Health

==Subject: Health  - Grade 8 ==


== ==

 **National Curriculum Standards:**


 * HEALTH EDUCATION STANDARD 1 – Students will comprehend concepts related to health promotion and disease prevention to enhance health. **

//The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the performance indicators.// **Performance Indicators**  1.8.1. Analyze the relationship between healthy behaviors and personal health.   1.8.2. Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence. <span style="font-size: 10pt; color: black; font-family: 'Georgia','serif'; mso-bidi-font-family: 'Palatino Linotype';"> <span style="font-size: 10pt; color: black; font-family: Georgia, serif; msobidifontfamily: 'Palatino Linotype';"> <span style="font-family: Georgia, serif;"><span style="font-size: 10pt; font-family: 'Georgia','serif'; mso-spacerun: yes; msospacerun: yes; msonoproof: yes;"> <span style="font-size: 10pt; font-family: 'Georgia','serif';">1.8.3. Analyze how the environment affects personal health. <span style="font-size: 10pt; color: black; font-family: 'Georgia','serif'; mso-bidi-font-family: 'Palatino Linotype';"> <span style="font-size: 10pt; color: black; font-family: Georgia, serif; msobidifontfamily: 'Palatino Linotype';"> <span style="font-family: Georgia, serif;"><span style="font-size: 10pt; font-family: 'Georgia','serif'; mso-spacerun: yes; msospacerun: yes; msonoproof: yes;"> <span style="font-size: 10pt; font-family: 'Georgia','serif';">1.8.4. Describe how family history can affect personal health. <span style="font-size: 10pt; color: black; font-family: 'Georgia','serif'; mso-bidi-font-family: 'Palatino Linotype';"> <span style="font-size: 10pt; color: black; font-family: Georgia, serif; msobidifontfamily: 'Palatino Linotype';"> <span style="font-family: Georgia, serif;"><span style="font-size: 10pt; font-family: 'Georgia','serif'; mso-spacerun: yes; msospacerun: yes; msonoproof: yes;"> <span style="font-size: 10pt; font-family: 'Georgia','serif';">1.8.5. Describe ways to reduce or prevent injuries and other adolescent health problems. <span style="font-size: 10pt; color: black; font-family: 'Georgia','serif'; mso-bidi-font-family: 'Palatino Linotype';"> <span style="font-size: 10pt; color: black; font-family: Georgia, serif; msobidifontfamily: 'Palatino Linotype';"> <span style="font-family: Georgia, serif;"><span style="font-size: 10pt; font-family: 'Georgia','serif'; mso-spacerun: yes; msospacerun: yes; msonoproof: yes;"> <span style="font-size: 10pt; font-family: 'Georgia','serif';">1.8.6. Explain how appropriate health care can promote personal health. <span style="font-size: 10pt; color: black; font-family: 'Georgia','serif'; mso-bidi-font-family: 'Palatino Linotype';"> <span style="font-size: 10pt; color: black; font-family: Georgia, serif; msobidifontfamily: 'Palatino Linotype';"> <span style="font-family: Georgia, serif;"><span style="font-size: 10pt; font-family: 'Georgia','serif'; mso-spacerun: yes; msospacerun: yes; msonoproof: yes;"> <span style="font-size: 10pt; font-family: 'Georgia','serif';">1.8.7. Describe the benefits of and barriers to practicing healthy behaviors. <span style="font-size: 10pt; color: black; font-family: 'Georgia','serif'; mso-bidi-font-family: 'Palatino Linotype';"> <span style="font-size: 10pt; color: black; font-family: Georgia, serif; msobidifontfamily: 'Palatino Linotype';"> <span style="font-family: Georgia, serif;"><span style="font-size: 10pt; font-family: 'Georgia','serif'; mso-spacerun: yes; msospacerun: yes; msonoproof: yes;"> <span style="font-size: 10pt; font-family: 'Georgia','serif';">1.8.8. Examine the likelihood of injury or illness if engaging in unhealthy behaviors. <span style="font-size: 10pt; color: black; font-family: 'Georgia','serif'; mso-bidi-font-family: 'Palatino Linotype';"> <span style="font-size: 11pt; color: #000000; line-height: 115%; font-family: Georgia, serif; msobidifontfamily: 'Palatino Linotype';"> <span style="font-size: 11pt; color: #000000; font-family: Georgia, serif;"><span style="font-size: 10pt; font-family: 'Georgia','serif'; mso-spacerun: yes; msospacerun: yes; msonoproof: yes;"> <span style="font-size: 10pt; font-family: 'Georgia','serif';">1.8.9. Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors. **<span style="font-family: 'Georgia','serif';">
 * <span style="font-family: Georgia, serif;">__Rationale__ **

<span style="font-size: 11pt; font-family: Georgia, serif; msobidifontsize: 11.0ptmsoBidiFontSize;">HEALTH EDUCATION STANDARD 2 – ****<span style="font-size: 11pt; font-family: Georgia, serif; msobidifontsize: 11.0ptmsoBidiFontSize;">Students will Analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. ** <span style="font-family: 'Georgia','serif';"> **<span style="font-size: 11pt; font-family: 'Georgia','serif';">__Rationale__ **<span style="font-size: 11pt; font-family: 'Georgia','serif';"> <span style="font-size: 11pt; color: #000000; font-family: 'Georgia','serif';">//Health is affected by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influence health practices and behaviors among youth including personal values, beliefs and perceived norms.// **<span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Performance Indicators ** <span style="font-size: 10pt; color: #000000; font-family: 'Georgia','serif';"> <span style="font-size: 10pt; font-family: 'Georgia','serif';">2.8.1. Examine how the family influences the health of adolescents. 2.8.2. Describe the influence of culture on health beliefs, practices and behaviors. <span style="font-size: 10pt; color: #000000; font-family: 'Georgia','serif';">2.8.3. Describe how peers influence healthy and unhealthy behaviors. <span style="font-size: 10pt; font-family: 'Georgia','serif';">2.8.4. Analyze how the school and community can affect personal health practices and behaviors. <span style="font-size: 10pt; color: #000000; font-family: 'Georgia','serif';">2.8.5. Analyze how messages from media influence health behaviors. <span style="font-size: 10pt; font-family: 'Georgia','serif';">2.8.6. Analyze the influence of technology on personal and family health. 2.8.7. Explain how the perceptions of norms influence healthy and unhealthy behaviors. 2.8.8. Explain the influence of personal values and beliefs on individual health practices and behaviors. 2.8.9. Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. <span style="font-size: 10pt; color: #000000; font-family: 'Georgia','serif';">2.8.10. Explain how school and public health policies can influence health promotion and disease prevention.

**<span style="font-family: 'Georgia','serif';">HEALTH EDUCATION STANDARD 3 – ****<span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Students will Demonstrate the ability to access valid information and products and services to enhance health. ** //Accessing valid health information and health-promoting products and services is critical in the prevention, early detection, and treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven sources. Application of the skills of analysis, comparison and evaluation of health resources empowers students to achieve health literacy.// <span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;"> **<span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Performance Indicators ** <span style="font-size: 10pt; font-family: 'Georgia','serif';">2.8.1. Analyze the validity of health information, products and services. 2.8.2. Access valid health information from home, school, and community. 2.8.3. Determine the accessibility of products that enhance health. 2.8.4. Describe situations that may require professional health services. 2.8.5. Locate valid and reliable health products and services. <span style="font-size: 10pt; color: black; font-family: 'Georgia','serif'; mso-bidi-font-family: 'Palatino Linotype';">
 * <span style="font-size: 11pt; font-family: 'Georgia','serif';">__Rationale__ ** <span style="font-size: 11pt; font-family: 'Georgia','serif';">

<span style="font-size: 11pt; font-family: Georgia, serif;">**<span style="font-family: 'Georgia','serif';">HEALTH EDUCATION STANDARD 4 – ****<span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Students will Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. **<span style="font-family: 'Georgia','serif';"> //Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use verbal and non-verbal skills to develop and maintain healthy personal relationships. The ability to organize and to convey information and feelings is the basis for strengthening interpersonal interactions and reducing or avoiding conflict.// <span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;"> **<span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Performance Indicators ** <span style="font-size: 10pt; font-family: 'Georgia','serif';">4.8.1. Apply effective verbal and nonverbal communication skills to enhance health. 4.8.2. Demonstrate refusal and negotiation skills to avoid or reduce health risks. 4.8.3. Demonstrate effective conflict management or resolution strategies. 4.8.4. Demonstrate how to ask for assistance to enhance the health of self and others.
 * <span style="font-size: 11pt; font-family: 'Georgia','serif';">__Rationale__ ** <span style="font-size: 11pt; font-family: 'Georgia','serif';">

<span style="font-size: 11pt; font-family: Georgia, serif;">**<span style="font-family: 'Georgia','serif';">HEALTH EDUCATION STANDARD 5 – ****<span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Students will Demonstrate the ability to use decision-making skills to enhance health. ** //Decision-making skills are needed in order to Identify, implement and sustain health-enhancing behaviors. This standard includes the essential steps that are needed to make healthy decisions as prescribed in the performance indicators. When applied to health issues, the decision-making process enables individuals to collaborate with others to improve quality of life.// <span style="font-size: 10pt; font-family: 'Georgia','serif';">5.8.1. Identify circumstances that can help or hinder healthy decision making. 5.8.2. Determine when health-related situations require the application of a thoughtful decision making process. 5.8.3. Distinguish when individual or collaborative decision making is appropriate. 5.8.4. Distinguish between healthy and unhealthy alternatives to health- related issues or problems. 5.8.5. Predict the potential short-term impact of each alternative on self and others. 5.8.6. Choose healthy alternatives over unhealthy alternatives when making a decision. 5.8.7. Analyze the outcomes of a health related decision.
 * <span style="font-size: 11pt; font-family: 'Georgia','serif';">__Rationale__ ** <span style="font-size: 11pt; font-family: 'Georgia','serif';">
 * <span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Performance Indicators **

<span style="font-size: 11pt; font-family: Georgia, serif;">**<span style="font-family: 'Georgia','serif';">HEALTH EDUCATION STANDARD 6 – ****<span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Students will Demonstrate the ability to use goal-setting skills to enhance health. ** //Goal-setting skills are essential to help students Identify, adopt and maintain healthy behaviors. This standard includes the critical steps needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future.// <span style="font-size: 10pt; font-family: 'Georgia','serif';">6.8.1. Assess personal health practices. 6.8.2. Develop a goal to adopt, maintain, or improve a personal health practice. 6.8.3. Apply strategies and skills needed to attain a personal health goal. 6.8.4. Describe how personal health goals can vary with changing abilities, priorities, and responsibilities. <span style="font-size: 10pt; color: black; font-family: 'Georgia','serif'; mso-bidi-font-family: 'Palatino Linotype';"> <span style="font-size: 11pt; font-family: Georgia, serif;">**<span style="font-family: 'Georgia','serif';">HEALTH EDUCATION STANDARD 7 – ****<span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Students will Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. ** //Research confirms that the practice of health enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and risk taking behaviors. This standard promotes the acceptance of personal responsibility for health and encourages the practice of healthy behaviors.// <span style="font-size: 10pt; font-family: 'Georgia','serif';">7.8.1. Explain the importance of assuming responsibility for personal health behaviors. 7.8.2. Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. 7. 8.3. Demonstrate behaviors that avoid or reduce health risks to self and others.
 * <span style="font-size: 11pt; font-family: 'Georgia','serif';">__Rationale__ ** <span style="font-size: 11pt; font-family: 'Georgia','serif';">
 * <span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Performance Indicators **
 * <span style="font-size: 11pt; font-family: 'Georgia','serif';">__Rationale__ ** <span style="font-size: 11pt; font-family: 'Georgia','serif';">
 * <span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Performance Indicators **

<span style="font-size: 11pt; font-family: Georgia, serif;">**<span style="font-family: 'Georgia','serif';">HEALTH EDUCATION STANDARD 8 – ****<span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Students will Demonstrate the ability to advocate for personal, family and community health. ** //Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to target their health enhancing messages and to encourage others to adopt healthy behaviors.// <span style="font-size: 10pt; font-family: 'Georgia','serif';">8. 8.1. State a health enhancing position on a topic and support it with accurate information. 8.8.2. Demonstrate how to influence and support others to make positive health choices. 8.8.3. Work cooperatively to advocate for healthy individuals, families, and schools. 8.8.4. Identify ways that health messages and communication techniques can be altered for different audiences.
 * <span style="font-size: 11pt; font-family: 'Georgia','serif';">__Rationale__ ** <span style="font-size: 11pt; font-family: 'Georgia','serif';">
 * <span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Performance Indicators **

<span style="font-size: 18pt; color: #76923c; line-height: 115%; font-family: 'Georgia','serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 11.0pt;">**Technology:** <span style="font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"> __<span style="color: black; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"> <span style="font-family: Georgia, serif;">**DVDs** __**:**<span style="font-family: Georgia, serif;">  **Alcohol: What You Don’t Know** __<span style="font-size: 10pt; color: blue; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 12.0pt;">[|****http://www.thecoolspot.gov****] __<span style="color: black; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"> <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> [|****http://pbskids.org/itsmylife/body/alcohol/article5.html****] [|****http://www.pbs.org/inthemix/shows/show_alcohol.html****] [|****http://www.jointogether.org/news/yourturn/announcements/2008/alcohol-what-you-dont-know.html****][|****http://www.cancer.org/docroot/PED/content/PED_10_2X_Child_and_Teen_Tobacco_Use.asp****] [|****http://kidshealth.org/teen/drug_alcohol/tobacco/smoking.html****] [|****http://youthdevelopment.suite101.com/article.cfm/tobacco_advertising_and_teens****] <span style="font-size: 10pt; color: blue; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 12.0pt;">[|****http://www.lungusa.org/site/c.dvLUK9O0E/b.22940****]
 * **<span style="font-family: Georgia, serif; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">Computer Lab with 25 computers **
 * **<span style="font-family: Georgia, serif; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">Video Cameras **
 * **<span style="font-family: Georgia, serif; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">Microphones **
 * **<span style="font-family: Georgia, serif; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">Microsoft Word **
 * **<span style="font-family: Georgia, serif; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">Adobe Photoshop Elements **
 * **<span style="font-family: Georgia, serif; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">DVD Player **
 * **iMovie** **(**[|**http://www.apple.com/ilife/imovie**|**http://www.apple.com/ilife/imovie)|**http://www.apple.com/ilife/imovie****]**)**
 * Stand Up For Yourself**
 * __<span style="font-family: Georgia, serif;">WEBSITES __<span style="font-family: Georgia, serif;">: **<span style="font-family: Georgia, serif;">

<span style="font-size: 10pt; color: #76923c; line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial;"> <span style="color: black; line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Students will research the short and long term health issues related to alcohol and tobacco use. This lesson will take several class periods and will require instruction by the teacher. The students will gather together to watch a DVD about drinking titled “Alcohol: What You Don’t Know” from PBS. The students will also watch a DVD about tobacco use titled “Stand Up For Yourself” from the <span style="line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-size: 11.0pt;">Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services. <span style="font-size: 6pt; line-height: 150%; font-family: 'Georgia','serif';"> <span style="color: black; line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"> 1. After each movie there will be a discussion about the detrimental effects of alcohol and tobacco and how that affects teens. The students will discuss ways to cope with peer pressure to use tobacco, alcohol, and other drugs. Students will describe strategies to avoid destructive behaviors. They will discuss the effects of drug use at work, school, and home and the types of behaviors that put teens at risk. Discuss: <span style="font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">• The influence of culture on health beliefs, practices and behaviors. • How peers influence healthy and unhealthy behaviors. • How messages from the media influence health behaviors. <span style="color: black; line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">2. Students will do research on various websites. Students will type their notes about detrimental effects of alcohol and tobacco into Microsoft Word. They’ll include how choices about alcohol and tobacco can affect their lives. 3. The students will be divided into groups of five and will be required to create a public service announcement against alcohol and drug abuse by young people. This public service announcement should dissuade and inform teens against using tobacco and drugs. 4. The students will look over their notes, brainstorm with other classmates and design this public service announcement. They’ll decide on the script and the graphics and work on the production. 4. The announcement, or advertisement, will be recorded by a video camera and edited in iMovie from Apple. 5. There will be a critique on every groups’ advertisement. The student’s will discuss how effectively the advertisement get the group’s point across to the audience. Does it explain the detrimental effects? Will it dissuade teens from smoking or drinking? 6. The service announcement will be downloaded onto YouTube and perhaps one can be chosen and televised on a school or local cable TV station.
 * <span style="font-size: 18pt; color: #76923c; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial;">Description: **

<span style="font-size: 10pt; color: #76923c; line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial;"> <span style="color: black; line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-font-weight: bold;">According to Patricia Fulestad, a teacher who has been making videos with her art classes for several years, there is a consistent spike in student enthusiasm when her students know that their work will be shared online. “On the day that the movie was uploaded, we had over 800 views,” says Fuglestad. Besides learning the material on each video, Fulestad professes that the making of the film teaches many interdisciplinary skills to her students. “When students make a movie, they learn so much more than the content of the film,” says Fuglestad. “They learn to frame a shot, express and capture the appropriate mood from their subject, articulate their words to better communicate, politely critique, work together, take turns, be fair, and share.”
 * <span style="font-size: 18pt; color: #76923c; line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial;">Supporting Research: **

Kristine M. Fontes, an art teacher at Union City High School in Pennsylvania, has also noticed an increased level of engagement with her students when they create digital animations. Her students are eager to learn and often master the software easily, even though the process is complicated. She says, “The entire process is so engaging that it is difficult to get the students to log off their computers and go to lunch.” When students can create their own work, they become more interested in the content. <span style="color: black; line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"> Using digital technology widens the students’ perspective. David Gran, an art teacher at Huntington High School in Huntington Station, NY, began a video project three years in which his students <span style="color: black; line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">created animations. His annual film project now involves eighty students in eleven schools in fourdifferent countries. “Web 2.0 technologies have allowed us to work far beyond the borders of our classroom walls and collaborate with schools from around the world,” says Gran. “Through participation in this video, [students] have the opportunity to see a large and varied series of creative and technical responses to the same lesson.”

David Gran also thinks that students need the knowledge of making and evaluating digital media. “Video certainly overshadows other art forms in the public arena,” says Gran. As a result, he argues, it’s important for his students “to develop critical-thinking skills about all the information that comes at [them] on a daily, if not hourly, basis from the mass media.” **<span style="font-size: 18pt; color: #76923c; line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-ansi-language: EN;">Tried & True or New & Innovative: ** <span style="font-size: 10pt; color: #76923c; line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-ansi-language: EN;"> <span style="line-height: 150%; font-family: 'Georgia','serif'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">This is a tried and true and new and innovative lesson. This is a tried and true lesson because students have watched educational movies and videos in the classroom for a long time. Students have also used the Internet to perform research for many years, as well as using Microsoft Word to type papers.

Using video cameras could be tried and true for some, but for others it would be new and innovative. Some students probably would have experience recording events outside of school and would be familiar with this technology. The new and innovative part of the lesson is creating and designing an announcement, or advertisement, and using iMovie to make the video. The students probably have not created a video for a particular purpose. They probably haven’t written a script or edited a video using this software before. Because of this there will have to be reference materials available, as well as a tutorial online.