Grade 11 Health Science II Unit Plan

Unit Title: Personal and Consumer Health (4 weeks)

Essential Question(s):
What are the
consequences of our
choices in terms of
wellness?
How can you determine
the validity of health
information?
Essential Understanding(s):
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.
Standards/Benchmarks
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.
ESLOs:
Strategic
learners
Altruistic global
citizens
Articulate
communicators
Language
Functions:
Identifying
Evaluating
Analyzing



Syllabus or Topics:
Understanding
health and
wellness
Health risks
and behavior
Being a health-
literate
consumer
Media influence
Skills:
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.
Resources:
Glencoe Health
http://smysp.stan
ford.edu/educatio
n/phac/document
ation/lesson1.pdf
http://smysp.stan
ford.edu/educatio
n/phac/document
ation/lesson2.pdf

Culminating Writing and Speaking Assessment:
Pick up a health product, check for exaggerated or misleading claims,
determine whether the product is safe (some toothpaste whiteners, contain
abrasives that may cause gum irritation), conduct online search, list at least 3
possible sources of similar information, and evaluate the sources to determine
reliability, judge the appropriateness of the sources (FDA and consumer
protection association sites are recommended), create slide presentation.
Suggested Learning Activities:
Examine Health Case Scenarios that describe individuals
whose physical and mental health differ and state whether
the person is healthy or unhealthy
Upstream Causes Story and Flow Chart: recognize pathway
of upstream causes that affect behavior choices that affect
risk factors that affect health outcomes.
Unnatural Causes documentary
Diabetes Detectives: A Case Study of Upstream Causes of
Health
Suggested Uses
of Assessment:
Observation
Rubric
assessment
Exit slip
Test and
quizzes

Sarina Promthong

Unit Title: Nutrition (5 weeks)
Essential Question(s):
How to maintain a healthy
weight?
Why is maintain a healthy
weight important?
Why is body image important?
Essential Understanding(s):
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.
Standards/Benchmarks
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.
ESLOs:
Strategic learners
Altruistic global
citizens
Articulate
communicators
Language
Functions:
Directive
Evaluating
Expressive

Syllabus or Topics:
Healthy eating habit,
physical fitness, and
weight management
Overeating and
Obesity
Body image and
eating Disorders
Skills:
Assess personal habits
and set health-
enhancing goal
Evaluate weight
management program
Describe the connection
between body image
and eating disorders
Resources:
Comprehensive School
Health Education, 8
th
Ed.
(CSHE)
Glencoe Health
https://www.extension.purdue.e
du/extmedia/cfs/cfs-737-w.pdf
http://www.cteonline.org/portal
/default/Curriculum/Viewer/Cur
riculum?action=2&view=viewer&
cmobjid=202958
Culminating Writing and Speaking Assessment:
Assess your eating habits and check your health risks, list the factors associated
weight management issue and make health-enhancing decision about it by first
setting realistic health goal and create personal nutrition and physical activity
plan to achieve it.
Choose one eating disorder, conduct 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.
Suggested Learning Activities:
Calculating BMI, calorie needs, evaluate, compare and
contrast common weight loss strategies/programs
Sweet Success (CSHE, P.669, Diabetes)
Eat this not that activity
Class discussion on the media influences on body
image, watch a documentary on body image and eating
disorders (CTechonline), then write a page reflection
and discussion.
Suggested Uses of
Assessment:
Constructed-
response test
Rubric
assessment
Exit slip


Sarina Promthong
Unit Title: Sexual Health (4 weeks)
Essential Question(s):
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?
Essential Understanding(s):
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
Standards/Benchmarks
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
ESLOs:
Strategic learners
Altruistic global
citizens
Articulate
communicators
Language
Functions:
Describe
Identify
Evaluate
Making
decision
Syllabus or
Topics:
Birth control
methods
STDs
HIV/AIDS
(transmission,
symptoms,
testing, and
prevention)
Skills:
Describe STDs
and HIV infection,
transmission,
testing and
prevention
Identify and
evaluate various
contraceptive
methods
Resources:
http://www.latrobe.edu.au/arcshs/downloads/arc
shs-research-
publications/TSH_full_teacher_resource.pdf
http://www.popcouncil.org/uploads/pdfs/2011P
GY_ItsAllOneActivities_en.pdf
http://www.kingcounty.gov/healthservices/health
/personal/famplan/educators/~/media/health/pu
blichealth/documents/flash/HS12bHIVDisparities.
ashx
http://www.kingcounty.gov/healthservices/health/perso
nal/famplan/educators/~/media/health/publichealth/d
ocuments/flash/HS12cHIVTesting.ashx
http://teenwisemn.org/mserrp-curricula-review/
Culminating Writing and Speaking Assessment:
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. The counselor discusses the chosen STD,
treatment, and implications if not treated. Patients should be able to answer
about how did they get it, will they to tell anyone, will they still be able to have
sex, and will they have to change the way they live?
Suggested Learning Activities:
Sexual health questionnaire (Latrobe, P.69, P.77)
Compare and contrast prevention methods including
rates of effectiveness
Put the STDs and HIV/AIDS reference sheets into
poster picture, then report the key
information/concepts shown (Pop Council, P.149)
Assign which contraceptive method works best for
the character from different scenario
Suggested Uses of
Assessment:
Observation
Rubric assessment
Exit slip
Test and quizzes

Sarina Promthong
Unit Title: Disease Prevention and Control (5 weeks)
Essential Question(s):
What are
communicable
diseases?
How do you reduce the
risk of catching a
communicable disease?
Essential Understanding(s):
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.
Standards/Benchmarks
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.
ESLOs:
Strategic learners
Altruistic global
citizens
Articulate
communicators
Language
Functions:
Explain
Describe
Report
Evaluate
Syllabus or Topics:
Communicable diseases
and the chain of infection
The spread of pathogen
Immune system and
immunity
Common cold, influenza,
H1N1 influenza virus,
pneumonia, strep throat,
tuberculosis
Skills:
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
Resources:
Glencoe Health
http://www.connec
tedcalifornia.org/d
ownloads/curriculu
m/CatchtheFever_C
A.pdf
http://www.teacher
stryscience.org/lp/
communicating-
about-
communicable-
diseases
Culminating Writing and Speaking Assessment:
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,
P.649)
Suggested Learning Activities:
Simulation of what healthcare worker do daily in
hospital, role-play the symptoms and diagnosis of
common diseases while learning about and practicing
common health-care procedures (Connected
California, P.53)
Draw a storyboard and provide simple descriptions of
how the immune system and vaccination work
Research and create graphic organizer about the
outbreak of a communicable disease including its
signs, symptoms, treatment, prevention, the access to
health information, and its impact on society. Create a
3D model of the pathogen involved and explain its
chain of infection.
Suggested Uses of
Assessment:
Observation
Rubric assessment
Exit slip
Test and quizzes


Sarina Promthong
Unit Title: Tobacco, Alcohol, and Drug Use (4 weeks)
Essential Question(s):
How to resist
pressure to use
drugs?
Essential Understanding(s):
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.
Standards/Benchmarks
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.
ESLOs:
Strategic learners
Altruistic global
citizens
Articulate
communicators
Language
Functions:
Evaluate
Persuad
e
Make
decision
Express
personal
opinion
Syllabus or Topics:
Addiction
prevention
Risk factors and
protective factors
of using drugs,
alcohol, and
tobacco
Resisting pressure
and influences
Being assertive
Media awareness
Skills:
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
Resources:
http://www.det.wa.edu.au/re
direct/?oid=com.arsdigita.c
ms.contenttypes.FileStorageIt
em-id-
1829181&stream_asset=true
http://www.oxygen.org.au/d
ownloads/resources_for_sch
ools/QLD_Curriculum_Teachi
ng_and_Learning_Book_1.pdf
http://smysp.stanford.edu/e
ducation/phac/documentatio
n/fullCurriculum.pdf
http://headsup.scholastic.co
m/teachers/collections/lesso
n-plans-and-printables
Culminating Writing and Speaking Assessment:
Create a school newsletter about how saying no to alcohol, tobacco, and drugs is
an attractive and practical option for teens (dialogue, images, and comic stripe
could be used to help demonstrate), and then present it.
Students advocate for anti-drug use and abuse (campaign, posters, speech, etc.)
Suggested Learning Activities:
Analyze influences and identify persuasion techniques
represented in the collection of tobacco and alcohol
advertisements with further class discussion (Becoming
Media Savvy, Tobacco Companies Uncovered, L4)
Select a scenario and identify the type of behaviors and
pressure the characters are in, discuss ways to respond
to the pressure, and then role-play the 3 possible
refusal strategies or assertive endings to their scenario.
(DET, P.40)
Suggested Uses of
Assessment:
Observation
Rubric
assessment
Exit slip
Test and
quizzes
Sarina Promthong
T

Unit Title: Sexual Violence Prevention (5 weeks)
Essential Question(s):
What is sexual
violence?
How to protect
yourself from
sexual violence?
Essential Understanding(s):
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.
Standards/Benchmarks
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.
ESLOs:
Strategic learners
Articulate
communicators
Leader of the future
Language
Functions:
Make
decision
Express
personal
opinion
Describe
Syllabus or Topics:
Range of sexually
violent behaviors
Alcohol and drug-
facilitated sexual
violence and risk
reduction strategies
Consequences of
sexual violence
Consent VS.
Coercion
http://www.acha.org/sexua
lviolence/docs/acha_psv_to
olkit.pdf
Skills:
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
Resources:
http://www.mysati.com/Do
wnloads/Curriculum.pdf
http://www.vtnetwork.org/w
p-content/uploads/VT-
Consent-Campaign-
Guidebook-and-
Appendicies-2nd-
edition.pdf
http://www.kingcounty.gov/
healthservices/health/perso
nal/famplan/educators/~/m
edia/health/publichealth/do
cuments/flash/HS6SexualVio
lencePrevention.ashx
http://www.popcouncil.org/
uploads/pdfs/2011PGY_ItsAl
lOneActivities_en.pdf
Culminating Writing and Speaking Assessment:
Write a script and create a short video (4-5 minutes video) for the public service
announcement (PSA) describing the warning signs of sexual violence.
Suggested Learning Activities:
Define sexual violence and make a sexual violence
continuum, contain range of behaviors from non touch
to touch, then share their idea with the class
After some understanding on sexual violence and
consent, students place case studies on the continuum
between forced sex and voluntary and desired sex,
discuss the right to say no, and develop a plan to
support the individual in the scenario (Popcouncil P.72)
Read different scenarios; look for the red flags or
warning signs for sexual violence. (Mysati P.37, P.50)
(Vtnetwork P.15) (King County, L.6, P.13)
Suggested Uses of
Assessment:
Observation
Rubric
assessment
Exit slip
Constructed-
response test
Sarina Promthong
Unit Title: Mental and Emotion Health (9 weeks)
Essential Question(s):
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?
Essential Understanding(s):
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.
Standards/Benchmarks
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
Altruistic global
citizens
Articulate
communicators
Language
Functions:
Describe
Identify
Evaluate
Express

Syllabus or Topics:
Express emotion
in a healthy ways
Stress
Management
Suicide
Mental disorders
Building
Resiliency
Skills:
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
Resources:
http://www.blackdoginstitute.org.au/docs/
HeadStrongcurriculumresource.pdf
http://au.professionals.reachout.com/
~/media/pdf/professionals/teachers/b
uilding%20resiliency%20in%20young%2
0people%20resource%202013.ashx
http://www.nlm.nih.gov/theliteratureo
fprescription/education/c2HighSchool
Health.html#outcomes
http://www.mindmatters.edu.au/docs
/default-source/resources-
archive/enhancing-resilience-ii
Culminating Writing and Speaking Assessment:
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.
Suggested Learning Activities:
Student Mood Tracker Journal, confidential reflections on
daily events, records events and feeling, write 3 possible
response and what response did you choose and why
(Black Dog Institute, P.20)
Create a pamphlet of common mental disorders and
effective treatment methods
Research and dispel myths related to mental health
problems (stress, depression, suicide, mental disorders)
Suggested Uses
of Assessment:
Observation
Rubric
assessment
Exit slip

Sarina Promthong