Health II Curriculum Map

Instructional Guide

High School - Health II

What’s New and Updated in Health II

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

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

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

Health 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 frst units/strands taught and an end of course/end of semester assessment covering the last units/strand taught ● A pre-assessment, mid-course assessment, and post-assessment

As such, DWBSA window dates will be determined at the building level.

PD Opportunities

Links to Additional Resources

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

● District Resources

○ Shared Google Drive - CSD Health/PE Shared Teacher Resources ○ CSD Sex Education Instruction Approved Materials ○ USBE Health Core Standards ○ Parent/Guardian Consent Form for Sex Education Instruction ○ USBE Assessment Guides - New ○ A Teacher’s Guide to Teaching the Harmful Effects of Pornography ○ 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)

Strand1: 5 Standards 6-8days

Strand2: 6 Standards 6-8days

Strand4: 6 Standards 4-6days

Strand6: 7 Standards 6-8days

Strand3: 9 Standards 10days

Strand5: 7 Standards 6-8days

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

Botvinor Lifelines Lessons

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

Health II

Textbook Crosswalk

Strand

Textbook and Workbook Connections

Strand 1: Health Foundations (HF) Chapter 1: Understanding Your Health and Wellness: Textbook Workbook Chapter 15: Achieving Mental and Emotional Health: Textbook Workbook Chapter 18: Healthy Family and Peer Relationships: Textbook Workbook Chapter 19: Dealing with Confict, Violence, and Abuse: Textbook Workbook

Strand 2: Mental and Emotional Health (MEH)

Chapter 15: Achieving Mental and Emotional Health: Textbook Workbook Chapter 16: Managing the Stress in Your Life: Textbook Workbook Chapter 17: Mental Illnesses and Disorders: Textbook Workbook Chapter 1: Understanding Your Health and Wellness: Textbook Workbook Chapter 2: Risk Factors: Behavior, Genes, Environment: Textbook Workbook Chapter 3: Nutrition: Textbook Workbook Chapter 6: Physical Fitness: Textbook Workbook Chapter 12: Infectious Diseases: Textbook Workbook Chapter 14: Noncommunicable Diseases: Textbook Workbook Chapter 18: Healthy Family and Peer Relationships: Textbook Workbook Chapter 19: Dealing with Confict, Violence, and Abuse: Textbook Workbook

Strand 3: Safety and Disease Prevention (SDP)

Strand 4: Substance Abuse Prevention (SAP)

Chapter 9: Tobacco: Textbook Workbook Chapter 10: Alcohol: Textbook Workbook Chapter 11: Medications and Drugs: Textbook Workbook Chapter 3: Nutrition: Textbook Workbook Chapter 4: Body Weight and Composition: Textbook Workbook

Strand 5: Nutrition (N)

Health II

Textbook Crosswalk

Chapter 5: Body Image: Textbook Workbook Chapter 6: Physical Fitness: Textbook Workbook

Strand 6: Human Development (HD)

Chapter 13: Sexually Transmitted Infections and HIV/AIDS: Textbook Workbook Chapter 18: Healthy Family and Peer Relationships: Textbook Workbook Chapter 19: Dealing with Confict, Violence, and Abuse: Textbook Workbook Chapter 20: Reproduction and Pregnancy: Textbook Workbook Chapter 21: Childbirth and Parenting Newborns: Textbook Workbook Chapter 22: Human Development across the Lifespan: Textbook Workbook

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

Module1

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

ADDITIONAL RESOURCES

Essential Health Textbook Login Site 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

KEYTERMS

● SMARTgoal

● Healthy habits

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

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 1.3 (pg. 23) - How to Set a SMART Goal

Workbook 1.3 (pg. 7) - SMART Goal Setting 101

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

KEYTERMS

● Boundaries ● Interpersonal Skills ● Communication Process ● Active Listening

● RespectFeedback ● Nonverbal Communication ● Verbal Communication

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 1.4 (pg. 24)- Interpersonal skills Textbook 18.1 (pg. 532)- Types of communication Textbook 18.3 (pg. 545)- Healthy Dating Relationships, also covered in Strand 6 Textbook 19.1 (pg.560)- Assertive/Aggressive Workbook 18.1 (pg. 170)- Communication differences within cultures Workbook 18.1 (pg. 171)- Resolving family conficts Workbook 18.1 (pg. 172)- Giving Friendship Advice Workbook 18.3(pg. 173)- Healthy vs. Unhealthy Dating Relationships- Also covered in Strand 6

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:

Health II

Strand 1: Health Foundations (HF)

■ Respect ■ 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 gratifcation, resisting negative peer pressure, and avoiding risks of impulsive behavior.

CONCEPTS

SKILLS

● Decision-making strategies ● Health-related choice ● Decision ● Self-control ● Immediate gratifcation ● 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

KEYTERMS

● Values ● Impulsive behavior

● Immediate gratifcation

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 1.3 (pg.22)- Decision-Making and Goal Setting Skills Textbook 19.1 (pg. 561)- Using “I” Statements

Workbook 1.3 (pg.5)- Decision-Making 101

BOTVIN LESSON CONNECTION

● Unit 2: Decision-Making for Health ● Botvin concepts: ○ Feeling ambivalence ○ Facing a dilemma ○ P.R.O.P.S. ● Unit 4: The Media and Health (2) (connection) ● Botvin concepts: ○ Media infuence ○ Culture

Health II

Strand 1: Health Foundations (HF)

○ 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

KEYTERMS

● Resilient ● Coping skills

● Growth mindset ● Locus of control ● Optimism

○ Positive ○ Negative

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 15.1 (Pg. 445)- Understanding Emotions Textbook 15.1 (Pg. 447)- Develop Resilience and Coping Skills Textbook 15.1 (Pg. 448)- Emotional Intelligence Workbook 15.1 (pg. 142)-Emotional Intelligence Workbook 15.1 (pg. 143)- What’s your EQ? (Emotional Quotient)

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 conficts in healthy ways.

CONCEPTS

SKILLS

● Strategies ● Interpersonal conficts

● Model ● Manage ● Prevent ● Resolve

LEARNING PROGRESSIONS

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

KEYTERMS

● Interpersonal conficts

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

○ Initiate ○ Mirror ○ Summarize ○ Validate ○ Empathize

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 1.4 (pg. 24)- Interpersonal skills Textbook 18.1 (pg. 532)- Types of communication Textbook 18.3 (pg. 545)- Healthy Dating Relationships, also covered in Strand 6 Textbook 19.1 (pg.560)- Assertive/Aggressive Workbook 18.1 (pg. 170)- Communication differences within cultures Workbook 18.1 (pg. 171)- Resolving family conficts Workbook 18.1 (pg. 172)- Giving Friendship Advice Workbook 18.3(pg. 173)- Healthy vs. Unhealthy Dating Relationships- Also covered in Strand 6

BOTVIN LESSON CONNECTION

● Unit 6: Family Communication (2) (connection) ● Botvin concepts: ○ Communicating effectively ○ Understanding others’ views ○ Validate ○ Empathize ● Unit 7: Healthy Relationships (2) (connection)

Health II

Strand 1: Health Foundations (HF)

● 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

Module2

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

Essential Health Textbook Login Site Botvin Teacher Companion Site Lifelines Curriculum Login National Suicide Prevention Lifeline SafeUT

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 fght or fight response in the body 4. Determine which stress management technique is most effective in reducing stress

KEYTERMS

● Stressor ● Stress

● Fight or fight response ○ Adrenaline ○ Epinephrine ○ Etc.

○ Eustress ○ Distress

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 16.1 (pg. 473)- What is Stress? Textbook 16.2 (pg. 480)- Stress and Your Physical Health Textbook 16.3 (pg. 485)- Stress and Your Intellectual and Emotional Health Textbook 16.4 (pg. 490)- Managing Stress Workbook 16.1 (pg. 151)- Acute versus Chronic Stress Workbook 16.2 (pg. 153)- Physical Responses to Stress Workbook 16.3 (pg. 154)- Intellectual and Emotional Effects of Stress Workbook 16.4 (pg.155)- How Would You Handle It?

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

KEYTERMS

● Types of media ● Technology

● Targeting

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 15.1 (pg. 445)- Health in the Media Section Textbook 16.1 (pg. 477)- Health in the Media Section Textbook 17.1 (pg. 506)- Health in the Media Section

BOTVIN LESSON CONNECTION

● Unit 4: The Media and Health (2) (connection) ● Botvin concepts: ○ Media infuence ○ 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

KEYTERMS

● 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

Textbook 17.1 (pg. 502)- Types of Mental Illnesses and Disorders Textbook 17.2 (pg. 508)- What Causes Mental Illnesses? Textbook 17.3 (pg. 513)- Understanding and Preventing Suicide Textbook 17.4 (pg. 516)- Getting Help for Mental Illnesses and Disorders

Workbook 17.1 (pg.160)- Identifying Mental Illnesses and Disorders

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

KEYTERMS

● Psychologist ● Psychiatrist

● Therapist ● Clinical Social Worker

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 17.3 (pg. 513)- Understanding and Preventing Suicide Textbook 17.4 (pg. 516)- Getting Help for Mental Illnesses and Disorders

Workbook 17.4 (pg. 164)- Finding Reliable Health Information Workbook 17.4 (pg. 166)- Mental Health Careers

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

KEYTERMS

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

● Suicide clusters ● Survivors ● FACTS

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 17.3 (pg. 513)- Understanding and Preventing Suicide Textbook 17.4 (pg. 516)- Getting Help for Mental Illnesses and Disorders

Workbook 17.3 (pg. 163)- Suicide Prevention

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

KEYTERMS

● Health-enhancing message

● Suicide prevention

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 17.1 (pg. 502)- Types of Mental Illnesses and Disorders Textbook 17.2 (pg. 508)- What Causes Mental Illnesses? Textbook 17.3 (pg. 513)- Understanding and Preventing Suicide Textbook 17.4 (pg. 516)- Getting Help for Mental Illnesses and Disorders

Workbook 17.1 (pg. 160)- Identifying Mental Illnesses and Disorders

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 infuence their health and safety. PACING SEQUENCING KEY LANGUAGE USES

6-8 Days - 7 Standards

Module5

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

ADDITIONAL RESOURCES

Essential Health Textbook Login Site 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 frst aid.

CONCEPTS

SKILLS

● High-quality hands on Cardiopulmonary Resuscitation (CPR) ● Automatic External Defbrillator (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 frst aid skills

KEYTERMS

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

● Angia ● Coronary artery disease ● Heart attack

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 14.2 (pg. 417)- Diseases of the Blood Vessels and Heart Textbook Background Lesson 16-21 (pg. 725-743)- Safety and First Aid Background Lessons

Workbook 14.2 (pg. 135)- Key Terms Review

Additional Resources: CPR Professional Services

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, frearm 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

KEYTERMS

● Physical health ● Safety ● Emergency

● Strategies ● Vocabulary specifc to the situations you are teaching

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 14.2 (pg. 417)- Diseases of the Blood Vessels and Heart Textbook Background Lesson 12-21 (pg. 715-743)- Safety and First Aid Background Lessons

Workbook 14.2 (pg. 135)- Key Terms Review

Additional Resources CPR Professional Services

BOTVIN LESSON CONNECTION

● 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

KEYTERMS

● Electronic communication vocabulary ● Responsible communication

● Inappropriate contact ● Communication process

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 18.1 (pg. 530)- Healthy Family Relationships Textbook 18.2 (pg. 538)- Healthy Friendships Textbook 18.3 (pg. 545)- Healthy Dating Relationships Textbook 19.1 (pg. 558)- Understanding Conficts Textbook 19.2 (pg. 562)- Understanding Violent Behavior Textbook 19.3 (pg. 570)- The Reality of Family Violence Textbook 19.4 (pg. 575)- Unwanted Sexual Activity

Workbook 18.1 (pg. 170)- Cultural Communication Differences Workbook 18.1 (pg. 171)- Resolving Family Conficts Workbook 18.2 (pg. 172)- Giving Friendship Advice Workbook 18.3 (pg. 173)- Healthy versus Unhealthy Dating Relationships Workbook 19.1 (pg. 179)- Resolving Confict Workbook 19.2 (pg. 180-181)- What Would You Do? Workbook 19.4 (pg. 182-183)- Taking Precautions Workbook 19.4 (pg. 184)- The Importance of Affrmed Consent

Strand 3: Safety and Disease Prevention (SDP)

Health II

BOTVIN LESSON CONNECTION

● Unit 4: The Media and Health (2) (connection) ● Botvin concepts: ○ Media infuence ○ 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. Defne pornography 2. Connect how the harmful effects of pornography addiction impact relationships 3. Explore different recovery options for addiction

KEYTERMS

● 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 infuence ○ 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. Defne validity 2. Explore different ways to access accurate health information 3. Research current health trends and utilize valid health resources to differentiate between facts andmyths

KEYTERMS

● Media vocabulary that applies ● Valid sources ● Health literacy ● Scientifc knowledge

● Health trends ● Reliable sources ● Science ● Pseudoscience

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 1.2 (pg. 13)- Health and Wellness Knowledge Textbook 1.4 (pg. 25)- Our Healthcare System

Workbook 1.4 (pg. 8)- Communicating with your Doctor Workbook Ch.1 (pg. 9) - Reading Practice Workbook Ch.1 (pg. 10-11)- Practice Test

BOTVIN LESSON CONNECTION

● Unit 4: The Media and Health (2) (connection) ● Botvin concepts: ○ Media infuence ○ 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 effcacy 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 ● Effcacy 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 effcacy of health screenings, immunizations, check-ups, and other preventive examinations that are necessary to maintain overall health and wellness

KEYTERMS

● Chronic health conditions ● Infectious health conditions

● Effects on self and society ● Effcacy ● 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

Textbook 1.1 (pg. 6)- Defning Health & Wellness Textbook 1.2 (pg. 13)- Health & Wellness Knowledge Textbook 1.3 (pg. 21)- Personal Skills for Health and Wellness Textbook 1.4 (pg. 25)- Our Healthcare System Textbook 12.1 (pg. 352)- Infectious Diseases: What you Should Know Textbook 12.2 (pg. 360)- Transmission, Treatment, and Prevention of Infectious Diseases Textbook 12.3 (pg. 371)- Immunity of Infection Textbook 14.1 (pg. 410)- Noncommunicable Diseases: What you Should Know Textbook 14.3 (pg. 422)- Cancer: Cells out of Control Textbook 14.4 (pg. 430)- Diabetes, Allergies, Asthma, and Arthritis

Workbook 1.1 (pg. 2)- The Four Dimensions of Health Workbook 1.2 (pg. 3)- Finding Reliable Health Information Workbook 1.2 (pg. 4)- Evaluating Health Information Workbook 1.4 (pg. 8)- Communicating with your Doctor Workbook 12.1 (pg. 112)- Signs & Symptoms Workbook 12.1 (pg. 113)- Autobiography of a Pathogen Workbook 12.2 (pg. 114)- Finding Reliable Health Information Workbook Ch. 12 (pg. 116-117)- Scientifc and Medical Terms Workbook 14.1 (pg. 134)- What are the Risk Factors? Workbook 14.3 (pg. 137)- Cancer Research Workbook 14.4 (pg. 138)- Signs & Symptoms of Diabetes Mellitus

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)

KEYTERMS

● 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

Textbook 2.1 (pg. 38)- Factors Affecting Health & Wellness Textbook 2.2 (pg. 45)- Behavioral Risk Factors Textbook 2.3 (pg. 50)- Genetic Risk Factors Textbook 2.4 (pg. 55)- Environmental & Socioeconomic Risk Factors Textbook 3.1 (pg. 68)- What Nutrients Does Your Body Need? Textbook 3.2 (pg. 80)- Creating a Healthy Eating Plan Textbook 6.1 (pg. 160)- The Benefts of Improved Physical Fitness

Workbook 2.1 (pg. 12)- Create a Quality of Life Index Workbook 2.1 (pg. 13)- What are the Risk Factors? Workbook 2.2 (pg. 14)- How Safe Are You?

Strand 3: Safety and Disease Prevention (SDP)

Health II

Workbook 2.2 (pg. 15)- Making Healthy Decisions Workbook 2.3 (pg. 16)- What Do You Know About Genes? Workbook 2.3 (pg. 17)- Reducing Genetic Risk Factors Workbook 2.4 (pg. 18)- Who is Most at Risk? Workbook 2.4 (pg. 19)- Environmental Hazards Workbook 3.1 (pg. 24)- Vitamin and Mineral Review Workbook 3.2 (pg. 26)- Evaluate Your Diet Workbook 6.1 (pg. 54)- Health & History Workbook 6.1 (pg. 55)- 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

Module3

Inform & Explain

HEALTH II: STRAND 4

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

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

ADDITIONAL RESOURCES

Essential Health Textbook Login Site 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

KEYTERMS

● Substances

● Substances continued: ○ Nicotine ○ Other drugs ■ Tolerance ■ Withdrawal

○ Alcohol

■ Depressant ■ Inhibition ■ BAC ■ Hangover ■ Metabolize ■ Alcohol Poisoning ■ Binge Drinking ■ Cirrhosis

■ Dependence ■ Detoxifcation ■ 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

Textbook 9.1 (pg. 260)- Tobacco and your body Textbook 10.1 (pg. 287)- Effects of alcohol on brain Textbook 10.2 (pg. 294)- Effects of alcohol on your health Textbook 10.4 (pg. 307)- Refusal Skills Textbook 11.1 (pg. 320)- Health Risks of Taking Medications

Strand 4: Substance Abuse Prevention (SAP)

Health II

Textbook 11.2 (pg. 326)- Side effects of each drug Textbook 11.2 (pg. 335)- Impact of drugs on the brain

Workbook 9.1 (pg. 85)- Smoking and your Respiratory System Workbook 9.2 (pg. 87)- Can This Friendship Be Saved? Workbook 9.3 (pg. 89)- Create an Antismoking Ad Workbook 10.1 (pg. 93)- Alcohol and the Brain Workbook 10.4 (pg. 100)- Refusal Skills Workbook 10 (pg. 101)- Reading Practice Workbook 11.2 (pg. 105)- Can This Friendship Be Saved? Workbook 11.3 (pg. 106)- Create an Anti Drug Ad ● 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 BOTVIN LESSON CONNECTION

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

KEYTERMS

● Media

● Marketing tactics

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 9.2 (pg. 271)- Tobacco and Media Textbook 10.3 (pg.305)- Alcohol and Media

Textbook 11.1 (pg.321)-Prescription Medication and Media Textbook 11. 3 (pg.340)- Illicit drugs and Environment

Workbook 10.3 (pg. 99)- Alcohol Ad Analysis

BOTVIN LESSON CONNECTION

● Unit 4: The Media and Health (2) ● Botvin concepts: ○ Media infuence ○ 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. Defne genetics as it relates to addiction and disease 3. Analyze the link between genetics and addiction

KEYTERMS

● Substances

● Brain development ● Genetics ● Addiction

○ Alcohol ○ Tobacco ○ Nicotine ○ Other drugs

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 10.1 (pg. 287)- Alcohol effects on brain Textbook 10.3 (pg.302-303)-The role of genetics Textbook 11.2 (pg.327)- Side effects of illicit drugs Textbook 11.2 (pg.335)- Impact of drugs on the brain Textbook 11.3 (pg.339)-Biological Makeup

Workbook 10.1 (pg.94)- Level of Intoxication Workbook 10.13 (pg. 98)- Nature or Nurture?

Strand 4: Substance Abuse Prevention (SAP)

Health II

STANDARD HII.SAP.4: Evaluate the physical, mental, emotional, social, legal, and fnancial impacts of the use or abuse of alcohol, tobacco, nicotine, and other drugs on self, families, and communities. a. Explain driving under the infuence (DUI) and not-a-drop laws. b. Research the legal consequences of driving under the infuence of alcohol and other substances. CONCEPTS SKILLS ● Physical, mental, emotional, social, legal, and fnancial 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 infuence ● 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 infuence of alcohol or other substances 3. Evaluate the physical, mental, emotional, social, legal, and fnancial impacts of the use or abuse of alcohol, tobacco, nicotine, and other drugs on self, families, and communities KEYTERMS ● Driving under the infuence (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

Textbook 9.2 (pg. 270)- Social factors of tobacco Textbook 9.3 (pg.276)-Government-Based Strategies Textbook 9.3 (pg. 277)- Social Costs of Smoking Textbook 10.2 (pg.294)-DUI Textbook 10.2 (pg.298)-Physical, school, family, social, and legal problems of alcohol use Textbook 10.4 (pg.308)-Government Approaches to Alcohol Use Textbook 11.2 (pg.328)-Legalization of Marijuana Textbook 11.3 (pg.338-339)-Physical,psychological addiction and Mental Health Problems

Workbook 10.2 (pg.97)-The Effects of Underage Drinking

Strand 4: Substance Abuse Prevention (SAP)

Health II

BOTVIN LESSON CONNECTION

● 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

KEYTERMS

● Community resources ● Substance abuse ● Support Groups

● Addiction ● Recovery

TEXTBOOK CHAPTER AND WORKBOOK ACTIVITY CONNECTION

Textbook 9.3 (pg. 275)-Resources for Tobacco Use Textbook 10.4 (pg. 307-310)-Education and Resources for Alcohol Use Textbook 11.3 (pg. 342-343)-Treatment for drug abuse and addiction Workbook 9.2 (pg. 86)- Identifying the Stages of Substance Abuse Workbook 9.3 (pg. 88)- You Be the Government Workbook 10.2 (pg.96)- The Voice of Reason

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