PROGRESSIONS

1. ​ Research and discuss how substance use alters brain development and function 2. ​ Define genetics as it relates to addiction and disease 3. ​ Analyze the link between genetics and addiction ​ KEY TERMS ●​ Substances

●​ Brain development ●​ Genetics ●​ Addiction

○​ Alcohol ○​ Tobacco ○​ Nicotine ○​ Other drugs

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 5.3: Health Effects of Vaping and Tobacco ●​ Textbook 281 Lesson 5.4: Health Effects of Alcohol

●​ Textbook 289-291 ●​ Student Activities

○​ Level of Intoxication ○​ Nature or Nurture

Lesson 5.5

●​ Textbook 298-299

Strand 4: Substance Abuse Prevention (SAP)

Health II

STANDARD HII.SAP.4: Evaluate the physical, mental, emotional, social, legal, and financial impacts of the use or abuse of alcohol, tobacco, nicotine, and other drugs on self, families, and communities. a. ​ Explain driving under the influence (DUI) and not-a-drop laws. b. ​ Research the legal consequences of driving under the influence of alcohol and other substances. CONCEPTS SKILLS ●​ Physical, mental, emotional, social, legal, and financial impacts ●​ Use and abuse of alcohol, tobacco, nicotine, and other drugs ●​ Impacts on self, families, and communities ●​ DUI and not-a-drop laws ●​ Legal consequences of driving under the influence ●​ Evaluate ●​ Explain ●​ Research LEARNING PROGRESSIONS 1. ​ Research laws regulating alcohol, tobacco, and other drugs (legal age limits, DUI, consequences, etc.) 2. ​ Explain the potential risks of driving under the influence of alcohol or other substances 3. ​ Evaluate the physical, mental, emotional, social, legal, and financial impacts of the use or abuse of alcohol, tobacco, nicotine, and other drugs on self, families, and communities KEY TERMS ●​ Driving under the influence (DUI)

●​ Substance vocabulary ○​ Illicit drugs

●​ Physical health ●​ Mental health ●​ Emotional health ●​ Social health ●​ Alcohol use vs. abuse ●​ Enabling

○​ Prescription drugs ○​ Tobacco and related products (including vaping, e-cigarettes) ○​ Alcohol ○​ Marijuana

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 5.3

●​ Textbook 280-281 Lesson 5.4: Health Effects of Alcohol

●​ Textbook 293-295 ●​ Student Activities

○​ The Effects of Underage Drinking

Lesson 5.5

●​ Textbook 300-302 BOTVIN LESSON CONNECTION

Strand 4: Substance Abuse Prevention (SAP)

Health II

●​ Unit 2: Decision-Making for Health (connection) ●​ Botvin concepts: ○​ Feeling ambivalence ○​ Facing a dilemma ○​ P.R.O.P.S. ●​ Unit 3 Risk-Taking and Substance Abuse ●​ Botvin concepts: ○​ Knowing what we value ○​ Probability

Strand 4: Substance Abuse Prevention (SAP)

Health II

STANDARD

HII.SAP.5: Identify community resources available to support individuals impacted by substance abuse and addiction, recognizing that recovery from addiction is possible.

CONCEPTS

SKILLS

●​ Community resources ●​ Support individuals impacted by substance abuse and addiction ●​ Recovery from addiction

●​ Identify ●​ Recognize

LEARNING PROGRESSIONS

1. ​ Compare and contrast the various resources available to support individuals impacted by substance abuse and addiction, recognizing that recovery is possible 2. ​ Explore ways to support individuals impacted by substance abuse and addiction KEY TERMS ●​ Community resources

●​ Addiction ●​ Recovery

●​ Substance abuse ●​ Support Groups

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Lesson 3.3: Stress, Mental Health Conditions, and Coping ●​ Textbook 168 ●​ Lesson 5.3 Health Effects of Vaping and Tobacco ●​ Student Activities ○​ You be the Government Lesson 5.6 ●​ Textbook 312 & 319 BOTVIN LESSON CONNECTION ●​ Unit 3 Risk-Taking and Substance Abuse ●​ Botvin concepts: ○​ Knowing what we value ○​ Probability ●​ Unit 6: Family Communication (connection) ●​ Botvin concepts:

○​ Communicating effectively ○​ Understanding others’ views ○​ Validate ○​ Empathize