WHEELING HIGH SCHOOL – HEALTH EDUCATION
HEALTH EDUCATION:
Kevin Muck – Division Head Kevin.muck@d214.org
Bruce Varela – Health Teacher - bruce.varela@d214.org
Office rm. M115 Phone – 847-718-7124
www.Mygradebook.com - Classword:_____________
Password = Your school i.d.
Moodle - http://moodle.d214.org/
Go to Wheeling P.E./Health dept. and look for our class with my name.
We will use moodle for various assignments. You will also be able to go to this site to get assignments if you are missing something.
Wheeling High School ’s Health Education focuses on the concept of wellness – that health is a complete state of physical, mental, and social well being, not just the absence of disease or injury. The program emphasizes the "do’s" – not just the "should not do’s" relating to health topics. Wheeling’s program also concentrates on the health areas that are of the greatest concern for today’s teenagers such as STD’s, drug abuse refusal skills, problem solving, relationships, etc.
Our health program teaches "Real life" skills for "Real life" situations and correlates wellness with future related subjects that students might take because Health Education had peaked their interest, such as physiology, child development, sociology, etc.
Health Education is a requirement at Wheeling High School that must be passed in order to graduate. It is a semester class that is taken during a student’s sophomore year.
COURSE GUIDELINES
EXPECTATIONS:
1. All students are expected to attend daily and be prepared with the proper materials to take notes.
2. Students are expected to maintain a health notebook. Notes will be taken and will be kept until the end of the term. You will be accountable for all notes regardless of whether or not you were in class.
3. Students are expected to keep up with all assignments. All assignment answers from textbook assignments should include the questions in the answers to help with future exam studying. Assignments are to be turned in on or before the due date for full credit. Late assignments can only earn up to ½ credit.
4. Retakes are not allowed on quizzes or exams. You will have plenty of opportunity to raise (or lower) your grade.
5. You are expected to be in class on time. Detentions will be given for tardies.
6. Health teachers will always be available to help students with any difficulties they could confront or anything they don’t understand.
7. Students are encouraged and expected to contribute in discussions and to ask questions.
8. Our sex education unit teaches abstinence from both psychological and physical perspectives. Contraception is taught as well. The sexuality unit addresses the qualities of behaving as males and females. What are the similarities and what are the differences. We discuss sexuality as being part of our entire life cycle. Good decision-making and refusal skills are talked about. Sexually transmitted diseases are also covered thoroughly. We encourage parents to talk to us if there are any concerns. It is a district policy that students can "opt" out of this unit with parental consent.
GRADING POLICY:
Health Education is included in your G.P.A. and is a credit-bearing course. It is a graduation requirement, not an elective.
Health Education is for two quarters, or one quarter on the block schedule. One semester grade is counted on your grade point average.
The grading system used in Health Education consists of the following:
Homework = 40%
Tests = 30%
Projects = 20%
Final Exam = 10%
The standard grading scale is used for this course:
A = 90- 100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 59% or less
CURRICULUM – (Not necessarily taught in this order)
Intro Unit Objectives-
A. Students will learn that today lifestyle diseases are the main causes of death in the U.S. compared to 100 years ago when infectious diseases were the leading causes of death.
B. Students understand that the lifestyle choices they make today will effect the health and wellness in the future.
C. Students discern between their lifestyle choices and the risk factors for Heart disease and some types of cancer.
D. Students will describe how communities and the environment can affect personal health.
E. Describe the functions of the different body systems.
Health Concepts and Introduction topics
Identifying health risks Definition of "total" health Making responsible health decisions Being a wise health consumer Cardiovascular diseases Cancer Environmental Health Body Systems
UNIT 1 – Mental Health
Unit 1 Objectives
A. Students are made aware of stressors in our lives and what effects that they have on our mind and body.
B. Students list methods and techniques of reducing stress in their lives.
C. Students learn the 5 stages of coping with a loss or death.
D. Students learn of the causes and dangers of eating disorders.
Mental Health topics
1. Role of heredity and environment
2. Self-esteem
3. Eating disorders
4. Emotional problems
5. Meaning, sources, and coping with stress
6. Relationships
7. Depression and suicide
UNIT 2 – Nutrition
Unit 2 Objectives
A. Students understand the 6 essential nutrients and their effects on the body.
B. Students become familiar with the new version of the food pyramid and the recommended food choices and portions for their activity level.
C. Students read labels and discern between healthy food choices and the RDAs.
Nutrition topics
1. Developing a personal fitness program
2. The new food pyramid
3. Essential nutrients and their functions
4. Guidelines for healthy eating
5. Dieting
6. Ideal weight and calories needed to maintain weight
7. Facts about eating fast-food
UNIT 3 – Substance Abuse
Unit 3 Objectives
A. Students list the most common drugs to their drug classification and what effect they have on the mind and body.
B. Students are made aware of the dangers of smoking cigarettes, drinking alcohol, and taking performance enhancing drugs.
C. Students learn about the power of addiction and the options available to overcome it.
Substance Abuse topics
1. Reasons kids take drugs
2. Societal pressures
3. Steps to psychological dependence
4. Steps to physical dependence
5. Opiates
6. Depressants
7. Stimulants
8. Hallucinogens
9. Look-alikes
10. Steroids
11. Use – misuse – abuse
12. Over the counter drugs
13. Effects, misconceptions
14. Alternatives
15. Choosing to be drug free
16. Types and characteristics of alcohol
17. Why people drink
18. Intoxication and effects of alcohol
19. Drinking and driving
20. Signs and symptoms of alcoholism
21. Alcoholism treatment
22. Enabling, denial, alcoholic networking
23. Choosing not to drink
24. Dangerous ingredients in tobacco
25. Why people smoke
26. Dangers (cancer, emphysema, heart disease, etc.)
27. Saying no to tobacco
UNIT 4 – CPR & First Aid
Unit 4 Objectives
A. The students will practice with a mannequin the steps of CPR on a conscious and unconscious victim using American Heart Association techniques. Students may become certified if they qualify.
B. Students will learn first aid techniques for bleeding, poisoning, allergic reactions, shock and other injuries.
C. Students will perform abdominal thrusts on a simulated choking victim.
Unit 4 topics
1. Introduction, reasons for, and definition of first aid
2. Wounds
3. Shock
4. Poisoning
5. Burns
6. Cold & heat emergencies
7. Sudden illness
8. C.P.R.
9. Choking emergencies
10. A.E.D. (Automatic External Defibrillator)
UNIT 5 – Sex Education
Unit 5 Objectives
A. Students will compare the pros and cons of abstinence and premarital sex.
B. Students will learn about the Sexually Transmitted Infections and their effects on the body.
C. Students will weigh the consequences of teenage pregnancy.
D. Students are taught the most common methods of contraception.
Unit 5 Topics
1. Reasons for abstinence
2. Birth control
3. Emotional and psychological problems with premature sex
4. Misconceptions
5. Sexuality
6. Double standards
7. Dating
8. Male and Female reproductive systems
9. Pregnancy and childbirth
10. Unhealthy relationships
11. Development before birth
12. The risks of sexual activity
13. Kinds of STI’s (Sexually transmitted infections)
14. Other diseases
Textbook used –
Pruitt, B. E., Ed.D., Allegrante, J., Ph.D., & Prothrow-Stith, D., M.D. (2007). Prentice Hall - Health . Boston, MA: Pearson Prentice Hall.
Health websites that may be used in class –
http://www.drunkdrivingdefense.com/general/bac.htm
http://www.webmd.com/
http://ww2.abc7chicago.com/global/category.asp?c=72903
http://health.yahoo.com/
http://cbs2chicago.com/health
http://www.nbc5.com/health/index.html
http://abcnews.go.com/Health/
http://teens.drugabuse.gov/
http://www.fns.usda.gov/tn/
http://www.kidshealth.org/parent/general/body_basics/male_reproductive.html
http://www.herpes-coldsores.com/std/syphilis_pictures.htm
http://www.consumer.gov/weightloss/bmi.htm
http://www.depressionhurts.com/index.jsp
http://www.fitlinxx.com/brand.htm
Other Health appropriate websites may be used in addition to these.
Health videos that may be used in class –
The New Dietary Guidelines – What you need to know
It’s never too late: Stopping teen suicide
Sex: Real, honest, nothing held back
Marijuana: The gateway drug
How I quit smoking and saved my life
In our own words: Teens and AIDS
XS Stress: Teens take control
Rape: Get the facts
Alcohol: True Stories
Up in smoke: the extreme dangers of smoking tobacco
Prentice Hall Health Teens Talk Video Series
Other Health appropriate videos may be added throughout the year
I have read and understand the Health Education curriculum guide.
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