ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Health 7
Teacher: Cristina LaPointe
August 2014
Content
CEQ: WHAT FACTORS
INFLUENCE PHYSICAL,
MENTAL/EMOTIONAL,
AND SOCIAL HEALTH?
Skills
A.Health and Wellness
ueq
°What is health?
°What is wellness?
°What is the health triangle?
°What are the three types of
growth during adolescence?
°What are the different ways to
take responsibility for your
Health?
[2 items addressed in Health
(2007)]
A.Health and Wellness
A1.Terms
•Health
•Wellnes
A2.Explain what physical,
social, and
mental/emotional health
includes
A2. Health Triangle
•Physical
•Social
•Mental/emotional
A3.Types of Growth During
Adolescence
•Physical
•Social
A1.Compare the terms
Health and Wellness
A3.Compare the three
types of growth during
adolescence
A4.Define the different
terms
B. Promoting Social Health
B1. Define the different
terms
B2. Compare the different
types of families
Learning Targets
Families-Relationships
Growth and Development
1. I can identify the
difference between health
and wellness.
2. I can describe the
changes that adolescents
go through during puberty.
3. I can identify the different
types of families in society.
4. I can identify life stages
from conception to late
adulthood.
Resources & Technology
A.Health and Wellness
CA=A4. Ch.1 Test
Lessons 1-3
A1. Ch. 1 Glencoe Teen
Health Textvbook, Course 3,
Power Point Ch. 1
B. Promoting Social
Health
CA=B3. Ch.6 Test on
Lessons 1,2
B. Promoting Social Health
B1 Ch. 6 Lesson 1,2
Glencoe Teen Health
Textvbook, Course 3, Power
Point
Ch.6 Lesson 1,2
D. Tobacco
D. Tobacco
CA= D1-D6 College and
Career Readiness
Writing Anchor
Tobacco
Standards for Writing,
1. I can identify the different Argument: Persuade
types of tobacco.
2. I can describe the health
risks of tobacco use.
3. I can identify symptoms
of addiction.
B3. Identify the needs
associated with each side of 4. I can describe reasons to
the health triangle
be tobacco free.
B4. Compare the different
Assessment
A.Health and Wellness
someone not to smoke or
to quit smoking.
CA=D1-D6 Chapter Test
(40 questions)
D1 Ch.13 Lessons 1-4
Glencoe Teen Health
Textvbook, Course 3, Power
Point
Ch.13 Lessons1-4
D1-D6. Video:Smoking:The
Toxic Truth
D1-D6. Video:Smoking Out
the Truth:Teens and
Tobacco
D1-D6. Video: Tobacco
Horror Picture Show
D1-D6. Video:Spit Tobacco
No Dip No Brainer
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Content
•Mental/Emotional
A4.Taking Responsibility for
Your Health
•Lifestyle Factors
•Sedentary Lifestyle
•Risk Behaviors
•Cumulative
•Precaution
•Prevention
•Abstinence
•Attitude
ueq
°What are the differences
among relationships?
°What are the different types of
families?
°What needs does your family
meet?
°What are the responsibilities
within a family?
°What are some of the changes
in the family?
°How do you cope with family
changes?
°What are the different types of
abuse?
[3 items addressed in Health
(2007)]
B. Promoting Social Health
B1.Terms
•Relationships
Health 7
Skills
types of responsibilities
between parents and
children
B5.Identify the changes in
families
B6. Demonstrate how to
cope
B7.Explain the different
types of abuse
D Tobacco
D1. Define the different
terms
D2. Compare the different
types of tobacco products
D3. Identify the risks
associated with each
different body system
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
D1-D6. Video:Say No to
Smoking
D1-D6. Video:Sean Marsee
Story
D1-D6. Video:Reality
Matters, Smoke Signals
D1-D6. Video:Smoke
D1-D6. Test Your Smoking
IQ (Substance Abuse and
Prevention Activities.
D1-D6. Pack it In
(Substance Abuse and
Prevention Activitie.
D1-D6. Mr. Gross Mouth
D1-D6. Smoker's Lungs
D1-D6. Tar Demo
D1-D6. Tobaccofree.org clip
D1-D6. Straw Walk Demo
D1-D6. Betcha Can't Eat
Just One Demo
D1-D6. "Smoking, Don't be
Fooled Clip"
D1-D6. Teen Files: Flipped
D1-D6.Tobacco Review
Game
D1-D6.Argument: Persuade
someone not to smoke or to
quit smoking.
D6. Explain why teens start
to use tobacco
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Content
•Social Health
•Close and Formal
•Formal
•Emotional
•Practical
•Role
•Trust
•Respect
•Patience
•Tolerance
Skills
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
B2.Types
•Extended Family
•Single-Parent Family
•Nuclear Family
•Couple
•Adoptive Family
•Foster Family
•Joint-Custody Family
•Single Custody Family
•Blended Family
B3.Needs
•Physical
•Mental and Emotional
•Social
B4.Responsibilities
•Parents
•Childrren
B5.Changes
•Divorce
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Content
•Death
•Fewer Children
•One Parent
Skills
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
B6.Coping
•Talk to Parent
•Talk to Trusted Adult
•Seek Counseling
B7.Abuse
•Neglect
•Failure to thrive
•Physical
•Sexual
•Substance
ueq
°What is Tobacco?
°What are the different types of
tobacco?
°What are the health risks of
tobacco use?
°What does tobacco addiction
include?
°What are tobacco's cost to
society?
°How to choose to be tobacco
free?
[2 items addressed in Health
(2007)]
D. Tobacco
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Content
D1. Terms
•Tobacco
•Nicotine
•Addictive
•Tar
•Bronchi
•Carbon Monoxide
Skills
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
D2. Different Tobacco Products
•Cigarettes
•Cigars and Pipes
•Specialty Cigarettes
•Smokeless Tobacco
D3. Health Risks of Tobacco
and its affects on the body
•Nervous System
•Circulatory System
•Respiratory System
•Digestive System
•Chronic Obstructive
Pulmonary Disease
•Cancer
D4.Tobacco Addiction
•Tolerance
•Physical Dependence
•Psychological Dependence
•Breaking the Tobacco Habit
•Withdrawal
•Nicotine Replacement
Therapies
•Relapse
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Content
Skills
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
D5.Tobacco's Many Costs
•Cost to the Individual
•Costs to the Nonsmoker
•Costs to the Unborn Child
D6.Choosing to be Tobacco
Free
•Why teens start using tobacco
•Staying tobacco free
•Nonsmokers Rights
September 2014
Content
UEQ:
•How does life begin?
•What is heredity?
•What changes to
adolescents go through?
•What is adulthood?
C. Growth and
Development
C1. The Beginning of Life
C2. Heredity and
Environment
C3. From Childhood to
Adolescence
C4. Adulthood and Aging
[2 items addressed in
Health (2007)]
Skills
C. Growth and
Development
C1. Identify the building
blocks of life.
C1. Explain how a single
cell develops into a baby
and describe the 3 stages
of birth.
C2. Identify how heredity
could cause birth defects.
C3. Describe Erickson's 8
stages of life and evaluate
personal progress through
adolescence.
C4. Identify the 3 stages of
adulthood.
Learning Targets
Families, Relationships,
Growth and Development
1. I can identify the
difference between health
and wellness.
2. I can describe the
changes that adolescents go
through during puberty.
3. I can identify the different
types of families in society.
4. I can identify life stages
from conception to late
adulthood.
Assessment
C. Growth and
Development
C1-C4. Concept Mapping
of key terms from each
lesson.
CA=C1-C4. 40 point unit
test [Unit exam]
Resources & Technology
C. Growth & Development
C1-C4. Glencoe Teen Health
Text Ch 17, pages 450-466.
C1-C4. Glencoe Ch 17
Powerpoint
C3. Variety of magazines
targeting youth.
C1-C4.
www.glencoehealth.com
C1-C4. "My Mind in the
Mirror" video
C1-C4. "Development and
Birth-Discovery Channel
Video Series"
C1-C4. "Beyond the Image"
video clips
C1-C4. Start the Decision
Making Sheet
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Content
UEQ:
•Identify the importance of
a healthy body image.
•How does eating and
physical activity affect
weight.
•Describe the symptoms
and risks of various eating
disorders.
D. Your Body Image
D1. Maintaining Healthy
Weight
D2. Eating Disorders
[2 items addressed in
Health (2007)]
Skills
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
D. Your Body Image
D1-D4. Concept Mapping
of key terms from each
lesson.
D. Your Body Image
D1. Identify the
components of a healthy
body image.
D2. Identify your
appropraite weight.
D3. Describe the
difference between binge
eating, obesity, and
bulimia.
CA=D1-D4. 40 point unit
test.
Resources & Technology
C1-C4. Elephant Differences
Clip
C1-C4. Factors that Influence
Decision Making
C1-C4.Values Survey
C1-C4.Auction Block Activity
(from Tom Jackson's Book)
C1-C4. Understanding the
Causes of Conflict
C1-C4.Pregnancy and
Childbirth Stages (from Sex
Education Activities)
C1-C4.Genes and Heredity
from PE Central
Demonstration
C1-C4.FAS Demonstration
from PE Central
C1-C4. The Stages of Growth
C1-C4.Growing Older and
Staying Well
C1-C4.Review Game, "Are
you Smarter than a 5th Grader?
C1-C4.Video: Toxic
Relationships
Time Allotment: 8 Days
October 2014
Content
UEQ: Why is nutrition
important?
•What are the six essential
nutrients?
• What influences your food
Skills
C. Nutrition
C1. Evaluate various
influences on food choices.
C2. Compare
Learning Targets
Nutrition
1. I can identify the
importance of a healthy
body image.
2. I can describe how
Assessment
C. Nutrition
C1. Eating and Emotions worksheet
C1. Food Influences worksheet
Resources & Technology
C. Nutrition
C1-C4. Glencoe Health
Student Text (Pages 108163)
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Content
choices?
• What are the new
choosemyplate.gov
recommendations?
C. Nutrition
C1. Influences on food
choices
C2. Choosemyplate.gov
C3. Nutrients/Nutrition
C4. Food Labels
Health 7
Skills
choosemyplate.gove to the
new food guide pyramid.
C2. Apply balance, variety,
and moderation when
making food choices.
C3. Descirbe functions of
the six basic nutrients in
maintaining health.
C3. List nutrients in a variety
of foods.
C4. Analyze information on
food labels.
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
eating and physical
activity affect weight.
3. I can identify the six
essential nutrients.
4. I can list what
influences my food
choices.
Assessment
C2. Activity on
choosemyplate.gov
C2. Dietary Guidelines
Worksheet
C3. Placing the replica food
into 5 appropriate food
groups
C4. Reading a Label
Worksheet
C1-C4
Cooking a Healthy Meal
with Family or/
Four Meal Food Diary and
Follow Up Questions from
choosemyplate.gov
CA: 15 Point Quiz on
Nutrition
Resources & Technology
C1. United Streaming Reality Matters "Obesity
and Nutrition"
C1. Bill Nye "Nutrients"
C1 - C4.
Choosemyplate.gov
C1-C4. "One Size Doesn't
Fit All" video and HRM
Study Tools
C1-C4. "Portion Distortion"
video and HRM Study Tools
C1-C4. Replica food
products
C1-C4. Hidden Sugar Model
C1-C4. Hidden Salt Model
C1-C4. Clogged Arteries
Model
C1-C4. Obesity Model
C1-C4. 1 pound fat replica
and 5 pound fat replica
C1-C4. "Calories and Food"
video from Bill Nye
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Content
Skills
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
C1-C4. "Kids Health:
Caffeine" article
C1-C4. Life Choice
Inventory: How Well Do I
Eat?
C1-C4. "Beyond the Image"
Video
C1-C4. Couch Potato Quiz
C1-C4. Portion Distortion
Newspaper Article
Time Allotment: 8 Days
November 2014
Content
Skills
Learning
Targets
Assessment
Resources & Technology
CEQ: WHAT
FACTORS AFFECT
PHYSICAL, MENTAL/
EMOTIONAL, AND
SOCIAL HEALTH?
A. Mental and
Emotional Health
Mental
Health
A. Mental and Emotional Health
A1. Compare and
contrast the
difference between
self-concept, selfesteem, and
personality.
1. I can
identify the
three sides
of the health
triangle
(mental,
physical,
and social
health).
A Mental and
emotional
health
A1.
Personality
Project using
differentiation
in process and
product.
Chapter 3Lesson 1
A4. United Streaming video clip on stress management skills and
common teenage stressors
UEQ
°What is good mental
and emotional health?
°How does stress affect
mental, physical, and
social health?
A2. Identify
positive and
2. I can
demonstrate
A3. United Streaming video clip on the fight or flight response.
B. Mental and Emotional Disorders
B1-B4. Glencoe Teen Health Textvbook, course 3 2007
B1- B-6 United Streaming complete video on "The A-Z's of Mental
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Content
Skills
Learning
Targets
°What skills help
manage stress?
negative stressors
and how they affect
physical, mental,
and social health.
skills that
help me
manage
stress.
A3. Explain the
fight or flight
response and the
body's reactions.
3. I can
identify
warning
signs of
depression
and suicide.
A. Mental and
Emotional Health
A1. Factors that affect
mental health
•Personality
•Self-concept
•Self-esteem
•Resilience
A2. Stress
•Stressors
•Body's response to
stress
A3. Skills for managing
stress
•Relaxation
•Physical Activity
•Laughter/Positive
Attitude
•Time Management
UEQ
°What are mental health
disorders?
°What are warning signs
for depression and
suicide?
°What are the mental
health therapies?
°Who provides mental
A4. Identify skills
and techniques for
managing stress.
B. Mental and
emotional disorders
B1. Name and
identify 5 anxiety
disorders.
B2. Name and
identify 3
personality
disorders.
B3. Name and
identify 3 mood
disorders.
B4. Recognize and
list warning signs
4. I can
identify who
I can talk to
about
mental
health
issues and
disorders.
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Assessment
Resources & Technology
Illness"
Quiz on
mental health
lesson 3-1
A2. Health
Inventory on
Stress
Worksheet on
Stress and
Management
Skills 3-3
Teen Stress
Identifier
Group Work
Quiz on stress
3-3
Self-Esteem
Plate Booster
Stress Relief
Stations
B4. HRM Video: " Sad, Lonely, Scared, Depressed: Masks of
Depression"
B1-B6. htpp://www.health.Glencoe.com
B4-B6. htpp://www.SPANUSA.com (Suicide Prevention Action
Network)
B4-B6.http://www.NationalYouthViolen
...
ResourceCenter.com
B1-B6. Point and Shoot Cameras for a class set (Flip Cameras)
B1-B6. 20 Life Goals
B1-B6.Personality Project
B1-B6.Activities that Teach- “Circle Juggle” -Page 106
B1-B6. Mental and Emotional Disorders Class Activity
B1-B6.Teen Depression Worksheet
B1-B6.Activity 12, Suicide Warnings Checklist
B1-B6.Suicide Prevention Public Service Announcement Poster / Point
and Shoot Camera
B1-B-6.Re-Teaching Activity 4-3
B1-B6.Jeopardy Review
CA A1-A4.
Time Allotment:11 Days
Test on Mental
Health
C1-C3. www.netsmartz.org
C1-C3. School Resource Officers from Wright County
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Content
Skills
health care?
of depression.
B. Mental and Emotional
Disorders
B1. Anxiety disorders:
• Generalized Anxiety
Disorder
•Panic Disorder
•Phobias
•Obsessive-Compulsive
Disorder
•Post-Traumatic Stress
Disorder
B2. Personality
Disorders
•Passive-aggressive
Disorder
•Borderline Personality
Disorders
B3. Mood Disorders
•Bipolar Disorder
•Major Depression &
Warning Signs
•Schizophrenia
B4. Suicide Warning
Signs & Prevention
B5. Mental Health Care
Therapies
•Individual
•Group
•Family
•Drug (Biological)
B4. Identify
possible causes &
warning signs of
suicide.
B5. Compare the
effectiveness,
similarities and
differences of 4
different types of
therapies for
mental health
disorders.
B6. Compare and
contrast the type of
care providers and
their certifications
or licenses.
C1. Recognize the
legal ramifications
that are possible
with sexting.
C2. Name and
identify the
resources that offer
open
communication in
Learning
Targets
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Assessment
Resources & Technology
B. Mental and
emotional
disorders
C1-C3. www.connectsafely.com
C1-C3. www.commonsensemedia.org
C1-C3.
http://www.cbsnews.com/stories/2009/01/15/national/main4723161.shtml
C1-C3. http://today.msnbc.msn.com/id/...
B1-B4..
Guided Focus /
Questions on
the "A- Z of
Time Allotment: 2 Days
Mental Illness"
and Activity
11 on Mental
and Emotional
Disorders"
Quiz on
Mental Health
Disorders
Lesson 4-1
B4. Suicide
Warnings
Checklist
Suicide
Awareness and
Prevention
Sheet and
Signs of
Suicide
Activity
B1- B6. Point
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Content
Skills
B6. Mental Health Care
Providers
•Counselor
•Psychologist
•Psychiatrist
•Clinical social Work
the school setting
and outside of
school.
UEQ
What is the definition of
sexting and what are the
risks and consequences
involved with it?
C. Sexting
C1. Legal Consequences



Short-term and
long-term effects
Felony risks
Risk of
registering as a
sex offender
C2. Prevention Tips /
Tools



Open
communication
Appropriate
cellphone / social
media use
Increase self-
C2. Compare and
contrast appropriate
and inappropriate
use of cell phone
and social media
use.
C2. Identify skills
and techniques that
increase selfconfidence, selfesteem and refusal
skills.
C3. Understand the
importance of
deleting
inappropriate
images
immediately to
protect yourself
and to reduce the
spread of
inappropriate
content.
Learning
Targets
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Assessment
Resources & Technology
and Shoot
Camera (Flip
Camera)
Public Service
Announcement
on Suicide
Awareness and
Prevention
Group Activity
and Video
Viewing.
CA B1-B6.
Test on Mental
Health
CA C1-C3.
Student
Personalized
Tip Sheet for
Family
Review.
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Content

Skills
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning
Targets
Assessment
Resources & Technology
confidence / selfesteem
Peer pressure
refusal skills
C3. What to Do If You
Are Involved



Delete images
received
immediately and
report to an adult
Do not pass on /
forward
inappropriate
pictures
Communicate
with a trusted
adult
December 2014
Content
This Course Targets all
learners
Skills
C. Drug Misuse,
Abuse, & Treatment
CEQ: WHAT FACTORS
AFFECT PHYSICAL,
MENTAL/EMOTIONAL,
C1- Compare,
contrast and identify
the differences
Learning Targets
Drugs and Alcohol
1. I can identify
substance abuse
treatment options.
2. I can identify and
demonstrate refusal
Assessment
C. Drug Misuse, Abuse,
& Treatment
Resources & Technology
C. Drug Misuse, Abuse, & Treatment
C1- Drug Label Reading
Activity
C1-C3- Teen healthCourse 3 Textbook by
Glencoe
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Content
AND SOCIAL HEALTH
UEQ:
-What are drugs, street drugs
and medicines?
-What are the differences
between drugs and street
drugs?
-Which drugs are most likely
to be misused or abused?
-What is the chain of
addiction?
-What are drug treatment
options?
-What are the steps and
rewards of being drug free?
-What are refusal skills?
C. Medicines, Drug Abuse,
Drug Misuse and Treatment
Options
C1. Drugs and medicines
-2 Types of Medicines:
Prescription and
Over-The- Counter
-Side Affects, Misuse,
Tolerance, Abuse,
and Addiction
. C2 - Drugs of Misuse and
Abuse
-Marijuana
-Club Drugs (Ecstasy,
Health 7
Skills
between prescription
and over-the-counter
medicines.
-Differetiate the
differences between
drug misuse and drug
abuse and give
examples of each.
C2 - Identify and
distinguish the
different properties
and types of each
drug of misuse and
abuse. This includes
identifying slang
terms, what the short
and long term effects
of use are, the
method(s) of use, and
withdrawal
symptoms.
-Locate and
distinguish the
consequences for
illegal drug use/
abuse and legal drug
abuse.
-List and locate
specific agencies for
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
skills.
3. I can identify the
short-term effects of
substance abuse.
4. I can identify the
long-term effects of
substance abuse.
Communicable and
Non-Communicable
Disease
1. I can identify the
four pathogens (virus,
bacteria, fungi and
protozoa) that cause
communicable
diseases.
2. I can explain the
differences between
communicable and
non-communicable
diseases.
3. I can identify the
five barriers that my
body used to defend
itself against
communicable
diseases.
4. I can identify how I
can reduce my
exposure to HIV.
Assessment
C1- The Truth About
Drug Abuse and ReTeaching Activiy 14-2
C2- Pre/ Post Test on
Marijuana
Resources & Technology
C1-C3- Street Drugs Drug Identification
Book created by Wright County Officers
C2- Example of Letter Writing from 8th
Grade Language Arts Teachers
C1- C3 The following websites:
C2- Hidden Dangers of
Marijuana Class
Discussion and Activity
C2- Images of
Marijuana Class
Discussion
http://www.streetdrugs.org
http://teens.drugabuse.gov/mom/index.asp
http://www.nida.nih.gov
C2- Pre/Post Test on
Methamphetamines
C2- Meth Basics guided
questions to HRM video
"Rushing, Crashing and
Dying: The Meth
Epidemic."
/
http://www.meada.org
http://www.mntc.org
http://www.hazelden.org
C2- Meth Letter
Response to RCI
excerpts
http://www.stopdrugs.org
C2- Meth Lab Raid
Activity
http://www.drughelp.org
C2-Portrait of a Meth
User Worksheet
http://www.addictiontreatmentr
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MDMA, GHB,
Ketamine, Rohypnol)
-Anabolic Steroids
-Narcotics (Opium,
Heroin,OxyContin,
Morphine)
-Stimulants (Caffeine,
Amphetamines,
Cocaine, Crack,
Methamphetamines)
-Central Nervous System
Depressants
(Barbiturates,
Benzodiazepines,
Hypnotics, Tranquilizers)
-Hallucinogens (Marijuana,
PCP, LSD,
Mushrooms, Mescaline) and
Inhalants
Health 7
Skills
recovery from drug
addiction.
C3- Determine when
drug treatment is
needed and compare
the treatment options
that will be best for
an individual and
family.
Learning Targets
Assessment
C2- Club Drugs Pre/
Post Test
C2- Club Drugs
PowerPoint and Class
Discussion
Resources & Technology
...
http://www.drug-rehab.com
http://www.ncadd.org
http://www.findtreatment.samhsa.gov
C2- Current Health
Reader Club Drugs
Reading Activity
C2-Club Drug Stations
http://www.kidsource.com/kidso
...
/
http://www.kidsgrowth.com/reso
...
C2- Natural Highs
Activity
C2- Class Discussion on
Club Drugs Video
C3 - Drug Treatment
Recognition and Treatment
Options
-Detoxification & 5 treatment
Options
-Counseling and Support
Groups
-Drug Free Benefits
-Refusal Skills
-Alternatives to Drug Use
CEQ: WHAT FACTORS
AFFECT PHYSICAL,
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
C2- Current Health Club
Drugs Reading/ Activity
C1-C3 Methamphetamine Mock Drug
Identification Kit
C1- C3- Project Drug Free Mock
Identification Drug Kit
C1- C3- Meth Mouth
C2- Recognizing the
Symptoms Worksheet
C2- Enrichment Activity
14-2 for S.T.O.P Skills
D. Communicable
Disease - Prevention,
C1, C2, C3- Group
C1-C3 Faces of Meth PowerPoint
Presentation
C1-C3 Club Drugs Class Discussion
PowerPoint
C1-C3- Dr. NIDA's Quiz and Sara's Quest
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MENTAL/EMOTIONAL,
AND SOCIAL HEALTH?
UEQ
°How do the four pathogens
(virus, bacteria, fungi and
protozoa) spread to cause
communicable diseases?
°How does the body defend
itself against communicable
diseases?
°What is HIV/AIDS and how
can you reduce exposure to
HIV?
D. Communicable Disease Prevention, Infection, and
HIV/AIDS
D1 - The four pathogens that
spread
infection:
•Pathogens : Viruses,
bacteria,
fungi, protozoa
- The seven ways of
spreading
pathogens:
•direct contact, indirect
contact, food,
water, animals, insects, air
Health 7
Skills
Infection, and
HIV/AIDS
D1 - Identify and
compare
characteristics of the
four pathogens that
cause communicable
diseases.
-Focus and use the
following factors to
distinguish what
pathogen is which:
smallest, most
prolific, killed with
antibiotics, conditions
of growth.
- List, describe and
give examples of the
seven ways that
communicable
diseases can be
spread
- Formulate, explain
and practice at least
three preventive
measures against
infection.
D2- Explain how the
five major barriers
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Presentation on Drug of
Choice that includes all
of the skills listed. The
students will orally
present their findings.
Resources & Technology
CD-ROM
CA=C2 College and
Career Readiness
Anchor Standards for
Writing Informative/
Explanatory: MethLetter
Response to RCI
excerpts.
-Marijuana
-Methamphetamines (2)
-Stimulants
-Inhalants
-Performance Enhancing Drugs
-Club Drugs (2)
CA= C1, C2, C3 Test on
chapter 14
C1- C3- Drug Research Boards from
Health EDCO and Human Relations
Media:
C1-C3- Health EDCO Drug Awareness
Guide Poster Display
C1-C3 Anatomy of Drugs Poster
D. Communicable
Disease - Prevention,
Infection, and
HIV/AIDS
D1, D2- Concept
Mapping 18-1 and
Enrichment Activity 181 Worksheet
C1-C3 HRM Video: "Think Twice:
Marijuana and Cancer"
C1- C3- HRM Video: "Rushing,
Crashing, Dying: The Meth Epidemic"
C1- C3- HRM Handouts: Marijuana at a
Glance
C1-C3- HRM Handouts: Meth Facts
D1, D2- Re-teaching
Activity 18-2 and
Understanding Health
Activty 49
C1- C3- Teen Education Video:
"Inhalants"
C1-C3- Teen Education Video: "Club
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-Prevention of infections and
vectors:
•hygiene, maintain regular
healthy
habits, recognize and contain
and or
avoid contagious periods
D2 - How the body defends
itself against
communicable diseases
-The body's 5 major barriers
to
infection:
•tears, saliva, skin, mucous
membranes, and stomach
acid
-The immune system's
nonspecific
response:
•inflammation, interferon,
white blood
cells, and fever
-The lymphatic system's
specific
response:
•lymph, lymphocytes (B & T
cells),
macrophages, antigens, and
antibodies
Health 7
Skills
can prevent infections
from entering the
body.
- Construct a basic
timeline showing the
response of the
immune system to an
infection.
- Explain three
characteristics of the
body's specific
response battle
between the
lymphatic system and
infection.
- Define natural
immunity and
vaccines and show
how they protect the
body against
communicable
diseases.
-List common
disesase that have
virtually been
erradicated in the
United States due to
vaccines.
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
D3- Guided Response
Questions to HIV Video
Clip
D3- Graph and
Vocabulary Reading
Current Health Book
Resources & Technology
Drugs"
C1-C3- HRM Handouts: Warning Signs
of Drug and Club Drug Use
C1-C3- Teen Education Video: "Steroids"
C1-C3.Drug label reading activity
C1-C3.Re-teaching activity 14-2 /Activity
50, The Truth About Drug Abuse
C1-C3.Letter response to Real Stories
(p.27)
C1-C3.Portrait of a Meth User as a Class
CA= D1, D2 College
(p.13)
and Career Readiness
C1-C3.Natural Highs Activity 6 (p. 20)
Anchor Standards
C1-C3.Recognizing the Symptoms,
Narrative: Ah-Choo City
Activity 54
Dialogue.
C1-C3.Clip of Fresh Prince of Bel Air
C1-C3.Drug Board Station Rotation
C1-C3.Enrichment Activity 14-6
C1-C3.Wheel of Misfortune Review
Game
C1-C3.
CA=D1- D3 - Test on
Chpater 18,
Communicbale DIsease
and HIV/AIDS
C2 Explanatory: Meth Letter Response to
RCI excerpts.
Time Allotment: 13 Days
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-Natural immunity and
vaccines
D3 - Human
Immunodeficiency Virus
(HIV) and Acquired
ImmunodDeficiency
Syndrome (AIDS)
Health 7
Skills
-Reflect on the
vaccines that you
have been given in
order to attend school
and if you need to
update your
immunizations.
D3 - Identify what
HIV and AIDS stand
for and compare how
they differ.
- Body fluids that spread
HIV:
•blood, semen, vaginal fluids,
&
- Memorize and lise
breast milk
the body fluids that
DO and DO NOT
-Body fluids that DO NOT
cause AIDS.
spread HIV:
•tears, saliva, urine
- Explain how AIDS
CAN and CAN NOT
-Ways HIV can be spread:
be spread.
•sexual contact with a HIV
positive
- Recognize the 6
person, infected needles ( due stages of AIDS as
to
they relate to the
drug use, tattoos, body
decreased levels of Tpiercing),
cells in the blood.
HIV positive mother to child
through
birth or breast milk, medical
accidents
-Ways HIV can NOT be
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
D. Communicable disease - Prevention,
Infection, and HIV/AIDS
D1-3 Glencoe Teen Health textbook,
course 3 2007
D1, D2 - Video: Bill Nye the Science
Guy, "Germs"
D1, D2- Article, "Germs, They're
Everywhere"
D1, D2- Kleenexweeklyreader.com
D1-D3.Watch: “Just a Regular Kid”
D1-D3.“ Wash Those Hands” 20/20
Video
D1-D3.Concept Mapping Activity 18-1 /
Enrichment Activity 18-1
D1-D3.Understanding Health Activity 49Identifying Germ Fighters
D1-D3.“Common Cold” and / or “Super
Bugs” from 20/20 Video
D1-D3.“Germs: They’re Everywhere”
D1-D3.Top 10 Places Germs Lurk in Your
Home”
D1-D3.Non-Communicable Disease
Project / Presentation
D1-D3.Starburst Model to take notes
D1-D3.
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Content
spread:
•air, casual contact,
mosquitoes,
toilet seats, swimming pools,
donating/receiving blood
-Prevention of AIDS:
•abstinence, education,
research,
find a cure or vaccine, HIV
positive
mothers do not breastfeed
-6 stages of AIDS:
• positive blood test (by T
cell
count), symptoms T-800,
AIDS
RELATED COMPLEX
(ARC)
T-600, AIDS Victim T-400,
Opportunistic
diseases (pneumocystis
carinii
pnewmonia, Kaposi's
sarcoma, AIDS
dementia, "Wasting"
syndrome T-200,
Final stage (hospice/death)
T-100
•AIDS statistics: National
and MN
Skills
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
http://www.edutube.org/en/video/hivaidswhat-it-how-do-you-get-it-how-it-treated
D1-D3.
Current Health Book- Reading and
Epidemiology Graph on HIV and AIDS
Cases
Hennepin Medical Society Alliance
(HMSA) AIDS Education Folder - Jan. 07
1300 Godward St. NE #2000
Minneapolis, MN 55413-1761
612-623-2885
http://www.metrodoctors.com
or e-mail to kdittner@,metrodoctors.com
AIDSLINE briefs from the MN AIDS
Project
1400 Park Ave.
Minneapolis, MN 55404
612-373-2437
http://www.mnaidsproject.org
Statistics update provided by the Centers
for Disease Control and the MN Dept of
Health
D1, D2 Narrative: Ah-Choo City
Dialogue.
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Content
reports updated every 2 years
by
Center for Disease Control
January 2015
Content
CEQ=HOW DO MY
ATTITUDES,
ENVIRONMENT AND
CHOICES IMPACT MY
PERSONAL HEALTH?
Skills
Learning Targets
Assessment
Resources & Technology
Time Allotment: 8 Days
Skills
A. Noncommunicable
Disease
A1-A5. Name & identify
each.
A1. Prevention
UEQ
A2. Common types
•What are
A3. Causes
noncommunicable
A4. Symptoms
diseases?
A5. Treatments
•How are
A1-A5. Analyze and
noncommunicable diseases compare common lifestyle
caused?
habits that lead to disease
•How are
prevention or contribute to
noncommunicable diseases the likelihood of
treated?
contracting a
noncommunicable disease.
A. Noncommunicable
Disease
A1. Prevention
A2. Common types
A3. Causes
A4. Symptoms
A5. Treatments
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Communicable and Non- A. Noncommunicable
Communicable Diseases Disease
1. I can identify the four
pathogens (virus,
bacteria, fungi and
protozoa) that cause
communicable diseases.
2. I can explain the
differences between
communicable and noncommunicable diseases.
3. I can identify the five
barriers that my body
used to defend itself
against communicable
diseases.
4. I can identify how I
can reduce my exposure
to HIV.
A1-A2. Worksheet
reviewing common types
of diseases and how to
prevent disease by living a
healthy lifestyles.
A3-A5. Produce a group
project with reference to
any non-communicable
disease [Criteria for group
project.]
Resources & Technology
A. Noncommunicable Disease
A1-A5. Glencoe Teen Health
Textbook, course 3. (Pages 508527).
A1-A5. Internet Research
A1-A5.
http://www.glencoehealth.com
A1- A5 20/20 video series on
non-communicable diseases
Time Allotment: 4 Days
A1-A5. Presentation of
non communicable disease
project to class
summarizing students
understanding of the
disease.
A1-A5. NonCommunicable disease
self-assessment on group
project.
A1-A5. Noncommunicable
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ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Skills
Learning Targets
Skills
B. Alcohol
Learning Targets
Assessment
Disease test with multiple
choice and open response
questions.
Resources & Technology
February 2015
Content
UEQ:
•What are the short term
effects of alcohol use?
•What are the long term
effects of alcohol use?
•What is alcoholism?
•How can you seek help
for alcohol abuse?
B1. State reasons not to
drink alcohol and explain
why some teens may
drink.
B2. Describe how alcohol
travels through the body
and explain the short term
B. Alcohol
effects alcohol has on a
B1. Alcohol's harmful
person.
effects in youth.
B3. Identify body organs
B2. Alcohol and the body. and systems negatively
B3. Long term alcohol use. affected by long-term
B4. Alcoholism and
alcohol use.
alcohol abuse.
B4. Identify the 4
B5. Help for alcohol
symptoms of alcholism
problems.
and alcohol abuse. Explain
how alcoholism affects
families and society.
B5. Compare community
resources that can help
alcoholics, alcohol
abusers, and their families.
Learning Targets
1. I can identify substance
abuse treatment options.
2. I can identify and
demonstrate refusal skills.
3. I can identify the shortterm effects of substance
abuse.
4. I can identify the long-term
effects of substance abuse.
Assessment
B. Alcohol
Resources & Technology
B. Alcohol
B1-B2. Worksheets and 20
point quiz on alcohol and
it's harmful effects on the
body.
B3. Worksheet and 10
point quiz on how alcohol
harms the body systems.
B4. Reading activity with
written conclusion.
B5. Reading activity and
crossword puzzle using
key terms.
B1-B5. Alcohol PSA
B1-B5. 40 point Chapter
Test [Powerpoint Notes]
B1-B3. Glencoe Teen Health
Textbook Chapter 12, pages
278-298.
B1-B5. Glencoe Teen Health
powerpoint presentation for
Chapter 12.
B4-B5. Advantage Press
Academic Learning Packets 18
& 19.
B1-B5.
www.glencoehealth.com
B1-B5. Video 'The Truth About
Drinking'.
B1-B5. Jacqueline Saburido's
Story (PowerPoint and
streaming video) on "Not
Everyone that Drinks and
Drives Dies."
B1-B5.Alcohol Pre-Test (SA-1)
B1-B5.Jacqueline Saburido
Story
B1-B5.TeenHealth.org article
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Skills
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
called, “Alcohol
B1-B5.Watch, “Teen Drinking”
video
B1-B5.Complete Effects of
Alcohol (SA-9)
B1-B5.“The Long-Term Effects
of Alcohol Use”
B1-B5. Exploding the Myths
(SA-11)
B1-B5.Complete How Much
Do You Know (SA-14)
B1-B5.“Alcohol and
Alcoholism” video
B1-B5.Alcohol Danger
Stations
B1-B5.
Time Allotment: 13 Days
March 2015
Content
This Course Targets all
learners
Skills
C. Drug Misuse,
Abuse, & Treatment
Learning Targets
Drugs and Alcohol
1. I can identify
substance abuse
Assessment
C. Drug Misuse, Abuse,
& Treatment
Resources & Technology
C. Drug Misuse, Abuse, & Treatment
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CEQ: WHAT FACTORS
AFFECT PHYSICAL,
MENTAL/EMOTIONAL,
AND SOCIAL HEALTH
UEQ:
-What are drugs, street drugs
and medicines?
-What are the differences
between drugs and street
drugs?
-Which drugs are most likely
to be misused or abused?
-What is the chain of
addiction?
-What are drug treatment
options?
-What are the steps and
rewards of being drug free?
-What are refusal skills?
C. Medicines, Drug Abuse,
Drug Misuse and Treatment
Options
C1. Drugs and medicines
-2 Types of Medicines:
Prescription and
Over-The- Counter
-Side Affects, Misuse,
Tolerance, Abuse,
and Addiction
. C2 - Drugs of Misuse and
Health 7
Skills
C1- Compare,
contrast and identify
the differences
between prescription
and over-the-counter
medicines.
-Differetiate the
differences between
drug misuse and drug
abuse and give
examples of each.
C2 - Identify and
distinguish the
different properties
and types of each
drug of misuse and
abuse. This includes
identifying slang
terms, what the short
and long term effects
of use are, the
method(s) of use, and
withdrawal
symptoms.
-Locate and
distinguish the
consequences for
illegal drug use/
abuse and legal drug
abuse.
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
treatment options.
2. I can identify and
demonstrate refusal
skills.
3. I can identify the
short-term effects of
substance abuse.
4. I can identify the
long-term effects of
substance abuse.
Communicable and
Non-Communicable
Diseases
1. I can identify the
four pathogens (virus,
bacteria, fungi and
protozoa) that cause
communicable
diseases.
2. I can explain the
differences between
communicable and
non-communicable
diseases.
3. I can identify the
five barriers that my
body used to defend
itself against
communicable
diseases.
Assessment
C1- Drug Label Reading
Activity
Resources & Technology
C1-C3- Teen healthCourse 3 Textbook by
Glencoe
C1- The Truth About
Drug Abuse and ReTeaching Activiy 14-2
C1-C3- Street Drugs Drug Identification
Book created by Wright County Officers
C2- Pre/ Post Test on
Marijuana
C2- Example of Letter Writing from 8th
Grade Language Arts Teachers
C1- C3 The following websites:
C2- Hidden Dangers of
Marijuana Class
Discussion and Activity
C2- Images of
Marijuana Class
Discussion
http://www.streetdrugs.org
http://teens.drugabuse.gov/mom/index.asp
http://www.nida.nih.gov
C2- Pre/Post Test on
Methamphetamines
C2- Meth Basics guided
questions to HRM video
"Rushing, Crashing and
Dying: The Meth
Epidemic."
/
http://www.meada.org
http://www.mntc.org
http://www.hazelden.org
C2- Meth Letter
Response to RCI
excerpts
http://www.stopdrugs.org
C2- Meth Lab Raid
Activity
http://www.drughelp.org
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Abuse
-Marijuana
-Club Drugs (Ecstasy,
MDMA, GHB,
Ketamine, Rohypnol)
-Anabolic Steroids
-Narcotics (Opium,
Heroin,OxyContin,
Morphine)
-Stimulants (Caffeine,
Amphetamines,
Cocaine, Crack,
Methamphetamines)
-Central Nervous System
Depressants
(Barbiturates,
Benzodiazepines,
Hypnotics, Tranquilizers)
-Hallucinogens (Marijuana,
PCP, LSD,
Mushrooms, Mescaline) and
Inhalants
C3 - Drug Treatment
Recognition and Treatment
Options
-Detoxification & 5 treatment
Options
-Counseling and Support
Groups
-Drug Free Benefits
-Refusal Skills
-Alternatives to Drug Use
Skills
-List and locate
specific agencies for
recovery from drug
addiction.
C3- Determine when
drug treatment is
needed and compare
the treatment options
that will be best for
an individual and
family.
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
4. I can identify how I
can reduce my
exposure to HIV.
Assessment
C2-Portrait of a Meth
User Worksheet
C2- Club Drugs Pre/
Post Test
C2- Club Drugs
PowerPoint and Class
Discussion
Resources & Technology
http://www.addictiontreatmentr
...
http://www.drug-rehab.com
http://www.ncadd.org
http://www.findtreatment.samhsa.gov
C2- Current Health
Reader Club Drugs
Reading Activity
C2-Club Drug Stations
http://www.kidsource.com/kidso
...
/
http://www.kidsgrowth.com/reso
...
C2- Natural Highs
Activity
C2- Class Discussion on
Club Drugs Video
C2- Current Health Club
Drugs Reading/ Activity
C1-C3 Methamphetamine Mock Drug
Identification Kit
C1- C3- Project Drug Free Mock
Identification Drug Kit
C1- C3- Meth Mouth
C2- Recognizing the
Symptoms Worksheet
C2- Enrichment Activity
14-2 for S.T.O.P Skills
C1-C3 Faces of Meth PowerPoint
Presentation
C1-C3 Club Drugs Class Discussion
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Content
Skills
CEQ: WHAT FACTORS
AFFECT PHYSICAL,
MENTAL/EMOTIONAL,
AND SOCIAL HEALTH?
D. Communicable
Disease - Prevention,
Infection, and
HIV/AIDS
D1 - Identify and
compare
characteristics of the
four pathogens that
cause communicable
diseases.
UEQ
°How do the four pathogens
(virus, bacteria, fungi and
protozoa) spread to cause
communicable diseases?
°How does the body defend
itself against communicable
diseases?
°What is HIV/AIDS and how
can you reduce exposure to
HIV?
D. Communicable Disease Prevention, Infection, and
HIV/AIDS
D1 - The four pathogens that
spread
infection:
•Pathogens : Viruses,
bacteria,
fungi, protozoa
- The seven ways of
spreading
pathogens:
•direct contact, indirect
-Focus and use the
following factors to
distinguish what
pathogen is which:
smallest, most
prolific, killed with
antibiotics, conditions
of growth.
- List, describe and
give examples of the
seven ways that
communicable
diseases can be
spread
- Formulate, explain
and practice at least
three preventive
measures against
infection.
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
PowerPoint
C1, C2, C3- Group
Presentation on Drug of
Choice that includes all
of the skills listed. The
students will orally
present their findings.
C1-C3- Dr. NIDA's Quiz and Sara's Quest
CD-ROM
CA=C2 College and
Career Readiness
Anchor Standards for
Writing Informative/
Explanatory: MethLetter
Response to RCI
excerpts.
-Marijuana
-Methamphetamines (2)
-Stimulants
-Inhalants
-Performance Enhancing Drugs
-Club Drugs (2)
CA= C1, C2, C3 Test on
chapter 14
C1- C3- Drug Research Boards from
Health EDCO and Human Relations
Media:
C1-C3- Health EDCO Drug Awareness
Guide Poster Display
C1-C3 Anatomy of Drugs Poster
D. Communicable
Disease - Prevention,
Infection, and
HIV/AIDS
D1, D2- Concept
Mapping 18-1 and
Enrichment Activity 181 Worksheet
C1-C3 HRM Video: "Think Twice:
Marijuana and Cancer"
C1- C3- HRM Video: "Rushing,
Crashing, Dying: The Meth Epidemic"
C1- C3- HRM Handouts: Marijuana at a
Glance
C1-C3- HRM Handouts: Meth Facts
D1, D2- Re-teaching
Activity 18-2 and
C1- C3- Teen Education Video:
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contact, food,
water, animals, insects, air
-Prevention of infections and
vectors:
•hygiene, maintain regular
healthy
habits, recognize and contain
and or
avoid contagious periods
D2 - How the body defends
itself against
communicable diseases
-The body's 5 major barriers
to
infection:
•tears, saliva, skin, mucous
membranes, and stomach
acid
-The immune system's
nonspecific
response:
•inflammation, interferon,
white blood
cells, and fever
-The lymphatic system's
specific
response:
•lymph, lymphocytes (B & T
Skills
D2- Explain how the
five major barriers
can prevent infections
from entering the
body.
- Construct a basic
timeline showing the
response of the
immune system to an
infection.
- Explain three
characteristics of the
body's specific
response battle
between the
lymphatic system and
infection.
- Define natural
immunity and
vaccines and show
how they protect the
body against
communicable
diseases.
-List common
disesase that have
virtually been
erradicated in the
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Understanding Health
Activty 49
D3- Guided Response
Questions to HIV Video
Clip
D3- Graph and
Vocabulary Reading
Current Health Book
Resources & Technology
"Inhalants"
C1-C3- Teen Education Video: "Club
Drugs"
C1-C3- HRM Handouts: Warning Signs
of Drug and Club Drug Use
C1-C3- Teen Education Video: "Steroids"
C1-C3.Drug label reading activity
CA=D1- D3 - Test on
C1-C3.Re-teaching activity 14-2 /Activity
Chpater 18,
50, The Truth About Drug Abuse
Communicbale DIsease C1-C3.Letter response to Real Stories
and HIV/AIDS
(p.27)
C1-C3.Portrait of a Meth User as a Class
CA= D1, D2 College
(p.13)
and Career Readiness
C1-C3.Natural Highs Activity 6 (p. 20)
Anchor Standards
C1-C3.Recognizing the Symptoms,
Narrative: Ah-Choo City
Activity 54
Dialogue.
C1-C3.Clip of Fresh Prince of Bel Air
C1-C3.Drug Board Station Rotation
C1-C3.Enrichment Activity 14-6
C1-C3.Wheel of Misfortune Review
Game
C1-C3.
C2 Explanatory: Meth Letter Response to
RCI excerpts.
Time Allotment: 13 Days
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LaPointe
Content
cells),
macrophages, antigens, and
antibodies
-Natural immunity and
vaccines
D3 - Human
Immunodeficiency Virus
(HIV) and Acquired
ImmunodDeficiency
Syndrome (AIDS)
Health 7
Skills
United States due to
vaccines.
-Reflect on the
vaccines that you
have been given in
order to attend school
and if you need to
update your
immunizations.
D3 - Identify what
HIV and AIDS stand
for and compare how
they differ.
- Body fluids that spread
HIV:
•blood, semen, vaginal fluids,
&
- Memorize and lise
breast milk
the body fluids that
DO and DO NOT
-Body fluids that DO NOT
cause AIDS.
spread HIV:
•tears, saliva, urine
- Explain how AIDS
CAN and CAN NOT
-Ways HIV can be spread:
be spread.
•sexual contact with a HIV
positive
- Recognize the 6
person, infected needles ( due stages of AIDS as
to
they relate to the
drug use, tattoos, body
decreased levels of Tpiercing),
cells in the blood.
HIV positive mother to child
through
birth or breast milk, medical
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
D. Communicable disease - Prevention,
Infection, and HIV/AIDS
D1-3 Glencoe Teen Health textbook,
course 3 2007
D1, D2 - Video: Bill Nye the Science
Guy, "Germs"
D1, D2- Article, "Germs, They're
Everywhere"
D1, D2- Kleenexweeklyreader.com
D1-D3.Watch: “Just a Regular Kid”
D1-D3.“ Wash Those Hands” 20/20
Video
D1-D3.Concept Mapping Activity 18-1 /
Enrichment Activity 18-1
D1-D3.Understanding Health Activity 49Identifying Germ Fighters
D1-D3.“Common Cold” and / or “Super
Bugs” from 20/20 Video
D1-D3.“Germs: They’re Everywhere”
D1-D3.Top 10 Places Germs Lurk in Your
Home”
D1-D3.Non-Communicable Disease
Project / Presentation
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Health 7
LaPointe
Content
accidents
-Ways HIV can NOT be
spread:
•air, casual contact,
mosquitoes,
toilet seats, swimming pools,
donating/receiving blood
-Prevention of AIDS:
•abstinence, education,
research,
find a cure or vaccine, HIV
positive
mothers do not breastfeed
-6 stages of AIDS:
• positive blood test (by T
cell
count), symptoms T-800,
AIDS
RELATED COMPLEX
(ARC)
T-600, AIDS Victim T-400,
Opportunistic
diseases (pneumocystis
carinii
pnewmonia, Kaposi's
sarcoma, AIDS
dementia, "Wasting"
syndrome T-200,
Final stage (hospice/death)
T-100
Skills
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
D1-D3.Starburst Model to take notes
D1-D3.
http://www.edutube.org/en/video/hivaidswhat-it-how-do-you-get-it-how-it-treated
D1-D3.
Current Health Book- Reading and
Epidemiology Graph on HIV and AIDS
Cases
Hennepin Medical Society Alliance
(HMSA) AIDS Education Folder - Jan. 07
1300 Godward St. NE #2000
Minneapolis, MN 55413-1761
612-623-2885
http://www.metrodoctors.com
or e-mail to kdittner@,metrodoctors.com
AIDSLINE briefs from the MN AIDS
Project
1400 Park Ave.
Minneapolis, MN 55404
612-373-2437
http://www.mnaidsproject.org
Statistics update provided by the Centers
for Disease Control and the MN Dept of
Health
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Health 7
LaPointe
Content
•AIDS statistics: National
and MN
reports updated every 2 years
by
Center for Disease Control
Skills
ST. MICHAEL-ALBERTVILLE MIDDLE - WEST
Learning Targets
Assessment
Resources & Technology
D1, D2 Narrative: Ah-Choo City
Dialogue.
Time Allotment: 8 Days
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