Standard:
Course Level Expectation:
The student will pick out out the reasons, signs and symptoms and signs and symptoms and symptoms, treatments and prevention of communicable and non-communicable diseases related to fashionable well-being and health protection.
Checks for Understanding:
The pupil will:
1.1 differentiate communicable and non-communicable ailments.
(Linkage: 6.Eight)
1.2 decide heredity, environmental and life-style elements which vicinity the scholar at chance for
disorder.
(Linkage: three.Four, three.5, 3.10, 3.11, 6.10, 6.Eleven, 7.2, 7.Three)
1.3 describe wonderful kinds of pathogens and the way they have an effect on health.
(Linkage: 6.Eight, 6.12, 7.2, 7.Three)
1.Four give an explanation for causes, modes of transmission, symptoms and signs and symptoms and symptoms, remedies and prevention
of Communicable sicknesses (e.G., STIs, HIV/AIDS, mononucleosis).
(Linkage: 6.Eight, 6.10, 6.12, 7.2, 7.Three)
1.Five deliver an explanation for causes, symptoms and signs and symptoms, treatments and prevention of non-communicable
sicknesses (e.G., weight problems, Type I and Type II diabetes, allergies, heart ailment).
(Linkage: 3.Four, 3.Eleven)
1.6 pick out suitable community groups supplying resources for disease treatment,
information and useful resource (e.G., nearby health department, American Red Cross,
American Lung Association, American Heart Association, American Cancer Society,
local Crisis Pregnancy Center).
(Linkage: 7.4)
1.7 recognize the want for annual physical checks.
(Linkage three.Four, 3.5, three.Eleven, 4.6, 6.Five)
1.Eight become aware about the clinical physician as a community aid and talk techniques to find a health practitioner.
(e.G., close by fitness departments, coverage organisation lists, hospitals, clinics)
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Student Performance Indicators:
At Level 1, the pupil will:
• assessment vocabulary (e.G., sickness, communicable disorder, non-communicable sickness,
weight troubles, pathogens, diabetes, bronchial asthma, excessive blood stress, hepatitis, immunity, vaccine, STI,
HIV/AIDS).
• listing commonplace communicable and non-communicable ailments.
• describe behaviors and preventative measures to govern the unfold of communicable
sickness.
At Level 2, the pupil will:
• listing and description the styles of pathogens that reason communicable sickness (e.G., virus,
bacteria, fungi).
• describe how a person can protect himself/herself towards the spread of pathogens.
• differentiate the signs and symptoms of the commonplace cold, allergic reactions and the flu.
• find out modes of transmission, signs and symptoms and signs and treatment of STIs.
• speak healthful behaviors for avoiding STIs.
• differentiate HIV and AIDS.
• describe risk elements and caution symptoms and signs and symptoms of most cancers, heart disorder, high blood strain, diabetes
and weight troubles.
• decide while to are seeking hospital therapy.
• studies available community health sources.
• describe the position of immunizations within the prevention of various sicknesses (e.G., flu,
hepatitis, meningitis, measles, mumps, rubella).
At Level 3, the pupil will:
• define immune device, T-cells, B-cells and antibodies.
• define the immune gadget’s reaction to a pathogen.
• categorize STIs as bacterial, parasitic or viral pathogens.
• talk chance elements related to an terrible manner of life.
• communicate the outcomes of STIs on ordinary health.
Sample Task #1:
Diabetes
The motive of this interest is to turn out to be privy to duties that every character has within the direction of diabetes. Read More beinghealthylife
manipulate and prevention.
1. Compare and contrast Type I and Type II diabetes. (consist of causes, body’s utilization of
insulin, treatment)
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2. Research the lengthy-time period consequences of diabetes on an person. (medical treatment, socioeconomic effect)
3. Have each student test his/her opportunity of developing Type I or Type II diabetes.
Sample Task #2:
HIV or Other STI Transmission Activity
The motive of this interest is to illustrate how one character infected with an STI, HIV or
AIDS can positioned a big extensive kind of people at threat for contracting sickness.
1. Give every student a three" x five" card.
2. Students are given 3 minutes to attain the signature of several classmates.
Three. One card has a small "x" at the again figuring out that man or woman as being infected with an
HIV or every other STI.
4. The proprietor of the "x" card is diagnosed and requested to listing the names found on the "x" card
as those human beings stand.
5. Each pupil recognized at the "x" card writes the scholars’ names determined on his/her card
till all who've without delay or not directly made contact with the "x" individual are indexed.
Integration
Biology, Sociology, Psychology, Technology
Standard: Mental, Emotional and Social Health
Course Level Expectation:
The student will gather the know-how and abilties necessary to make informed selections
concerning their intellectual, emotional and social well-being.
Checks for Understanding:
The pupil will:
2.1 perceive and describe Maslow’s Hierarchy of Needs.
(Linkage: 3.Four, 6.2)
2.2 describe characteristics of highbrow, emotional and social health.
(Linkage: 6.1)
2.Three turn out to be privy to various feelings and their outcomes at the thoughts and frame.
(Linkage: 1.5, 6.12, 7.6)
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2.Four deliver an reason for a way to expand and hold a nice self-idea and immoderate shallowness.
(Linkage: four.Eight, 6.2, 6.12, 7.2, 7.6, 7.7)
2.5 listing the factors that have an effect on character improvement.
(Linkage: 6.2, 6.Three, 7.2)
2.6 recognize stressors and formulate non-public stress manage strategies.
(Linkage: 1.5, 4.Eight, 6.12, 7.2, 7.7)
2.7 turn out to be aware of and exercising coping, negotiation, delaying and refusal talents.
(Linkage: 5.2b, 6.7, 6.10, 6.12, 7.Five)
2.Eight describe tiers of the grief manner.
(Linkage: 1.Five)
2.Nine come to be aware of remarkable strategies of resolving interpersonal conflict.
(Linkage: 5.2b, 6.1, 6.7, 6.10)
2.10 understand the symptoms and symptoms of functionality suicide.
2.Eleven have a look at trends of intellectual issues.
(Linkage: 3.Five, 6.2, 7.2, 7.Three, 7.6)
a. Tension problems (e.G., phobias, obsessive-compulsive, panic, publish-worrying
pressure troubles).
B. Affective troubles (e.G., medical melancholy, bipolar disorder).
C. Personality disorders (e.G., anti-social individual ailment, passive-
competitive persona sickness, schizophrenia).
D. Ingesting problems (e.G., anorexia nervosa, bulimia nervosa)
2.12 pick out community assets supplying facts for mental health and suicide
prevention.
(Linkage: 1.6, 7.Four)
Student Performance Indicators:
At Level 1, the student will:
• examine vocabulary (e.G., conceitedness, self-idea, character, safety mechanism,
stressor, pressure).
• outline intellectual, emotional and social fitness.
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• listing trends of suitable mental, emotional and social fitness.
• pick out out numerous feelings.
• listing personal stressors.
• list warning symptoms for suicide.
• distinguish remarkable and poor approaches to solve interpersonal conflicts.
At Level 2, the pupil will:
• explain Maslow’s Hierarchy of Needs.
• understand traits of nice guide corporations.
• have a look at the effects of diverse feelings at the mind and body.
• list factors that form person.
• study strategies to develop a brilliant self-concept and conceitedness.
• provide an reason for the contributions of heredity, environment and personal conduct to the
improvement of an character’s persona.
• talk signs, symptoms and remedy for melancholy.
• describe the fight or flight response.
• describe personal stress control strategies.
• pick out the tiers of grief.
• exercise strategies to study throughout warfare decision.
• pick out out and show suicide prevention verbal exchange competencies.
• listing resources for intellectual fitness assistance.
At Level three, the student will:
• layout a plan to beautify self-idea.
• talk the physiological changes which occur at some point of the combat or flight reaction.
• give an explanation for how safety mechanisms are used to cope with worrying conditions.
• take part in peer mediation.
