Curriculum Map

HEALTH SCIENCE II
Sarina Promthong

Course Title: Health Science II Grade Level: 11
Standards
Health Standards:
1.1.P Discuss the value of actively managing personal health behaviors
5.5.P Analyze the possible consequences of risky hygienic and health behaviors.
3.1.P Access valid information about personal health products and services available in the
community
1.10.N Evaluate various approaches to maintaining a healthy weight.
1.3.N Explain the importance of variety and moderation in food selection and consumption.
1.5.N Describe the relationship between poor eating habits and chronic diseases
1.11.N Identify the causes, symptoms, and harmful effects of eating disorders.
1.7.G Describe the short- and long-term effects of HIV, AIDS, and other STDs.
5.4.G Evaluate the risks and consequences associated with sexual activities, including HIV and
other STDs
1.12.G Evaluate the safety and effectiveness (including success and failure rates) of FDA-approved
condoms and other contraceptives in preventing HIV, other STDs, and pregnancy
1.4.P Identify types of pathogens that cause disease.
1.5.P Investigate the causes and symptoms of communicable diseases.
3.2.P Access valid information about preventing common communicable diseases.
2.1.A Evaluate strategies for managing the impact of internal and external influences on alcohol,
tobacco, and other drug use.
4.1.A Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and
other drugs.
7.1.A Use effective coping strategies when faced with various social situations involving the use of
alcohol, tobacco, and other drugs.
5.1.S Apply a decision-making process to avoid potentially dangerous situations.
4.2.S Use effective communication skills for preventing and reporting sexual assault and
molestation.
9.A Explain the impact of alcohol and other drug use on violence and risky sexual behavior.
5.1.M Monitor personal stressors and assess techniques for managing them.
1.7.M Analyze signs of depression, potential suicide, and other self-destructive behaviors.
1.6.M Describe the importance of recognizing signs of common mental health conditions.
ESLOs
Strategic
learners
Innovative
thinkers
Articulate
communicators
Altruistic global
citizens
Leaders for the
Future


Language
Functions
Describing
Explaining
Identifying
Evaluating
Analyzing
Directive
Reporting
Persuade
Expressive
Making
decision
Curriculum Map
HEALTH SCIENCE II
Sarina Promthong

MUIDS Health Standards:
1. Students comprehend concepts related to health promotion and disease prevention to
enhance health.
2. Students analyze the influence of family, peers, culture, media, technology, and other factors
on health behaviors.
3. Students use goal-setting skills and practice health-enhancing behaviors to reduce health
risks.
4. Students understand the danger of alcohol, cigarette, and addictive drugs, and demonstrate
the ability to use decision-making skills to reduce health risks.
5. Students advocate for personal, family, and community health

Literacy Standards:
WHST.7. Conduct short as well as more sustained research projects to answer a question (including
a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
WHST.8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the
specific task, purpose, and audience; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.
WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
RH.1. Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
RH.2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.3. Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.9. Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.

Curriculum Map
HEALTH SCIENCE II
Sarina Promthong

Unit Title Duratio
n
Essential
Understanding
Essential Question Content/Skills Culminating
Assessment
Resources
Personal &
Consumer
Health
4 weeks Current and future
personal wellness is
dependent upon
applying health-
related concepts
and skills in
everyday lifestyle
behaviors.
Accessing valid
health information,
products, and
services improves
the ability to make
health-enhancing
choices.
What are the
consequences of
our choices in
terms of wellness?
How can you
determine the
validity of health
information?

Recognize and
investigate reliable and
valid sources of health
information, product,
and services
Identify risk factors and
behaviors that contribute
to the development of
illness
Evaluate how factors
(culture, media, and
peers) influence health
information, perceptions,
behaviors, product and
service selection.
Pick up a health
product, check for
misleading claims,
conduct online
research, determine
whether the
product is safe, list
3 sources,
determine
reliability, judge
the appropriateness
of the sources, and
a create slide
presentation.
Glencoe
Health
http://smysp.s
tanford.edu/e
ducation/pha
c/documentat
ion/lesson1.p
df
http://smysp.s
tanford.edu/e
ducation/pha
c/documentat
ion/lesson2.p
df
Nutrition 5 weeks Balance calories
with physical
activity are
essential to manage
weight.
Maintaining a
healthy weight
helps you protect
your health and
prevent diseases.
Poor body image
may lead to
unhealthful eating
behaviors and
eating disorders.
How to maintain a
healthy weight?
Why is maintain a
healthy weight
important?
Why is body image
important?
Assess personal habits
and set health-enhancing
goal
Evaluate weight
management program
Describe the connection
between body image and
eating disorders
Choose one eating
disorder, conduct
further online
research, write a
script that express
concern and
support, that tells
an adult about the
problem, and that
make sure the
friend receive help.
Create a short
video on it.
Comprehensive
School Health
Education
https://www.ext
ension.purdue.e
du/extmedia/cfs/
cfs-737-w.pdf
http://www.cteo
nline.org/portal/
default/Curricul
um/Viewer/Curr
iculum?action=
2&view=viewer
&cmobjid=2029
58
Curriculum Map
HEALTH SCIENCE II
Sarina Promthong

Sexual
Health
4 weeks STDs are highly
communicable
infections that are
contracted through
sexual contact.
HIV is the virus
that causes AIDS
and lead to fatal
consequences.
Using appropriate
decision making
strategies can help
avoid negative
health outcomes
associated with
sexual risk
behaviors
What are STDs?
What is
HIV/AIDS?
What are the
strategies that help
you avoid negative
health outcomes
that are associated
with sexual risk
behaviors?
Describe STDs and HIV
infection, transmission,
testing and prevention
Identify and evaluate
various contraceptive
methods
Create
campaign to
raise awareness
of HIV/AIDS
prevention
Role-play a visit
to a sexual
health clinic,
one person
thinks that
she/he has STD;
another person
is the health
counselor
http://www.latrob
e.edu.au/arcshs/do
wnloads/arcshs-
research-
publications/TSH
_full_teacher_reso
urce.pdf
http://www.popco
uncil.org/uploads/
pdfs/2011PGY_It
sAllOneActivities
_en.pdf
http://www.kingc
ounty.gov/healths
ervices/health/per
sonal/famplan/edu
cators/~/media/he
alth/publichealth/
documents/flash/
HS12bHIVDispar
ities.ashx
Communic
able
Diseases
5 weeks Communicable
disease is a disease
that is spread from
one living organism
to another or through
the environment.
Learning about the
causes, the
symptoms, how these
diseases spread, and
prevention strategies
can lower your
chance of catching a
communicable
disease.
What are
communicable
diseases?
How do you
reduce the risk of
catching a
communicable
disease?
Identify and describe
different microorganisms
that cause infectious
diseases, the parts of the
chain of infection, and
way they spread
Identify bodily defenses
against infectious
pathogens, explain and
illustrate how they work
Write a column for
an airline magazine
that explains
emerging disease to
travelers (e.g. 2014
West Africa Ebola
Outbreak). Think
about what air
travelers in
particular need to
know about the tips
for avoiding the
disease
Glencoe
Health
http://www.co
nnectedcalifor
nia.org/downlo
ads/curriculum
/CatchtheFeve
r_CA.pdf
http://www.tea
cherstryscienc
e.org/lp/comm
unicating-
about-
communicable
-diseases
Curriculum Map
HEALTH SCIENCE II
Sarina Promthong

Tobacco,
Alcohol,
and Drug
Abuse
4 weeks Understanding risk
factors that make
teenagers vulnerable
to drug and
protective factors that
promote resilience
can help teen resist
the temptation to use
drug and behave in
other harmful ways.
Being assertive and
developing resistance
skills that help a
person say no to an
action or leave a
situation is crucial in
facing peer pressure.
Why
understanding the
risk factors and
protective factors
for tobacco,
alcohol, and drug
abuse important?
How to resist
pressure to use
tobacco, alcohol,
and drug?
Recognize and describe
the risk factors and
protective factors of
using drugs
Analyze the intended
motivation of advertising
on the sale and purchase
of tobacco, alcohol, and
other drugs
Identify pressure and
demonstrate strategies
for refusing alcohol,
tobacco, and other drugs
Create a school
newsletter about
how saying no
to alcohol,
tobacco, and
drugs is an
attractive and
practical option
for teens
Students
advocate for
anti-drug use
and abuse
(campaign,
posters &
speech)
http://www.det.wa
.edu.au/redirect/?o
id=com.arsdigita.
cms.contenttypes.
FileStorageItem-
id-
1829181&stream_
asset=true
http://www.oxyge
n.org.au/downloa
ds/resources_for_
schools/QLD_Cur
riculum_Teaching
_and_Learning_B
ook_1.pdf
http://smysp.stanf
ord.edu/education
/phac/documentati
on/fullCurriculum
.pdf
Sexual
Violence
Prevention
5 weeks Sexual violence is
any form of
unwelcome sexual
contact directed at an
individual including
sexual abuse, assault,
harassment, and rape.
To protect yourself
from sexual violence,
you have to be alert
to possible problems
and warning signs.
Alcohol moderation
and drug-free
lifestyle are key
factors in reducing
your risks.
What is sexual
violence?
How to protect
yourself from
sexual violence?
Describe different types
of sexually violent
behaviors and recognize
influences
Define consent and
coercion, and recognize
cases where sex is
voluntary but not wanted
Recognize the warning
signs and apply decision-
making and problem-
solving steps to
hypothetical situations to
reduce risks of sexual
violence
Write a script
and create a
short video for
the public
service
announcement
(PSA)
describing the
warning signs
of sexual
violence
http://www.mys
ati.com/Downlo
ads/Curriculum.
pdf
http://www.vtne
twork.org/wp-
content/uploads/
VT-Consent-
Campaign-
Guidebook-and-
Appendicies-
2nd-edition.pdf
http://www.acha
.org/sexualviole
nce/docs/acha_p
sv_toolkit.pdf
Curriculum Map
HEALTH SCIENCE II
Sarina Promthong

Mental and
Emotion
Health
9 weeks Stress affects all
aspects (physical,
mental, and
psychological) of a
healthy life.
You can manage
stress by learning
skills to reduce the
amount of impact
of stress in your
life.
Gaining
understanding of
mental health
disorders build
insight and
empathy.
Professional
intervention and
support from
family and friends
can often help
prevent suicide.

Why is it important
to understand
stress?
How can you
manage stress?
Why is it important
to understand
mental health
disorders?
How to prevent
suicide?
Reflect on their own
mood and its influences
Recognize stress and
stressors, warning signs
of depression, suicide,
and mental disorder
Propose techniques to
avoid and manage them
Create a fictional
peer group of
four characters,
create backstory for
each, identify
characters mood
and influences on
how they are
feeling, research
and propose
strategies to
support your peer
group, discuss and
evaluate strategies,
then decide which
one work best for
you, demonstrate
them to the class,
and rate it
http://www.blac
kdoginstitute.or
g.au/docs/Head
Strongcurriculu
mresource.pdf
http://au.profess
ionals.reachout.
com/~/media/pd
f/professionals/t
eachers/building
%20resiliency%
20in%20young
%20people%20r
esource%20201
3.ashx
http://www.nlm.ni
h.gov/theliterature
ofprescription/edu
cation/c2HighSch
oolHealth.html#o
utcomes
http://www.mind
matters.edu.au/do
cs/default-
source/resources-
archive/enhancing
-resilience-ii