| OUTCOME/
ESSENTIAL
QUESTION |
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1.
What is the definition of health?
2. How do the parts of the ear and eye work to
interpret sound and vision? |
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1.
Intro to health, personal health inventory (hygiene)
2. Senses, ear and eye anatomy |
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1.
Student demonstrates basic vocabulary. (S1A-J)
Students are able to identify and evaluate their
risky behaviors.(S1A-J)
2. Students can give examples of all 5 senses.
(S1D,B,S3)
Students can break down the parts of the ear and eye
(S1B-D, S3) and determine their functions. |
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Personal
health inventory
Unit test
Personal health project |
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1.
How do the parts of our anatomy help to create
movements?
2. How do the circulatory and respiratory systems
exchange CO2 and O2 in our bodies? |
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1.
Bone, muscle, joint anatomy
2. Circulatory system, respiratory system |
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1.
Students can differentiate between individual parts
and label. (S1B-D, S3)
2. Students trace the flow of blood through heart
and body. (S1B-D, S3)
Students will indicate the exchange of carbon
dioxide and oxygen in the lungs. (S1B-D, S3) |
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Bone
quiz
Muscle quiz
Circulatory (heart) diagram
Unit test |
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1.
Students will understand why abstinence is the
safest choice.
2. How are different families structured in America? |
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1.
Sexual education (abstinence)
2. Family structure |
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1.
Students recognize reproductive anatomy and discuss
abstinence as it refers to contraception. (S1B-D, G,
H, I, J, S2, S3, S4, S7)
2. Students can list four family structures compare
and contrast between. (S1D-H, J, S2, S3, S4, S5, S7) |
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1.
How does your parents' genetic makeup effect yours?
2. How does your body defend against disease? |
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1.
Genetic traits
2. Immune system |
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1.
Students can devise statistics from gene pairing.
(S1B,D,G,H,J, S2, S3, S4, S7)
2. Students can classify the 3 defense systems:
(structural, cellular, and immune system). (S1A-D,
G, I, J, S2, S3, S4, S5, S6, S7) |
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| 1.
How does alcohol and tobacco effect your body? How
does alcohol and tobacco abuse effect society? |
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Tobacco and alcohol awareness |
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| 1.
Students can distinguish harmful effects associated
with tobacco and alcohol usage. (S1B-D, F, G, I, J,
S2, S3, S4, S6, S7) |
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Unit
test
Tobacco ad project |
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| 1.
What is the definition of mental health? How does
your emotional status and related stress effect your
day to day life? |
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| 1.
Personality, emotions, stress |
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1.
Students can identify signs of stress and practice
stress reducing strategies.
Students can point out personality traits and
emotions that they develop. (S1D, E, G, H, I, J, S2,
S3, S4, S5, S6) |
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1.
How does your diet influence your health?
2. Why do eating disorders influence your health? |
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1.
Nutrition
2. Eating disorders |
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1.
Students will compile nutritional information and
document how it applies in their own life. (S1A-E,
I, J, S2, S3, S4, S6, S7)
2. Students can examine eating disorders and
identify signs. (S1A, E, I, S2, S3, S4, S5) |
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Unit
test
Week log for nutrition project |
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Why is life-long activity important to having better
health? |
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Life-long physical fitness skills and development |
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Students identify activities that will benefit them
in each of the 5 fitness areas for life. (S1A-J, S2,
S3, S4, S5, S6, S7) |
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Unit
test
Personal health assignment |
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1.
How do I help society by having basic first aid
skills?
How can I use first aid skills in my life? |
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| 1.
Students can demonstrate basic first aid safety
procedures. (S1B-D, F, G, I, J, S2, S3, S5, S6) |
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Unit
test
First aid presentations |
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