Project TND Lesson Outcomes
1
Communication Skills- teaches active listening, keeping an open mind
2
Stereotyping-challenges negative stereotypes, presents prevalence data
3
Myths and Denial- dispels myths and challenges forms of denial often used to justify substance abuse
4
Chemical Dependency-defines key concepts of addiction including, tolerance, withdrawal, dependency. Explores phases of
dependency and common dysfunctional roles played by family members of addicts.
5
Talk Show-explores impact of substance abuse
6
Stress, Health & Goals-explores ways to cope with stress and set goals to achieve a high quality of life
7
Tobacco Basketball Use Cessation-provides a tobacco quit manual, and explores negative consequences
8
Self Control-uses a behavior checklist to explore passive, aggressive, and assertive responses to problem solving
9
Marijuana Panel-dispels myths about marijuana being harmless, helps youth experience what the potential impact of abuse is on
family, friends.
10
Positive and negative thought loops-explores how thinking and feelings impact behavior. Links violent behavior to negative thought
loops.
11
Perspectives-encourages moderation through consideration of a range of issues and the understanding that very few people have
very radical or traditional views.
12
Making a decision- teaches skills for brainstorming, weighing pros and cons, and following through with best option.
For More Information go to www.EPISCenter.org/nodrugabuse
PA Academic Standards for Health, Safety, &
Physical Education: Grade 9
Which Project TND
Lessons meet this
standard?
PA Academic Standards for Health, Safety, &
Physical Education: Grade 12
Which Project TND
Lessons meet this
standard?
10.1 Concepts of Health
A. Analyze factors that impact growth
and development between
adolescence and adulthood.
Lessons 1-12
• relationships (e.g., dating, friendships, peer
pressure)
A. Evaluate factors that impact growth
and development during adulthood
and late adulthood.
Lessons 1, 2, 4, 5, 6, 8,
10, 12
• acute and chronic illness
• communicable & non-communicable disease
• interpersonal communication
• health status
• risk factors (e.g., physical inactivity, substance
abuse, intentional/unintentional injuries, dietary
patterns)
• relationships (e.g., marriage, divorce, loss)
• career choice
• abstinence
• aging process
• STD and HIV prevention
• retirement
• community
B. Analyze the interdependence
B. Evaluate factors that impact the
body systems and apply protective/
preventive strategies.
existing among the body systems.
• fitness level
• environment (e.g., pollutants,
available health care)
• health status (e.g., physical,
mental, social)
C. Analyze factors that impact nutritional choices of
adolescents.
• body image
• advertising
• dietary guidelines
While TND does not teach
nutritional information it
does teach critical thinking,
peer pressure resistance
skills, and goal setting
skills that are applicable for
• nutrition
C. Analyze factors that impact nutritional choices of
adults.
• cost
• food preparation
• consumer skills
For More Information go to www.EPISCenter.org/nodrugabuse
Lessons 3, 4, 5, 6, 7, 8, 9,
10, 12
• eating disorders
this standard.
• peer influence
• changes in nutritional
requirements (e.g., age, physical activity level)
• athletic goals
D. Analyze prevention and intervention
strategies in relation to adolescent and
adult drug use.
Lessons 1-12
D. Evaluate issues relating to the
use/non-use of drugs.
Lessons 1-12
• psychology of addiction
• decision-making/refusal skills
• social impact (e.g., cost, relationships)
• situation avoidance
• chemical use and fetal development
• goal setting
• laws relating to alcohol, tobacco and chemical
substances
• professional assistance (e.g.,medical, counseling.
support groups)
• impact on the individual
• parent involvement
E. Analyze how personal choice, disease and
genetics can impact health
maintenance and disease prevention.
• nutritional knowledge
Lessons 3,4,5,6,7,9,12
• impact on the community
E. Identify and analyze factors that
influence the prevention and control
of health problems.
Lessons 2, 7, 9, 11
• research
• medical advances
• technology
• government policies/regulations
10.2 Healthful Living
A. Identify and describe health care
products and services that impact
adolescent health practices.
B. Analyze the relationship between
health-related information and
adolescent consumer choices.
A. Evaluate health care products and
services that impact adult health
practices.
Lessons 7,12
B. Assess factors that impact adult health consumer
choices.
• access to health information
For More Information go to www.EPISCenter.org/nodrugabuse
Lessons 6, 12
• tobacco products
• access to health care
• weight control products
• cost
C. Analyze media health and safety
messages and describe their impact on
personal health and safety.
• safety
C. Compare and contrast the positive and negative
effects of the media on adult personal health and
safety.
D. Analyze and apply a decision-making process to
adolescent health and safety issues.
Lessons 6,10, 12
E. Explain the interrelationship between the
environment and personal health.
D. Examine and apply a decision-making process to
the development of short and long-term health goals.
Lessons 6, 10, 12
E. Analyze the interrelationship between
environmental factors and community
health.
• ozone layer/skin cancer
• public health policies and laws/health promotion
and disease prevention
• availability of health care/
individual health
• individual choices/maintenance
of environment
• air pollution/respiratory disease
• breeding environments/ lyme
disease/west nile virus
• recreational opportunities/ health status
10.3 Safety and Injury Prevention
A. Analyze the role of individual
responsibility for safe practices and
injury prevention in the home,
school and community.
• modes of transportation
(e.g., pedestrian, bicycle,
vehicular, passenger, farm
vehicle, all-terrain vehicle)
• violence prevention in school
• self-protection in the home
Lessons 4,6,8,10,12
A. Assess the personal and legal
consequences of unsafe practices in the home,
school or community.
• loss of personal freedom
• personal injury
• loss of income
• impact on others
• loss of motor vehicle operator’s
license
• self-protection in public places
B. Describe and apply strategies for
emergency and long-term
B. Analyze and apply strategies for the
management of injuries.
For More Information go to www.EPISCenter.org/nodrugabuse
Lessons
3,4,5,6,7,8,9,10,12
• CPR
management of injuries.
• rescue breathing
• advanced first aid
• water rescue
• self-care
• sport injuries
C. Analyze and apply strategies to avoid or manage
conflict and violence
during adolescence.
Lessons 1,6,8,10,11,12
C. Analyze the impact of violence on the victim and
surrounding community.
Lessons 4, 8, 10
Lessons 6, 8, 10, 12
D. Evaluate the benefits, risks and safety factors
associated with self-selected life-long physical
activities.
Lessons 6, 10
• effective negotiation
• assertive behavior
D. Analyze the role of individual
responsibility for safety during
organized group activities.
10.4 Physical Activity
A. Analyze and engage in physical
activities that are developmentally/
individually appropriate and support
achievement of personal fitness and
activity goals.
B. Analyze the effects of regular
participation in moderate to vigorous
physical activities in relation to
adolescent health improvement.
Lesson 6
A. Evaluate and engage in an
individualized physical activity plan
that supports achievement of
personal fitness and activity goals
and promotes life-long participation.
B. Analyze the effects of regular
participation in a self-selected
program of moderate to vigorous
physical activities.
• stress management
• social
• disease prevention
• physiological
• weight management
C. Analyze factors that affect the
responses of body systems during
moderate to vigorous physical activities.
Lessons 3, 4, 6, 7, 9
• psychological
C. Evaluate how changes in adult health status may
affect the responses of the body systems during
moderate to vigorous physical activity.
• exercise
• aging
• healthy fitness zone
• injury
• individual fitness status
• disease
For More Information go to www.EPISCenter.org/nodrugabuse
Lesson 6
• drug/substance use/abuse
D. Analyze factors that affect physical
activity preferences of adolescents.
• skill competence
Instructors could link these
concepts back to TND
lessons 6,8, 10, 12
D. Evaluate factors that affect physical
activity and exercise preferences of adults.
• personal challenge
• social benefits
• physical benefits
• previous experience
• finances
• activity confidence
• motivation
Instructors could link these
concepts back to TND
lessons 6,8, 10, 12
• access to activity
• self-improvement
E. Analyze the interrelationships
among regular participation in
physical activity, motor skill
improvement and the selection and
engagement in lifetime physical
activities.
E. Analyze factors that impact on the
relationship between regular
participation in physical activity and
motor skill improvement.
• personal choice
• developmental differences
• amount of physical activity
• authentic practice
F. Analyze the effects of positive and
negative interactions of adolescent
group members in physical activities.
Lessons 1, 2, 6, 8, 10, 11
F. Assess and use strategies for
enhancing adult group interaction in
physical activities.
• group dynamics
• shared responsibility
• social pressure
• open communication
• goal setting
10.5 Concepts, Principles and Strategies of Movement
A. Describe and apply the components of
skill-related fitness to movement
performance.
• agility
• balance
A. Apply knowledge of movement
skills, skill-related fitness and
movement concepts to identify and
evaluate physical activities that
promote personal lifelong
participation.
• coordination
For More Information go to www.EPISCenter.org/nodrugabuse
Lessons 1, 2, 6, 8, 10, 11,
12
• power
• reaction time
• speed
B. Describe and apply concepts of motor skill
development that impact the quality of increasingly
complex
movement.
B. Incorporate and synthesize
knowledge of motor skill
development concepts to improve
the quality of motor skills.
• response selection
• open and closed skills
• stages of learning a motor skill
(i.e. verbal cognitive, motor,
automatic)
• short-term and long-term
memory
• types of skill (i.e. discrete, serial,
continuous)
• aspects of good performance
C. Identify and apply practice strategies for skill
improvement.
C. Evaluate the impact of practice
strategies on skill development and
improvement.
D. Identify & describe the principles of training
using appropriate vocabulary.
D. Incorporate and synthesize
knowledge of exercise principles,
training principles and health and
skill-related fitness components to
create a fitness program for
personal use.
• specificity
• overload
• progression
• aerobic/anaerobic
• circuit/interval
• repetition/set
E. Analyze and apply scientific and
biomechanical principles to complex
E. Evaluate movement forms for
appropriate application of scientific
For More Information go to www.EPISCenter.org/nodrugabuse
movements.
and biomechanical principles.
• centripetal/centrifugal force
• efficiency of movement
• linear motion
• mechanical advantage
• rotary motion
• kinetic energy
• friction/resistance
• potential energy
• equilibrium
• inertia
• number of moving segments
F. Describe and apply game strategies to complex
games and physical activities.
• safety
F. Analyze the application of game
strategies for different categories of
physical activities.
• offensive strategies
• defensive strategies
• time management
While there is no direct
link to physical skills
required for game play, the
coping, communication,
and goal setting skills
emphasized in TND will
promote healthy mental
attitudes toward complex
game play and physical
activities.
• individual
• team
• lifetime
• outdoor
For More Information go to www.EPISCenter.org/nodrugabuse
While there is no direct
link to physical skills
required for game play, the
coping, communication,
and goal setting skills
emphasized in TND will
promote healthy mental
attitudes toward complex
game play and physical
activities.