RADNOR TOWNSHIP SCHOOL DISTRICT
Course Overview
10th Grade Health
Course #
General Information
Credits: 0.5
Weighted: No
Prerequisite:9th Grade Health
Length: Full Year
Format: Cycle Day Rotation
Grade: 10
Course Description
The tenth grade health component is a continuation of the ninth grade health class. It complements the Mental Health unit
and enriches Character Development while focusing on other topics. Topics include: Nutrition, Chemical Choices,
Sexuality and CPR/First Aid and Safety. One outcome of this course is for each student to be CPR certified by the
American Red Cross.
Course Objectives:
As an integral part of the total education program, Health Education is designed to promote growth, health, and
development of each individual physically, mentally, and socially.
Students will:






Develop an understanding of the role of knowledge and personal responsibility in fostering a commitment to
personal health and well being.
Develop responsible decision making skills
Be aware that choices have consequences
Learn to think before they act
Develop self-responsibility
Know where to research and find relevant health information
Common Assessments:
ACTIVITIES
Discussion
Cooperative Assignments
Field Trips (Authentic and Virtual)
Video Presentations
ASSIGNMENTS
Students will be assessed on class participation, homework, quizzes and projects. It is the responsibility of each student
to complete and turn in assignments and projects on time. Points will be deducted each day that an assignment is late.
All decisions have consequences and we will carry this theme throughout our assignments.
ASSESSMENTS
 Substance abuse written narrative projects following the viewing of video segments and final test.
 Journals:# 1- #160
 STD Pamphlet
 Nutrition menu
 Nutrient quiz/test: Quizzes are 5 questions. Tests are 50 questions.
 Sexuality quiz/test: Quizzes are 5 questions. Test Part 1 is 27 questions and Part 2 is 39 questions.
 First Aid CPR and AED: 10 and 15 question quizzes.
 Natural High Questionnaire worksheets
 Questionnaire worksheets ( pertaining to specific health unit )
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Major Units of Study:
Nutrition, Chemical Choices, Sexuality, CPR/First Aid and Safety
Materials & Texts
Required Texts and Resources:
Common Texts and Resources: TEXT : Glencoe Health, www.education-portal.com , www.naturalhigh.org ,
www.drugfreeworld.org
Supplemental Texts and Resources (use may vary):
Internet Websites
Apple I-Pad
Activity Handouts
Video Segments
Handout Worksheets
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RADNOR TOWNSHIP SCHOOL DISTRICT
Course Guide
10th Grade Health_
Course Name #
First Marking Period
Unit I: Nutrition. Entire marking period. Nine weeks, two classes a week of two nutritional topics delivered per class.
Common Core Standards and PA Academic Standards
10.1.12.A-Concepts of Health ~ Evaluate factors that impact growth and development during adulthood and late
adulthood.
10.1.12.B-Concepts of Health ~ Evaluate factors that impact the body systems and apply protective/preventive strategies.
10.1.12.E-Concepts of Health ~ Identify and analyze factors that influence the prevention and control of health problems.
10.2.12.C-Healthful Living ~ Compare and contrast the positive and negative effects of the media on adult personal health
and safety.
10.2.12.D-Healthful Living ~ Examine and apply a decision-making process to the development of short and long-term
health goals.
Keystone Connections:
RMS- Identify the Keystone Assessment Anchors and eligible content that are directly aligned with this unit.
RHS- Identify the Keystone Eligible Content that is aligned with this unit.
Student Objectives:
As an integral part of the total education program, Nutrition Education is designed to promote growth, health, and
development of each individual physically, mentally, and socially.
KNOWELDGE
Students will …
Review the requirements of a scientific experiment? How scientists turn hypotheses into theories and laws? Students
learn the answers to these questions and more in this lesson on the design of scientific experiments.
Learn about the benefits, risks, myths, and facts surrounding dietary supplements. Learn the USDA and Health and
Human Services developed dietary guidelines for Americans that outline diet and lifestyle recommendations. Students
learn how these guidelines, along with the USDA food guides, can be used to help you develop a healthy eating plan in
this video lesson.
Learn what goes into creating a healthy eating plan? They learn how to evaluate your current food intake, find your
nutritional needs, choose the right foods and assess your progress to create a plan that meets your nutritional needs.
Learn how appetite and hunger involve the interaction of your brain and hormones, and they are further influenced by
external cues. They learn about the role the hypothalamus, vagus nerve, leptin, ghrelin and neuropeptide Y play in driving
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your desire to eat.
Find out how you are a unique person, and therefore the dietary choices you make should be well-suited to who you are
and what you do. Those factors that influence these choices will be focused upon.
Will wonder what the most common health-related problems are in the United States? They will find out what they are and
how some of them are related.
Find out how the American diet is characterized by a calorie imbalance, a high consumption of nutrient-poor foods and a
low consumption of nutrient-dense foods. They learn about the food habits of Americans and the dietary guidelines
designed to improve your health in this video lesson.
Learn about important terms involved in determining your nutritional needs, as well as about a tool that can help a person
use the latest nutritional science to help figure these things out.
Learn a calorie is a unit of measure used to express energy. There are three nutrients that provide the body with calories:
carbohydrates, proteins and fats. They learn about these macronutrients and recommendations for total energy intake:
EER and AMDRs.
Explore that the nutritional facts label provides information about the nutrient content of a food item. They learn about the
components found on the label, as well as additional nutrient content claims and health claims that food manufacturers
can add to packaging in this lesson.
Notice how easy it is to track what you eat and change your diet for the better. Students will also be provided with
additional information on where a wealth of information on healthy nutrition can be found.
Learn a vegan diet is a diet made up of only plant-based foods while a vegetarian diet may allow limited animal products.
They learn about the health benefits and lifestyle effects of these diets, including a reduced risk of obesity and chronic
diseases.
Will wonder about how carbohydrates are found in many foods that we eat and may be found as sugars, starches or fiber.
They learn more about these three distinct types of carbohydrates, and how they are distinguished through their chemical
structures.
Learn that disaccharides are a class of sugar created by the combination of two monosaccharides. The three major
disaccharides in your diet are maltose, sucrose, and lactose. Students will learn about these disaccharides and a common
digestive system disorder called lactose intolerance.
Learn diabetes affects 26 million people (nearly 9% of the population) in the United States. But not all cases of diabetes
are the same. This focus is type 1 diabetes. Students learn what it is, why it occurs, and how it affects the body in both the
short and long term.
Explore that as many as 57 million people in the United States are on the path to becoming diabetic. Over 90% of them
will be type 2 diabetics. But what is this disease, and why has it become so prevalent? They explore the risk factors,
symptoms, and treatment of type 2 diabetes.
Find out that molecules called lipids have long hydrocarbon chains that determine the way they act. They can be fats, oils,
or hormones, and even exist in our cell membranes. They learn more about the chemical structure and biological function
of various lipids.
Learn how fat has been derided as being really bad for you despite serving many important functions. They learn about
these functions and the different kinds of fat you may encounter as well as why a lot of fat can truly, in the end, be bad for
you.
Assessments:
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Required Assessments: Quizzes Nutrition: Formative:
Experimental Design in Science: Definition & Method
Nutritional Myths, Facts, Risks & Benefits
Healthy Diet Planning Guidelines: Nutrients & Food Groups
How to Create a Healthy Eating Plan
What Drives Us to Eat? - Influence of Hunger & Appetite
Factors that Influence Dietary Choices: Gender, Culture & Other Issues
Major Health Problems in the United States
The American Diet: Characteristics, Food Habits & Guidelines
Determining Your Nutritional Needs
Calories: Definition, Purpose & Total Count
How to Read Food Labels: Understanding Claims & Components
Making Healthy Nutritional Choices: Habits, Behaviors & Resources
Vegetarian & Vegan Diets: Health Benefits & Lifestyle Effects
Structure and Function of Carbohydrates
Lactose Intolerance and the Major Disaccharides: Definition, Structure & Examples
Type 1 Diabetes: Risk Factors, Signs & Treatment
ASSESS M Type 2 Diabetes: Risk Factors, Signs & Treatment
Structure and Function of Lipids
Saturated, Monounsaturated & Polyunsaturated Fat: Dietary Needs
Sources and Amounts of Fat
Required Assessments: Journal General Questions: Summative
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Required Assessments: Test: Nutrition Formative:
Name: ________________________ Class: ___________________ Date: __________ ID: A
1
Nutrition
True/False
Indicate whether the sentence or statement is true or false.
____ 1. Many people's eating habits are governed by appetite.
____ 2. Carbohydrates are made up of amino acids.
____ 3. Fiber cannot be digested.
____ 4. Per gram, fat provides over twice as much energy as carbohydrates.
____ 5. Fat-soluble vitamins must be replenished regularly.
____ 6. Good nutrition can help prevent chronic diseases.
____ 7. Controlling body weight is more important than controlling body fat.
____ 8. Food labels list the ingredients by weight in descending order.
____ 9. An unsaturated fat holds all the hydrogen atoms that it can.
____ 10. Fats are a source of linoleic acid, which is needed for growth and healthy skin.
____ 11. Athletes should not use BMI as a predictor of health risk.
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____ 12. Generally, children and teens need more calories than adults.
____ 13. Fasting, liquid protein diets, and diet pills help achieve permanent weight loss safely.
____ 14. Nutrient-dense foods have a high calorie-to-nutrient ratio.
____ 15. Being overweight is not a health risk in all situations.
____ 16. Weight cycling is a healthy way to maintain weight.
____ 17. Bulimia can lead to stomach tissue damage and nutrient deficiencies.
____ 18. Carbohydrate loading is a safe way for teen athletes to prepare for physical endurance events.
____ 19. Vitamin B12 is found only in animal products.
____ 20. Contaminated food always has a bad odor.
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
____ 21. Appetite is
a. a desire for food
b. a response to stretched stomach walls
c. a physical need for food
d. an inborn response
Name: ________________________ ID: A
2
____ 22. Your food preferences are NOT influenced by
a. culture
b. advertising
c. hunger
d. family and friends
____ 23. Before being used by the body, carbohydrates are first converted to
a. glycogen
b. adipose tissue
c. complex carbohydrates
d. glucose
____ 24. Essential amino acids are
a. not found in foods
b. not made by the body
c. all present in incomplete proteins
d. made by the body
____ 25. Fats are
a. needed in moderate quantities
b. nutrients that should be omitted from the diet
c. not essential to good health
d. digested more quickly than proteins
____ 26. Water-soluble vitamins
a. can build up in the body
b. are absorbed by fat
c. are needed by the body in large amounts
d. pass easily into the bloodstream
____ 27. Animal fats and tropical oils are
a. usually liquid at room temperature
b. thought to be more healthful than vegetable oils
c. higher in unsaturated fats
d. higher in saturated fats
____ 28. The nutrient that makes up the greatest percentage of the body is
a. vitamin C
b. water
c. a complex carbohydrate
d. protein
____ 29. Moderation in a healthful eating plan involves
a. varying the foods you eat
b. balancing calories with physical activity
c. controlling portion sizes and amounts of fat, sugar, and sodium
d. eliminating snacks
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____ 30. The Nutrition Facts panel on food labels does NOT include
a. unit pricing
b. calories from fat
c. serving size
d. percent Daily Value
Name: ________________________ ID: A
3
____ 31. Drinking several cups of fluid two hours before and 15 minutes after a heavy workout
a. causes you to perspire more
b. causes electrolyte imbalance
c. prevents you from perspiring
d. prevents electrolyte imbalance
____ 32. Eating improperly canned or preserved food may result in contracting
a. botulism
b. food allergies
c. the flu
d. Salmonella poisoning
____ 33. Compared to a gram of protein, a gram of fat contains
a. the same number of calories
b. half as many calories
c. more than twice as many calories
d. one and a half times as many calories
____ 34. Someone experiencing weight cycling is
a. finding it harder to gain weight
b. finding it harder to lose weight
c. healthier than being slightly overweight
d. gaining lean body tissue while losing body fat
____ 35. As part of a weight-control plan, you should
a. keep a food diary
b. plan to lose two pounds a week
c. skip one meal a week
d. weigh yourself each day
____ 36. Food allergies are
a. caused by pathogens
b. the same as foodborne illness
c. caused by pasteurized food
d. an immune system response
____ 37. An imbalance of electrolytes is caused by
a. an increase in fluids
b. weight gain
c. dehydration
d. rehydration
____ 38. Which statement does NOT describe the benefits of regular exercise?
a. It burns calories.
b. It decreases metabolic rate.
c. It tones muscles.
d. It increases self-esteem.
____ 39. Symptoms of anorexia nervosa are
a. not noticeable
b. different in males and females
c. similar to malnutrition and starvation
d. not life-threatening
Name: ________________________ ID: A
4
____ 40. According to the set point theory
a. metabolic rate decreases with decreased calorie intake
b. metabolic rate increases with decreased calorie intake
c. it is easy to lose weight and keep it off
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d. obese people have a higher metabolic rate
Matching
Match each item with the correct statement below.
a. micronutrients f. minerals
b. proteins g. lipid
c. RDA h. carbohydrates
d. nutrition i. enriched food
e. unit pricing j. cholesterol
____ 41. nutrients lost during processing have been added back
____ 42. inorganic substances that the body needs
____ 43. nutritional standards
____ 44. fatlike substance found only in animal products
____ 45. fatty substance that does not dissolve in water
____ 46. needed by the body in small amounts
____ 47. made up of amino acids
____ 48. based on the cost of a standard unit
____ 49. starches and sugars in foods
____ 50. the process of taking in and using food
Activities and Assignments
ACTIVITIES
Discussion
Video Presentations followed by Virtual Quizzes
Track and Completion of Healthy Nutrition Menu over time
Prepare a Family Meal
Video Presentations followed by Cornell Notes
Journalize General Health Questions
ASSIGNMENTS
Listed by topic:
Experimental Design in Science: Definition & Method
Nutritional Myths, Facts, Risks & Benefits
Healthy Diet Planning Guidelines: Nutrients & Food Groups
How to Create a Healthy Eating Plan
What Drives Us to Eat? - Influence of Hunger & Appetite
Factors that Influence Dietary Choices: Gender, Culture & Other Issues
Major Health Problems in the United States
The American Diet: Characteristics, Food Habits & Guidelines
Determining Your Nutritional Needs
Calories: Definition, Purpose & Total Count
How to Read Food Labels: Understanding Claims & Components
Making Healthy Nutritional Choices: Habits, Behaviors & Resources
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Vegetarian & Vegan Diets: Health Benefits & Lifestyle Effects
Structure and Function of Carbohydrates
Lactose Intolerance and the Major Disaccharides: Definition, Structure & Examples
Type 1 Diabetes: Risk Factors, Signs & Treatment
ASSESS M Type 2 Diabetes: Risk Factors, Signs & Treatment
Structure and Function of Lipids
Saturated, Monounsaturated & Polyunsaturated Fat: Dietary Needs
Sources and Amounts of Fat
Terminology
Identify the MOST IMPORTANT key terms for this unit.
If there is a meaningful or useful way to group terms, please do.
Materials & Texts
Required Texts and Resources
Common Texts and Resources (used by ALL in the grade):
Glencoe Health
Common Course Texts and Resources (used by ALL in this course):
Education-portal.com
Supplemental Texts and Resources (use may vary):


Dropbox.com
I-Pad
Media, Technology, Web Resources
Education-portal.com is used in conjunction with The apple I-Pad for notes and the taking of quizzes as well as
researching the various topics.
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RADNOR TOWNSHIP SCHOOL DISTRICT
Course Guide
10th Grade Health_
Course #
Second Marking Period
Unit II: You’re Natural High (naturalHigh.org). Five weeks, two classes a week with three natural high topic
presentations per class.
Unit III: Drug Free World (drugfreeworld.org). Four weeks, two classes a week with one lesson per class.
Common Core Standards and PA Academic Standards
10.1.12.A-Concepts of Health ~ Evaluate factors that impact growth and development during adulthood and late
adulthood.
10.1.12.B-Concepts of Health ~ Evaluate factors that impact the body systems and apply protective/preventive strategies.
10.1.12.E-Concepts of Health ~ Identify and analyze factors that influence the prevention and control of health problems.
10.2.12.C-Healthful Living ~ Compare and contrast the positive and negative effects of the media on adult personal health
and safety.
10.2.12.D-Healthful Living ~ Examine and apply a decision-making process to the development of short and long-term
health goals.
CDC Health Standards-Center for Disease Control Health Education Standards
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to
enhance health. 1.1, 1.2, 1.3, 1.7.
Standard 2: Students will analyze the influence of family, peers, culture, media, technology and other factors
on health behaviors. 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9.
Standard 3: Students will demonstrate the ability to access valid information, products and services to
enhance health. 3.1
Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health
and avoid or reduce health risks. 4.1, 4.4.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. 5.1, 5.4,
5.5, 5.6.
Standard 6: Students will demonstrate the ability to use goal setting skills to enhance health. 6.1, 6.2, 6.3.
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors to avoid or reduce
health risks. 7.1, 7.2, 7.3.
Standard 8: Students will demonstrate the ability to advocate for personal, family and community health. 8.1,
8.2, 8.3, 8.4.
Keystone Connections:
RMS- Identify the Keystone Assessment Anchors and eligible content that are directly aligned with this unit.
RHS- Identify the Keystone Eligible Content that is aligned with this unit.
Student Objectives:
As an integral part of the total education program, Natural High and Drug Free World education is designed to promote
growth, health, and development of each individual physically, mentally, and socially.
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KNOWELDGE & SKILLS
Students will…
:
 Develop an understanding of the role of knowledge and personal responsibility in fostering a commitment to
personal health and well being.
 Develop responsible decision making skills
 Be aware that choices have consequences
 Learn to think before they act
 Develop self-responsibility
 Know where to research and find relevant health information
 Define a natural high
 Name multiple examples of natural highs
 Discover one or more of their natural highs by participating in several exploration activities
 Identify the natural highs of their friends, parents, or guardians
 Discuss how natural highs are better than artificial highs

Research the science behind natural highs
Assessments:
Required Assessments: Journal General Questions: Summative
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Activities and Assignments
ACTIVITIES
Video Presentations followed by website completion questions
Video Presentations followed by Cornell Notes
Discussion
Journalize General Health Questions
ASSIGNMENTS
Overview
Welcome to the Discover Your Natural High lesson. This lesson focuses on the full exploration of the Natural High
concept. This lesson answers the question, “What is my natural high?” for your students. It is important that
students are directed to naturalhigh.org at the end of this lesson in an effort to allow them the opportunity to
continue the Natural High dialogue with peers. Students will view additional video testimonials from famous personalities
from all walls of live and answer worksheet questions pertaining to the videos.
Time
Three 45 minute periods
1. Introduction to a natural high
2. Discover and research your natural high
3. The science of natural highs
Recommended Videos
All of the Natural High videos depict a natural high. We suggest that you and your students select approximately
five videos of your choice. It is recommended that you show the Jon Sundt story as a part of the science of natural
highs section.
Goals
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Students will be able to:
• Define a natural high
• Name multiple examples of natural highs
• Discover one or more of their natural highs by participating in several exploration activities
• Identify the natural highs of their friends, parents, or guardians
• Discuss how natural highs are better than artificial highs
• Research the science behind natural highs
Procedures
Introduction to a natural high
1. Define “natural high” with your students as: An activity, art form, or sport that you love to do and makes you
feel good- inside and out.
2. Watch approximately five Natural High videos.
3. Ask students to choose one celebrity to study further using the Discover Your Natural High-Celebrity Study.
4. Ask your students to pair up and share their findings with each other.
(End of first 45 minute period)
Discover and Research Your Natural High
1. Students complete the Discover Your Natural High worksheet to allow them an opportunity to explore natural
highs.
2. Ask students to close their eyes and to think of their natural high. Ask them specifically, “What do you: See?
Hear? Smell? Taste? Feel?”
3. When it is appropriate, direct them to Journal #1. Allow time for students to reflect and complete the entry.
4. Now allow them computer time to research their natural highs. Ask them to research each natural high using
the Research Your Natural High worksheet.
5. Reconvene the whole class (or break into small groups) and have students go around and share natural highs.
Ask each student to share the following:
• Top two natural highs
• Where they learned about or how they discovered their natural high
• Something they discovered about their natural highs by doing research
Note: It is at this time that you, the educator, can share your own natural highs and how you discovered
them. This can be a very valuable part of this lesson.
(End of second 45 minute period)
The Science of Natural Highs
1. Review the definition of a natural high.
2. Ask students, “How many of you listed laughing, eating, loving or helping others as your natural highs?”
3. Distribute or project on your screen, The Science of Natural Highs Chart.
4. Discuss the chemicals in the brain that are related to natural highs, like dopamine, serotonin and
norepinephrine. These are the same chemicals that are simulated or mimicked by synthetic drugs, such as
alcohol, marijuana, ecstasy, cocaine and heroin.
Example: In cocaine, the neurotransmitters dopamine, serotonin and norepinephrine are artificially increased.
These chemicals will eventually run out making you feel anxious and depressed. You will be craving more and
more cocaine to get the same effect. That high will not happen again.
Normal activities such as laughing, running, eating and helping others will no longer give your brain pleasure like
they did before the drug use. The synthetic drug, not you, is now in control of your brain..
5. Assign Journal #2. Allow time for students to reflect and complete the entry.
6. Discuss the journal entries.
7. Define addiction. Addiction is defined by the National Institute of Drug Abuse (NIDA) as: A chronic,
relapsing brain disease that is characterized by compulsive drug seeking and use, despite harmful
consequences. It is considered a brain disease because drugs change the brain; they change its structure
and how it works. These brain changes can be long lasting and can lead to many harmful, often selfdestructive,
behaviors.
In simple terms addiction is a disease. People who are addicted to a substance will continue to use despite the
harmful consequences.
8. Show the Jon Sundt video (link). This video depicts the extreme of addiction and substance abuse resulting
in death and hardship on an entire family.
Note: Students could have an emotional reaction to this particular video, as can adults. Almost everyone has
known someone who has been affected by addiction. This could be a good opportunity for a journal entry on
how they have been affected.
9. Close this lesson with Journal #3.
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(End of third 45 minute period)
10. Assign Share Your Natural High Projects as a long term assignment
NATURAL HIGH WORKSHEET
Ally Burnett
1 When did Ally first know she wanted to be a singer?
2 What were Ally’s favorite activities in high school?
3 What happened to Ally’s brother?
4 What did Ally decide to do differently than her brother?
5 Ally states that the most successful people that she knows have stayed away from drugs. How does Ally measure
her own success?
6 How can you stay focused on your goals and your own success?
7 What is Ally’s natural high?
NATURAL HIGH WORKSHEET
Andy Powers
1 What was Andy’s household like when he was growing up in Oceanside?
2 What two things did Andy combine to make his profession today?
3 Give an example of something that inspires Andy to create beautiful guitars.
4 Based on Andy’s experience, what usually happens to those who use substances?
5 Andy might hear a song on the radio that was played on one of his guitars. How does he describe this feeling?
6 Andy gives a tree a second life. What does he mean by this?
7 What is Andy’s natural high?
NATURAL HIGH WORKSHEET
Anna Rawson
1 What is Anna’s natural high?
2 At what age was Anna invited to attend unsupervised parties and what commitments did she have in the early
mornings that kept her from going to those types of parties?
3 What would have happened to Anna if she didn’t choose to stick to her commitments and instead went to parties
with drugs and alcohol?
4 What is the definition of “adrenaline”?
5 How did Anna describe the effect that adrenaline had on her?
6 Anna made the comment, “I live for that.” What did she live for?
7 Growing up, was golf the only sport that Anna tried?
8 How many different sports or activities have you tried so far?
9 Anna talked about her really good childhood friend. What happened to her friend and what dreams did not come
true for Anna’s friend?
10 Anna had to make a difficult choice. What was it?
11 Do you think Anna made the correct choice? Why or why not?
12 Anna stated that certain things matter and certain things don’t in high school. What were a couple of the
things that she mentioned? Do you agree? Why or why not?
13 What were Anna’s rewards for making the correct choices earlier in life?
NATURAL HIGH WORKSHEET
Beau Bokan
1 What is the name of Beau’s band?
2 What were the activities that Beau enjoyed while growing up in Los Angeles?
3 Did Beau have his own role models? Name one positive quality that Beau admires in other bands or people that
he knows.
4 Beau is confident and drug-free. He likes when people come up to him and say they are drug-free because of
him. Do you have role models that share your same values and beliefs?
5 Name three more qualities that you would look for in a role model.
6 What is peer pressure?
7 What does Beau say about the influence of peer pressure over time?
8 What is one way that you can avoid negative peer pressure in your life?
9 Beau now has a family and would like children. What qualities do you think he will pass on to his own kids?
10 What is Beau’s natural high?
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NATURAL HIGH WORKSHEET
Bethany Hamilton
1 When did Bethany Hamilton start surfing?
2 What happened to Bethany on that beautiful fall day in Hawaii?
3 How did that tragedy change Bethany’s life?
4 Bethany had already set a goal for herself before losing her arm. What was that goal?
5 What happened to a fellow competitor of Bethany’s who had great promise as a surfer?
6 According to Bethany, what is one effect that “weed” can have on a person?
7 Name four of Bethany’s natural highs.
NATURAL HIGH WORKSHEET
Cassadee Pope
1 In Cassadee’s song “Hold on Tight,” she features her friends who partied in high school. What happened to these
friends?
2 What is Cassadee’s natural high?
3 How did Cassadee react to the parties that her schoolmates threw?
4 What happened to some of Cassadee’s friends who partied in high school?
5 How would drugs and alcohol affect Cassadee’s ability to perform and sing well?
6 When talking about drugs or alcohol, Cassadee says, “I don’t really care about that stuff.” What does she
mean?
7 What will you say when someone offers you drugs or alcohol?
8 Cassadee’s Quote: “I had my morals set when I was young, so I didn’t see the point in breaking them…I want
to be lively and young.” What are your thoughts on this quote?
9 Create a script that shows you in a situation with a friend or family member where drugs are present and you
have to make a decision about what to do.
10 What is your passion or natural high?
NATURAL HIGH WORKSHEET
Chris Malloy
1 What were some of Chris’s favorite activities when he was young?
2 When Chris was in high school, he knew that he wanted to be the best at surfing. He said that some of the
people that were into drugs started to lose their focus. What did he mean by that?
3 Chris also said that when you surround yourself with people that make drugs a lifestyle, it affects your life. Do
you agree with this statement?
4 What are some of Chris Malloy’s career interests today?
5 How did Chris turn his natural high into a career?
6 What is Chris Malloy’s natural high?
7 What is your natural high?
8 Could you make your natural high a part of your career someday? Explain how – be creative:
NATURAL HIGH WORKSHEET
Corinne Alexandra
1 How did Corinne get involved in art and photography?
2 What was one of Corinne’s ultimate goals?
3 Did she achieve these goals?
4 What is one word that Corinne uses to describe how she feels about being totally creative and focused without
drugs?
5 What does Corinne say is the biggest problem with young people today?
6 What is your opinion about this quote?
7 Corinne says that boredom leads young people to get involved in drugs. Do you agree? Why or why not?
8 What is Corinne’s natural high?
9 What activities can you do if you are bored, either with your friends or alone?
10 What is your ultimate goal in life?
11 How would using drugs affect your ability to reach that goal?
NATURAL HIGH WORKSHEET
Danyelle Wolf
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1 What did Danyelle Wolf tell her first grade teacher?
2 Danyelle was always an athlete. What other sports did she try before settling on boxing?
3 What happened to Danyelle’s friend in college?
4 What were some goals that Danyelle set for herself and achieved?
5 Danyelle says that the “coolness” that you get from drugs will not last. What does she mean by this?
6 What is Danyelle’s natural high?
NATURAL HIGH WORKSHEET
Darrin Henson
1 When Darrin was younger, he said that he made up his mind to do something… what was it?
2 Darrin said that he used dance as a “tool.” What did he mean?
3 What did Darrin say was the “best high”?
4 Darrin mentioned that “not everything was perfect growing up.” What was he referring to in regards to some of
his family members and friends?
5 Darrin said, “You have the opportunity to choose the good over the bad.” What is the good that you can choose
over the bad?
6 Darrin talked about asking people to close their eyes to imagine their lives now and what their lives would be like
if they never changed anything. If you closed your eyes and thought about your life and never changed anything,
can you imagine your life, 10 or 15 years from now?
7 Darrin said, “Saying no to drugs means saying yes to life.” What did he mean?
8 What natural high will you choose over drugs?
NATURAL HIGH WORKSHEET
David Ottestad
1 Where did David Ottestad get his love for music? Give at least two examples.
2 When David turned 18, he thanked his mother. Explain.
3 What was David’s first experience with drugs? Be as specific as possible.
4 What did David think of the few parties that he went to?
5 When David’s brother needed help (often referred to as hitting bottom in A.A.), what did David see in his
brother’s apartment?
6 What does David think of the stereotype that people have about musicians and the
“party lifestyle” that they are “supposed” to have?
7 What value is discussed in this video clip that helps David make decisions?
8 How does drug use affect people who perform on stage or in front of others?
9 What is David’s natural high?
NATURAL HIGH WORKSHEET
Dillon Perillo
1 Describe Dillon Perillo’s natural high and when he got started.
2 How would drugs affect Dillon’s ability to focus and perform in the water? Be as specific as possible.
3 When Robert, Dillon’s surfboard shaper, says he saw “promise” in Dillon when he was young and that Dillon
stayed on the “right path” and away from the wrong influences, what did he mean?
4 List two role models that you have in your life and the qualities that you admire in those people.
5 What qualities do you admire in your friends?
6 If a friend of yours does something that bothers you or that you disagree with, what do you usually do?
7 What is your natural high and how does that make you feel?
8 How would drugs influence your ability to stay on the “right path” to success?
NATURAL HIGH WORKSHEET
ERIK WAHL
1 Research the word “Renaissance.” How is Erik Wahl a real “Renaissance Man?” What are some of Erik’s other talents,
in addition to art?
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2 One of Erik’s teachers almost crushed his interest in art. How did that happen? How can a person overcome
circumstances or people who may try to lead us in the wrong direction?
3 Erik said he experiences some challenges in life that could have led him down the path of drugs and alcohol. What
choice did he make instead? How did that choice affect his life in the long run?
4 Some of Erik’s artist friends went the wrong direction and turned to drugs. How can drugs lead a person down the wrong
life path?
5 In what ways does live music inspire Erik?
6 Erik believes that imagination is more important than critical thinking. Do you have any natural highs that boost your
imagination and creativity?
7 What is Erik’s natural high?
9 Do you think everyone is using drugs or alcohol? Explain.
10 What are Jordan’s natural highs?
11 What is your natural high and how did you first discover it?
BONUS: Research the training process for climbing any one of the Seven Summits. Share your results with the class.
How would drug or alcohol use affect this training? Here are the Seven Summits in the order Jordan climbed them: Mt.
Kilimanjaro, Mt. Kosciuszko, Mt. Elbrus, Mt. Aconcagua, Mt. Denali, Mt. Everest, Mt. Vinson Massif.
NATURAL HIGH WORKSHEET
Jordan Romero
1 How did Jordan Romero first get interested in the “Seven Summits”?
2 What was the first mountain Jordan climbed? How old was he?
3 How long did it take Jordan to climb Mt. Everest?
4 When did Jordan first hear about drugs?
5 Are certain sports associated with drug use? Explain.
6 Do you think there is a great deal of peer pressure to use drugs and alcohol? Explain.
7 Have you ever been asked to use drugs or alcohol?
8 What could you say to those who are asking you to use with them? (Try to incorporate natural high in your
answer.)
9 Do you think everyone is using drugs or alcohol? Explain.
10 What are Jordan’s natural highs?
11 What is your natural high and how did you first discover it?
BON US: Research the training process for climbing any one of the Seven Summits. Share your results with the class.
How would drug or alcohol use affect this training? Here are the Seven Summits in the order Jordan climbed them: Mt.
Kilimanjaro, Mt. Kosciuszko, Mt. Elbrus, Mt.Aconcagua, Mt. Denali, Mt. Everest, Mt. Vinson Massif.
NATURAL HIGH WORKSHEET
Jordyn Wieber
1 According to Olympic athlete Jordyn Wieber, what does her natural high (gymnastics) feel like?
2 How did Jordyn’s family influence her to become an athlete?
3 Who were some of Jordyn’s role models growing up?
4 How did Jordyn overcome her loss of an individual competition medal at the 2012 Olympics?
5 What does Jordyn do that would be considered “normal” teenage activities?
6 According to Jordyn, what could she be giving up if she chose to make a bad decision like using drugs?
NATURAL HIGH WORKSHEET
Lauren Conrad
1 What is Lauren’s natural high?
2 What were Lauren’s interests and values as a child?
3 How did Lauren develop her interests and values into a passion and then into a career?
4 Lauren values her career over the use of drugs and alcohol. What does Lauren say kept her away from the L.A.
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drug scene as she became more famous?
5 Lauren’s Quote: “When you are so involved in drugs, there’s a lack of interest in your future…” What are your
thoughts on this quote?
6 Get a blank piece of paper and draw a picture of your future that includes your values.
7 What is your passion or natural high?
9 Do you think everyone is using drugs or alcohol? Explain.
10 What are Jordan’s natural highs?
11 What is your natural high and how did you first discover it?
NATURAL HIGH WORKSHEET
Lisa Leslie
1 What is Lisa’s natural high?
2 Lisa focused on two things while growing up, what were they?
3 In what grade did Lisa have a goal set for herself?
4 Do you think goal setting at your age is good? Why?
5 What was Lisa’s goal in high school?
6 What was the “huge reason” that kept Lisa out of trouble?
7 Lisa stated that when a person chooses to do drugs, other people are affected in a negative way. Who are those
people? Do you agree? Explain.
8 Name three values that Lisa stated were important to her.
9 List three values that are important to you:
10 Lisa said that there are three things that are more likely to happen to you if you choose to do drugs. What were
they?
NATURAL HIGH WORKSHEET
Mark Capicotto
1 What is Mark Capicotto’s natural high?
2 How did Mark start his clothing business?
3 How much money did he have to start his business?
4 What do you think is the key to Mark’s success in business?
5 Mark, Michelle, and Kyle all talk about how they love working together, and that it doesn’t feel like work to them.
Why do you suppose that it doesn’t feel like work?
6 What dream do you have that could shape your future?
7 What is your natural high? Is your dream related to your natural high? Explain:
8 How would using drugs and alcohol now affect your dream later?
9 Do you have friends or family that would support you in your dream for the future?
10 Have you shared your dream with your role model, a friend or a family member? (Remember, sharing your
dream can help make it a reality.)
Assingment: Write a paragraph that describes the dream that you have for your future.
NATURAL HIGH WORKSHEET
Mike Conley JR.
1 When did Mike first hear about drugs and what was the feeling that he got when he was approached to try drugs?
2 What is Mike’s natural high?
3 Mike said that he had the courage to say no to drugs. One time when offered drugs his reply was, “It’s not going
to help me get to where I’m trying to go.” What did Mike mean by that statement?
4 What will your reply be when someone offers you drugs?
5 What were some of the different sports that Mike participated in while growing up?
6 Explain in detail what happened to Mike’s friend who chose to get into drugs.
7 When they were young, who was better in basketball, Mike or his friend?
8 When Mike says, “Hold yourself to a higher/different level,” what does he mean?
9 Mike says it’s not about being popular but rather making a name for yourself. Do you agree? Why or why not?
NATURAL HIGH WORKSHEET
MYA
1 What is Mya’s natural high?
2 Mya stated that when doing her natural high, it’s a “Forum to explore and be me.” What did she mean?
3 In high school, Mya said she was a loner. What did she mean?
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4 What do you think Mya meant when she said, “One time could be for the rest of your life”?
5 Who would Mya disappoint if she ever got into drugs?
6 Explain the challenge that Mya talks about regarding trying to “please” everyone.
7 Why is it important to surround yourself with people who encourage healthy choices?
NATURAL HIGH WORKSHEET
Relient K
1 Matt Thiessen used the word “validation.” What does it mean?
2 Do you agree with Matt Hoopes’s comment: “Things you do now will have an effect on your life 20 years from
now”? Explain your answer.
3 What are Matt Thiessen and Matt Hoopes’s natural highs?
4 At what ages did Matt Thiessen and Matt Hoopes first start to hear about drugs?
5 Matt Thiessen said he was proud of himself. What was he proud of?
6 How does being confident in who you are help you to deal with peer pressure?
7 Matt Thiessen said, “It’s all about who you are and what you want to be. The sooner you do it the better.” What
do you think he meant by that statement?
8 What did Matt Thiessen mean when he said, “I don’t need other people’s validation”?
9 How will you handle peer pressure when you face it?
NATURAL HIGH WORKSHEET
Switchfoot
1 Chad Butler said that his natural high is, “Waking up in the morning knowing that this day could be the best day
of my life.” He also said, “I want to make the most of every day.” How would doing drugs effect your ability to
make the most of every day?
2 Jon Foreman said, “It’s not a matter of saying no to drugs, but rather saying yes to all the other alternatives.”
What do you think he meant?
3 Drew Shirley said, “No one who does drugs is able to say that their life is great with no problems, ever.” Do you
agree? If so, why?
4 Switchfoot said they did not want to risk something for drugs. What was it?
5 What do you refuse to risk for drugs?
6 Drew Shirley said to think about where you want to be in 5 or 10 years. He also said that you instantly have the
power to make choices that will either take you in that direction or take you away from where you want to go. Do
you agree? If so, why?
7 Jon Foreman said that every decision that was made from the age of 16 until now has led him to where he is.
Explain what he meant.
8 Drew Shirley said that people make excuses to do drugs by saying they need to escape from their problems.
“Drugs act as a mask,” Drew said. What does he mean?
9 Describe how Switchfoot handles the situation when they are offered drugs backstage during a performance.
10 What did Chad Butler mean when he said that you can’t be afraid to “Call it”?
NATURAL HIGH WORKSHEET
TIM HOWARD
1.
How old was Tim Howard when he became a more serious soccer player?
2.
Describe Tim Howard’s childhood. What made Tim Howard happy as he was growing up?
3.
According to Tim Howard, list some examples of “bad things” that can happen as a result of drug use? What did
he notice about the kids that were studying and serious about college?
4.
What does Tim Howard thrive on as an athlete?
5.
What is Tim Howard’s natural high?
NATURAL HIGH WORKSHEET
Timmy Curran
1 When did Timmy first start to learn about drugs?
2 How did Timmy feel about drugs after hearing about them?
3 Timmy had two natural highs. What were they?
4 Timmy said that if his parents ever found out that he was involved in drugs that they would do something. What
was it?
5 Why do you think Timmy’s parents felt so strongly against drugs? Explain.
6 How did Timmy describe what happens to kids that get into drugs?
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7 What happened to a friend that Timmy knew?
8 Timmy described the potential that his friend had. What was it?
9 Timmy said, “When you look up to people that are in the wrong group, it’s easier to give in and before you know
it, you are doing drugs full time and something slips away.” What slips away?
NATURAL HIGH WORKSHEET
Toby Morse
1 Toby grew up spending a lot of time with his brothers. What were their positive and negative influences?
2 Toby talks about the “cliques” that he encountered in middle school. Does it sound like he fit into these groups?
Why or why not?
3 Toby’s Quote: “People who tell you to do something that you don’t want to do are not your real friends.” What do
you think about this quote?
4 According to Toby, how can the use of drugs and alcohol “spiral out of control”? What does he mean by that?
5 Does Toby fit the definition of a punk musician “stereotype”? Explain. (See definition above)
6 Toby discusses addiction as a dead end which could result in:
7 What is Toby’s natural high?
8 What is your natural high?
NATURAL HIGH WORKSHEET
Travis Pastrana
1 Travis notes that it is not possible to both do drugs and compete in Motocross. What does he mean by this?
2 Travis knows that he is a role model to others. What qualities does Travis have that make him a good role model?
3 What is Travis’s natural high?
4 How does Travis describe his passion in life?
5 Travis believes that it is important to set goals for the future, and that talent is something that needs to be
earned. How can goal setting help you achieve your dreams?
6 Travis’s quote: “You have to be who you want to be, not what everyone else wants you to be.” What are your
thoughts on this quote?
7 Create a mini-plan of one goal that you want to achieve in the next month. List three steps that you will need to
take in order to achieve your goal. List the people that you can count on when you need support.
8 What is your passion or natural high?
Assignments: Drugfreeworld Lessons 1-4
Terminology
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Materials & Texts
Required Texts and Resources:
Common Texts and Resources (used by ALL in the grade):
Glencoe Health
Common Course Texts and Resources (used by ALL in this course):
Natural.org
Drugfreeworld.org
Supplemental Texts and Resources (use may vary):



Dropbox.com
I-Pad
Media, Technology, Web Resources
Naturalhigh.org and Drugfreeworld.org are used in conjunction with the Apple I-Pad for notes and the taking of quizzes as
well as researching the various topics using the text with additional resources.
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RADNOR TOWNSHIP SCHOOL DISTRICT
Course Guide (Includes Course Overview)
Course Name: ____________
Third Marking Period
Unit III continued: Drug Free World (drugfreeworld.org). Five weeks, two classes a week with one lesson per
class.
Unit IV: Red Cross CPR, First Aid and AED. Four weeks, , two classes a week with one lesson per class.
Common Core Standards and PA Academic Standards
10.1.12.A-Concepts of Health ~ Evaluate factors that impact growth and development during adulthood and late
adulthood.
10.1.12.B-Concepts of Health ~ Evaluate factors that impact the body systems and apply protective/preventive strategies.
10.1.12.E-Concepts of Health ~ Identify and analyze factors that influence the prevention and control of health problems.
10.2.12.C-Healthful Living ~ Compare and contrast the positive and negative effects of the media on adult personal health
and safety.
10.2.12.D-Healthful Living ~ Examine and apply a decision-making process to the development of short and long-term
health goals.
CDC Health Standards-Center for Disease Control Health Education Standards
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to
enhance health. 1.1, 1.2, 1.3, 1.7.
Standard 2: Students will analyze the influence of family, peers, culture, media, technology and other factors
on health behaviors. 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9.
Standard 3: Students will demonstrate the ability to access valid information, products and services to
enhance health. 3.1
Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health
and avoid or reduce health risks. 4.1, 4.4.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. 5.1, 5.4,
5.5, 5.6.
Standard 6: Students will demonstrate the ability to use goal setting skills to enhance health. 6.1, 6.2, 6.3.
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors to avoid or reduce
health risks. 7.1, 7.2, 7.3.
Standard 8: Students will demonstrate the ability to advocate for personal, family and community health. 8.1,
8.2, 8.3, 8.4.
Keystone Connections:
RMS- Identify the Keystone Assessment Anchors and eligible content that are directly aligned with this unit.
RHS- Identify the Keystone Eligible Content that is aligned with this unit.
Student Objectives:
KNOWELDGE & SKILLS
Students will…
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:


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Develop an understanding of the role of knowledge and personal responsibility in fostering a commitment to
personal health and well being.
Develop responsible decision making skills
Be aware that choices have consequences
Learn to think before they act
Develop self-responsibility
Assessments:
Required Assessments: Drugfreeworld.org Formative:
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Required Assessments: American Red Cross Adult, Child, and Infant CPR/First Aid/AED Formative
Adult CPR
American Red Cross CPR—Adult Exam B
1. You should continue CPR until:
a. The person shows an obvious sign of life.
b. Another trained responder or EMS personnel take over.
c. You are too exhausted to continue.
d. All of the above.
2. Which of the following is a link in the Cardiac Chain of Survival?
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a. Early defibrillation
b. Early CPR
c. Early recognition and early access to the EMS system
d. All of the above
3. About how many cycles of CPR should you perform in 2 minutes?
a. 1
b. 2
c. 5
d. 7
4. It is important to follow the links of the Cardiac Chain of Survival because:
a. CPR prevents heart attacks.
b. If EMS is called, additional care may not be necessary.
c. It helps improve the chance of survival.
d. With early CPR, most cardiac arrest victims do not need defibrillation.
5. When giving a rescue breath during CPR, each breath should last about:
a. ½ second.
b. 1 second.
c. 3 seconds.
d. 4 seconds.
6. Early CPR is important in the Cardiac Chain of Survival because:
a. It prevents heart attacks.
b. It helps circulate blood that contains oxygen to the vital organs until an AED is ready to use or advanced
medical personnel take over.
c. It helps restart the heart.
d. It prevents the heart from seizing up.
7. Effective chest compressions:
a. Allow the chest to return to its normal position.
b. Are delivered fast, about 100 compressions per minute.
c. Are smooth, regular and given straight up and down.
d. All of the above.
8. If a person is suffering from pain or discomfort in the chest that lasts more than 3–5 minutes or that goes
away and comes back, this person is most likely having:
a. A cold-related emergency.
b. A heart attack.
c. A heat-related illness.
d. A seizure.
9. The cycle of chest compressions and rescue breaths in CPR is:
a. 15 chest compressions for every 1 rescue breath.
b. 15 chest compressions for every 3 rescue breaths.
c. 30 chest compressions for every 1 rescue breath.
d. 30 chest compressions for every 2 rescue breaths.
10. When you give care to an adult who is conscious and choking, where should you position your fi st to give
abdominal thrusts?
a. In the center of the breastbone
b. In the middle of the abdomen, just above the navel
c. On the rib cage
d. Any of the above
Child CPR
American Red Cross CPR—Child Exam B
1. A child is choking on a piece of hard candy. She is conscious and coughing forcefully. What should you do?
a. Do a foreign object check/removal.
b. Lay her down and give abdominal thrusts.
c. Slap her on the back until she stops coughing.
d. Stay with her and encourage her to continue coughing.
2. Causes of cardiac arrest in children include:
a. Airway and breathing problems.
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b. SIDS.
c. Traumatic injuries or accidents.
d. All of the above.
3. You notice that a child looks panicked and cannot cough, speak or breathe. What life-threatening condition
could the child be experiencing?
a. Choking
b. Indigestion
c. Poisoning
d. Upset stomach
4. When performing CPR:
a. Compress the chest at a 45-degree angle.
b. Compress the chest straight down and fast, about 100 compressions per minute.
c. Give chest compressions that are smooth and regular.
d. Both b and c.
5. When giving care to a child who is conscious and choking, where should you position your fi st to
give abdominal thrusts?
a. In the center of the breastbone
b. In the middle of the abdomen, just above the navel
c. On the rib cage
d. Any of the above
6. Which of the following are signals of trouble breathing?
a. Agitation
b. Flushed, pale, ashen (gray) or bluish skin color
c. Slow or rapid breathing
d. All of the above
7. About how many cycles of CPR should you perform in 2 minutes?
a. 1
b. 2
c. 5
d. 7
8. When performing CPR on a child, about how deep should you compress the chest:
a. About ½ inch
b. About 1 inch
c. About 1½ inches
d. About 2 inches
9. The cycle of chest compressions and rescue breaths in CPR is:
a. 15 chest compressions for every 1 rescue breath.
b. 15 chest compressions for every 3 rescue breaths.
c. 30 chest compressions for every 1 rescue breath.
d. 30 chest compressions for every 2 rescue breaths.
10. When giving rescue breaths to a child, how should you breathe into the child?
a. Give a breath lasting about 1 second.
b. Give breaths as fast as you can.
c. Give breaths as hard as you can.
d. Both a and c.
Infant CPR
American Red Cross CPR—Infant Exam B
1. Where should you place your hands when giving chest compressions during CPR?
a. One hand on the chin and one hand on the chest
b. One hand on the chin and two or three fi ngers on the center of the chest
c. One hand on the forehead and one hand on the chest
d. One hand on the forehead and two or three fingers on the center of the chest
2. Which of the following situations indicates that an infant needs CPR?
a. The infant is coughing forcefully.
b. The infant is breathing and conscious.
c. The infant is choking and conscious.
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d. The infant is not breathing.
3. One signal of a breathing emergency in an infant is:
a. Being awake and alert.
b. Breathing calmly and quietly.
c. Making a wheezing or high-pitched sound.
d. Sleeping with calm breathing.
4. The cycle of compressions and breaths in CPR for an infant is:
a. 15 chest compressions for every 1 rescue breath.
b. 15 chest compressions for every 3 rescue breaths.
c. 30 chest compressions for every 2 rescue breaths.
d. 30 chest compressions for every 5 rescue breaths.
5. What should you do for a conscious infant who is choking and cannot cough, cry or breathe?
a. Give abdominal thrusts.
b. Give back blows and chest thrusts to clear the airway.
c. Give back blows until the infant starts to cough.
d. Open the infant’s mouth and clear the airway.
6. When performing CPR:
a. Compress the chest at a 45-degree angle.
b. Compress the chest straight down and fast, about 100 compressions per minute.
c. Give chest compressions that are smooth and regular.
d. Both b and c.
7. Signals that indicate that an infant is choking include:
a. Breathing normally.
b. Cannot cough, cry or breathe.
c. Coughing forcefully.
d. Both b and c.
8. When giving CPR to an infant, about how deep should you compress the chest?
a. About ½ inch
b. About 1 inch
c. About 1½ inches
d. About 2 inches
9. How should you position a conscious choking infant to give back blows?
a. Face-down, with the infant’s head lower than his or her chest
b. Flat and face-down on your leg or a table
c. In a sitting position with the infant’s head higher than his or her chest
d. In the head-tilt/chin-lift position
10. About how many cycles of CPR should you perform in 2 minutes?
a. 1
b. 2
c. 5
d. 7
First Aid
American Red Cross First Aid Exam B
1. What is a common signal of sudden illness?
a. Changes in level of consciousness
b. Loss of vision or blurred vision
c. Signals of shock
d. All of the above
2. Which type of injury involves an open wound in which the bone has torn through the skin?
a. Dislocation
b. Open fracture
c. Sprain
d. Strain
3. How do you care for a person with a possible head, neck or spinal injury?
a. Move the injured area so that it rests above the person’s heart.
b. Move the person into a comfortable position as soon as possible.
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c. Support the head in the position you fi nd it. Do not try to align it.
d. None of the above.
4. A young woman is having trouble breathing and, based on your check of the person, you suspect that she is
having a severe allergic reaction to a bee sting. What should you do?
a. After about 15 minutes, call 9-1-1 or the local emergency number.
b. Call 9-1-1 immediately and care for the person until EMS personnel take over.
c. Give the person a cool drink.
d. Give the person abdominal thrusts.
5. In stroke recognition, FAST means:
a. Face, arm, speech and time.
b. Feet, airway, speech and temperature.
c. Fever, anxiety, stress and taste.
d. Flexibility, asthma and sudden tightness in the chest.
6. Care for a person with heat exhaustion includes the following:
a. Force the person to quickly drink a lot of water.
b. Get the person out of the heat and into a cooler place.
c. Put more layers of clothing on the person as protection against the heat.
d. All of the above.
7. A woman burned her hand in the lunchroom. You should:
a. Cool the burn with large amounts of fresh running water.
b. Cover the burn loosely with a dry, sterile dressing.
c. Remove her from the source of the burn.
d. All of the above.
8. What sudden illness is usually caused by a blockage of blood fl ow to the brain?
a. Diabetic emergency
b. Heat-related illness
c. Heart attack
d. Stroke
9. This sudden illness results from too much or too little sugar in the person’s blood. What is it?
a. Allergic reaction
b. Diabetic emergency
c. Seizure
d. Stroke
10. When caring for a person who is having a seizure, you should:
a. Place a spoon or wallet between the person’s teeth.
b. Remove nearby objects that might cause injury.
c. Try to hold the person still.
d. All of the above.
11. The general care for a muscle, bone or joint injury includes the following:
a. Reduce, Insulate, Compress and Evaluate
b. Rest, Ibuprofen, Cool and Evacuate
c. Rest, Immobilize, Cold and Elevate
d. None of the above
12. Heat-related illnesses include the following:
a. Fainting and hyperglycemia
b. Heat cramps, heat exhaustion and heat stroke
c. Heat cramps, stroke and insulin shock
d. Hypoglycemia and sunstroke
13. If an open wound continues to bleed after applying direct pressure:
a. Add additional dressings and continue to apply direct pressure.
b. Do not remove any blood-soaked dressings.
c. Ensure that 9-1-1 or the local emergency number has been called.
d. All of the above.
14. What is the first step in caring for a wound with significant bleeding?
a. Add bulky dressings to reinforce blood-soaked bandages.
b. Apply direct pressure with a sterile or clean dressing.
c. Apply pressure at a pressure point.
d. Care for shock.
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15. How should you care for someone with minor frostbite on the fingers?
a. Get the person to a warm environment and then rewarm his or her hands using skin-to-skin contact.
b. Have the person shake his or her hands vigorously until feeling is restored.
c. Immerse his or her hands in hot water.
d. Massage his or her hands vigorously.
Required Assessments: Journal Questions Summative
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Activities and Assignments
ACTIVITIES:
Video Presentations followed by website completion questions
Video Presentations followed by Cornell Notes
Discussion
Journalize General Health Questions
ASSIGNMENTS: Drugfreeworld.org
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Assignments: American Red Cross CPR/AED First Aid
CPR/AED—Adult Total Time: 2 hours, 40 minutes
Lesson 1: Before Giving Care and Checking an Injured or Ill Person Time: 49 minutes
Lesson 2: CPR and Cardiac Emergencies
Adult skills and video segment only
Time: 35 minutes
Lesson 3: AED
Adult skills
Time: 27 minutes
Lesson 4: Breathing Emergencies
Adult skills and video segment only
Time: 34 minutes
Lesson 9: Conclusion Time: 15 minutes
CPR—Child and Infant Total Time: 2 hours, 49 minutes
Lesson 1: Before Giving Care and Checking an Injured or Ill Person Time: 64 minutes
Lesson 2: Cardiac Emergencies and CPR
Child and infant skills; adult and child video segment and infant video
segment
Time: 50 minutes
Lesson 4: Breathing Emergencies
Child and infant skills; adult and child video segment and infant video
segment
Time: 40 minutes
Lesson 9: Conclusion Time: 15 minutes
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First Aid Total Time: 3 hours, 1 minute
Lesson 1: Before Giving Care and Checking an Injured or Ill Person Time: 49 minutes
Lesson 5: Sudden Illness Time: 30 minutes
Lesson 6: Environmental Emergencies Time: 22 minutes
Lesson 7: Soft Tissue Injuries Time: 38 minutes
Lesson 8: Injuries to Muscles, Bones and Joints Time: 27 minutes
Lesson 9: Conclusion Time: 15 minutes
Terminology
View all Chemical choice vocabulary in the Marking Period 2 terminology part of the Curriculum.
Materials & Texts
Required Texts and Resources:
Common Texts and Resources (used by ALL in the grade):
Glencoe Health
Common Course Texts and Resources (used by ALL in this course):
Drugfreeworld.org
American Red Cross Instructor and Student Manual and InstructorCorner.org
Supplemental Texts and Resources (use may vary):



Dropbox.com
I-Pad
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Media, Technology, Web Resources
RADNOR TOWNSHIP SCHOOL DISTRICT
Course Guide
10 Grade Health
Course Name #
Fourth Marking Period
Unit V: The Endocrine System, Male & Female Reproduction, Childbirth, and Sexually Transmitted Disease
Common Core Standards and PA Academic Standards
10.1.12.A-Concepts of Health ~ Evaluate factors that impact growth and development during adulthood and late
adulthood.
10.1.12.B-Concepts of Health ~ Evaluate factors that impact the body systems and apply
protective/preventive strategies.
10.1.12.E-Concepts of Health ~ Identify and analyze factors that influence the prevention and control of
health problems.
10.2.12.C-Healthful Living ~ Compare and contrast the positive and negative effects of the media on adult
personal health and safety.
10.2.12.D-Healthful Living ~ Examine and apply a decision-making process to the development of short and
long-term health goals.
Keystone Connections:
RMS- Identify the Keystone Assessment Anchors and eligible content that are directly aligned with this unit.
RHS- Identify the Keystone Eligible Content that is aligned with this unit.
Student Objectives:
KNOWELDGE & SKILLS
Students will know…
How our hormones play a big part in how we feel and behave throughout the day. Hormones also affect important bodily
functions. What other functions do our hormones regulate? Find out in this lesson on the endocrine system!
The basic functions of the pituitary gland as it relates to the endocrine system. It differentiates between the anterior and
posterior areas of the pituitary gland and the hormones each area produces. It also covers the relationship between the
pituitary gland and hypothalamus.
The testes and the ovaries secrete steroid hormones that help you grow and develop. In this lesson we will learn about
the female hormones, estrogen and progesterone and the male hormone, testosterone, and how these hormones
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influence the development of secondary sex characteristics.
The placenta is an endocrine gland that is only present during pregnancy. In this lesson, you will learn about the
hormones it produces, including human chorionic gonadotropin (hCG), progesterone, estrogen, and human placental
lactogen (hPL).
The inner workings of the male reproductive system and the pathway that sperm takes.
Number of different glands to aid in the production of semen. Find out more about those glands in this lesson covering the
male accessory glands.
About the structure and function of the external reproductive structures of the male. This includes study of the scrotal sac,
the parts of the penis and the erectile tissues.
Where a female produces her eggs or how they get from the ovary to the uterus? Find out in this lesson about the internal
reproductive anatomy of females.
About the structure responsible for the development of babies in this lesson on uterine anatomy. Discover the three layers
of the uterus and each layer's purpose.
That men and women are different. But just how different are they? Learn a little more about the differences between men
and women in this lesson on female external reproductive anatomy.
About three major bacterial and three important viral sexually transmitted diseases, what problems they cause, and how
they are treated.
The many ways by which you can help prevent a terrible STD from affecting your body, including abstinence, mutual
monogamy, and more!
It takes 9 months for the baby to develop inside the mother's womb, but have you ever thought about how or when all
those different organs and systems appear? When does the fetal heart start beating or the brain develop? Find out in this
lesson covering the first trimester of pre-natal development.
Growth and development of a baby is an amazingly detailed and complex process. It starts with a ball of cells, which
grows all the way to a full grown, eight pound baby in nine months! In this lesson, learn about what happens during the
second trimester of pregnancy.
The last step, the last few months before the birth of a baby! Learn about the changes the developing fetus goes through
during the third and final trimester.
Assessments:
Quizzes The Endocrine System, Male & Female Reproduction, Childbirth, and Sexually Transmitted Disease Formative
About how our hormones play a big part in how we feel and behave throughout the day. Hormones also affect important
bodily functions. What other functions do our hormones regulate? Find out in this lesson on the endocrine system!
The basic functions of the pituitary gland as it relates to the endocrine system. It differentiates between the anterior and
posterior areas of the pituitary gland and the hormones each area produces. It also covers the relationship between the
pituitary gland and hypothalamus.
The testes and the ovaries secrete steroid hormones that help you grow and develop. In this lesson we will learn about
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the female hormones, estrogen and progesterone and the male hormone, testosterone, and how these hormones
influence the development of secondary sex characteristics.
The placenta is an endocrine gland that is only present during pregnancy. In this lesson, you will learn about the
hormones it produces, including human chorionic gonadotropin (hCG), progesterone, estrogen, and human placental
lactogen (hPL).
The inner workings of the male reproductive system and the pathway that sperm takes.
The number of different glands to aid in the production of semen. Find out more about those glands in this lesson covering
the male accessory glands.
About the structure and function of the external reproductive structures of the male. This includes study of the scrotal sac,
the parts of the penis and the erectile tissues.
Where a female produces her eggs or how they get from the ovary to the uterus? Find out in this lesson about the internal
reproductive anatomy of females.
About the structure responsible for the development of babies in this lesson on uterine anatomy. Discover the three layers
of the uterus and each layer's purpose.
That men and women are different. But just how different are they? Learn a little more about the differences between men
and women in this lesson on female external reproductive anatomy.
About three major bacterial and three important viral sexually transmitted diseases, what problems they cause, and how
they are treated.
About the many ways by which you can help prevent a terrible STD from affecting your body, including abstinence, mutual
monogamy, and more!
That It takes 9 months for the baby to develop inside the mother's womb, but have you ever thought about how or when
all those different organs and systems appear? When does the fetal heart start beating or the brain develop? Find out in
this lesson covering the first trimester of pre-natal development.
About Growth and development of a baby is an amazingly detailed and complex process. It starts with a ball of cells,
which grows all the way to a full grown, eight pound baby in nine months! In this lesson, learn about what happens during
the second trimester of pregnancy.
About the last step, the last few months before the birth of a baby! Learn about the changes the developing fetus goes
through during the third and final trimester.
Required Assessments: Regulation and Reproduction Part 1 and 2
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Required Assessments: Journal Questions Sumnative:
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Activities and Assignments
ACTIVITIES:
Discussion
Video Presentations followed by Virtual Quizzes
Video Presentations followed by Cornell Notes
Journalize General Health Questions
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ASSIGNMENTS:
Listed by Topic:
Endocrine System Hormones
The Basic Functions of the Pituitary Gland
The Testes and the Ovaries
The Placenta an endocrine gland that is only present during pregnancy
Male Reproductive System: Functions, Organs & Anatomy
Male Reproductive System: Accessory Gland Functions
Male Reproductive System: External Anatomy
Female Reproductive System: Internal Anatomy
The Uterus and Uterine Wall: Structure and Parts
External Anatomy of the Female Reproductive System
Fetal Development in the First Trimester: Stages & Timeline
Second Trimester Fetal Development
Third Trimester Fetal Development
Sexually Transmitted Infections: Types, Transmission, Symptoms & Treatments
Reducing Your Risk for Sexually Transmitted Infections
Terminology
Materials & Texts
Required Texts and Resources
Common Texts and Resources (used by ALL in the grade):
Glencoe Health
Common Course Texts and Resources (used by ALL in this course):
Education-portal.com
Supplemental Texts and Resources (use may vary):



Dropbox.com
I-Pad
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Media, Technology, Web Resources
Education-portal.com is used in conjunction with The apple I-Pad for notes and the taking of quizzes as well as
researching the various topics.
1. The following resources should guide your work:
a. CORE (Must be included)
i. Keystone Connections: http://www.pdesas.org/module/assessment/keystone.aspx#
ii. CCSS: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
iii. PA CCSS: http://www.pdesas.org/standard/commoncore
iv. PA CCSS ELA Assessment Anchors and Eligible Content:
http://www.pdesas.org/standard/commoncore
v. LTF Foundational Lessons Created by RTSD Vertical Team:
https://docs.google.com/spreadsheet/ccc?key=0Aj4Y8GDEOIpHdDlXcVVnSkVuNmVX
WF82TTV6b0FXVXc#gid=0
vi. LTF Skill Progression Charts
vii. LTF lessons and resources
viii. Composition Assessment Guide: http://www.rtsd.org/Page/14358
ix. Grammar Assessment Guide: http://www.rtsd.org/Page/14358
x. Critical Skills and Content Assessment Guide: http://www.rtsd.org/Page/14358
b. Supplemental
i. PDE Core Curriculum Maps Pre-K-12 (must log in): http://www.pdesas.org/module/cm/
ii. Shift Document from PDE (ELA Emphasis Guides):
http://www.pdesas.org/standard/commoncore
iii. Standards for Publishers Aligning to the CCSS:
http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf
iv. Learning Targets Aligned to the CCSS:
http://oaisdcommoncore.wikispaces.com/Common+Core+State+Standards+and+OAISD
+Learning+Targets
v. Common Core Curriculum Maps: Grade level roadmaps that address all CCSS:
https://commoncore.org/maps/
vi. Writing Rubrics aligned to CCSS:
http://www.doe.k12.de.us/aab/English_Language_Arts/writing_rubrics.shtml
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