Course StandardsThe following standards focus on yearly instruction to ensure that students gain adequate exposure to health information and practices. Students advancing through the grades are expected to meet each year’s grade specific benchmarks and retain or further develop skills and understandings mastered in preceding grades.
|HE.912.B.3.1:|| Verify the validity of health information, products, and services.|
Understanding product-packaging claims, magazine articles, diet/nutritional supplements, energy drinks, exercise video or equipment, tanning salon, fitness club, health professionals, health-related community resources, CPR procedure, qualifications of service provider, type of service, type of product, product safety, and reliability.
|HE.912.B.3.3:|| Justify the validity of a variety of technologies to gather health information.|
Internet, telephone, 911 access, and medical technology, including X-rays, ultrasounds, mammograms, thermal imaging, and MRIs.
|HE.912.B.3.4:|| Justify when professional health services or providers may be required.|
Injury, depression, suicide, drug abuse, medical emergency, 911, child abuse, domestic and/or dating violence, and natural or man-made conditions.
|HE.912.B.4.1:|| Explain skills needed to communicate effectively with family, peers, and others to enhance health.|
Using "I" messages, voice pitch/volume, eye contact, journal experiences, writing letters, persuasive speech, and assertive communication.
|HE.912.B.4.2:|| Assess refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks.|
Validate other’s opinions, use direct statement, use active statement, and offer alternatives.
|HE.912.B.4.3:|| Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.|
Effective verbal and nonverbal communication, compromise, and conflict-resolution.
|HE.912.B.4.4:|| Analyze the validity of ways to ask for and offer assistance to enhance the health of self and others.|
Verbal and written communication, active listening, and how to seek help for a friend.
|HE.912.B.5.1:|| Determine the value of applying a thoughtful decision-making process in health-related situations.|
Defining healthy boundaries and relationships, sexual activity, alcohol consumption, organ-donor decisions, child care, protection against infectious agents, wellness promotion, and first-aid-treatment options.
|HE.912.B.5.2:|| Generate alternatives to health-related issues or problems.|
Health benefits of menu options, refusal-skill options, pre- and post-natal care, natural and man-made conditions, and current trends in disease prevention.
|HE.912.B.5.3:|| Appraise the potential short-term and long-term outcomes of each alternative on self and others.|
Nutrition plan based on personal needs and preferences, impact of chronic health condition on individual and family, weapons on campus, and use of stress management and coping skills.
|HE.912.B.5.4:|| Assess whether individual or collaborative decision making is needed to make a healthy decision.|
Planning a post-high school career/education, purchasing the family's groceries for the week, planning the weekly menu, planning appropriate activities for siblings, community planning, Internet safety, and purchasing insurance.
|HE.912.B.5.5:|| Examine barriers that can hinder healthy decision making.|
Interpersonal, financial, environmental factors, and accessibility of health information.
|HE.912.B.6.1:|| Evaluate personal health practices and overall health status to include all dimensions of health.|
Personal strengths, physical fitness, peer relationships, environmental health, personal hygiene, non-communicable illness or disease, injury prevention, and first-aid responder's safety practices.
|HE.912.B.6.2:|| Formulate a plan to attain a personal health goal that addresses strengths, needs, and risks.|
Weight management, comprehensive physical fitness, stress management, dating relationships, risky behaviors, and a wellness-program plan.
|HE.912.B.6.3:|| Implement strategies and monitor progress in achieving a personal health goal.|
Stress management, time out, using of a squeeze ball when frustrated, talking with a friend or professional, pacing yourself, setting realistic expectations, using rewards, getting support, and wellness promotion.
|HE.912.B.6.4:|| Formulate an effective long-term personal health plan.|
Stress reduction, weight management, healthier eating habits, improved physical fitness, and individual responsibilities for protecting health.
|HE.912.C.1.1:|| Predict how healthy behaviors can affect health status.|
Making positive choices/avoiding risky behaviors: healthy food, substance abuse, and healthy relationship skills; regular medical and dental screenings; regular physical activity, and workplace safety.
|HE.912.C.1.2:|| Interpret the significance of interrelationships in mental/emotional, physical, and social health.|
Substance abuse, eating disorders, sexual behaviors, healthy/unhealthy relationships, self-esteem, stress/anger management, and regular exercise.
|HE.912.C.1.3:|| Evaluate how environment and personal health are interrelated.|
Food options within a community; prenatal-care services; availability of recreational facilities; air quality; weather-safety awareness; and weather, air, and water conditions.
|HE.912.C.1.4:|| Propose strategies to reduce or prevent injuries and health problems.|
Mandatory passenger-restraint/helmet laws, refusal skills, mandatory immunizations, healthy relationship skills, and improved inspection of food sources.
|HE.912.C.1.5:|| Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.|
Health prevention, detection, and treatment of: breast and testicular cancer, suicide, obesity, and industrial-related chronic disease.
|HE.912.C.1.8:|| Assess the degree of susceptibility to injury, illness, or death if engaging in unhealthy/risky behaviors.|
Risks associated with alcohol abuse, including poison, date rape, and death; cancer and chronic lung disease related to tobacco use; overdose from drug use; child abuse or neglect; and dating violence.
|HE.912.C.2.1:|| Analyze how the family influences the health of individuals.|
Nutritional management of meals, composition of and relationships within families, and health-insurance status.
|HE.912.C.2.2:|| Compare how peers influence healthy and unhealthy behaviors.|
Binge drinking and social groups, sexual coercion [pressure, force, or manipulation] by a dating partner, students' recommendations for school vending machines, healthy lifestyle, review trends in current and emerging diseases, and use of helmets and seatbelts.
|HE.912.C.2.3:|| Assess how the school and community can affect personal health practice and behaviors.|
Healthier foods, required health education, health screenings, and enforcement of “no tolerance” policies related to all forms of violence, and AED availability and training.
|HE.912.C.2.4:|| Evaluate how public health policies and government regulations can influence health promotion and disease prevention.|
Seat-belt enforcement, underage alcohol sales, reporting communicable diseases, child care, and AED availability.
|HE.912.C.2.5:|| Evaluate the effect of media on personal and family health.|
Compares brand-name/store-brand items in home, analyzes television viewing habits, identifies effective PSAs, consumer skills, advertisements of health-related community resources, participation in risky behaviors, and deconstructs media to identify promotion of unhealthy stereotypes, and normalization of violence.
|HE.912.C.2.6:|| Evaluate the impact of technology on personal, family, and community health.|
Automated external defibrillator in the community, pedestrian crosswalks with audible directions, type of information requested from local 211/hotlines or websites, consumer websites, Internet safety, and disease prevention and control.
|HE.912.C.2.7:|| Analyze how culture supports and challenges health beliefs, practices, and behaviors.|
Various cultures' dietary patterns, rites of passage, courtship practices, family roles, personal relationships, ethics, and parenting.
|HE.912.C.2.8:|| Analyze how the perceptions of norms influence healthy and unhealthy behaviors.|
Driving over the speed limit, teen parenting, binge drinking, relationships, parenting, health information, environmental practices, and media messages.
|HE.912.C.2.9:|| Evaluate the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.|
Social conformity, self-discipline, and impulse vs. delayed gratification.
|HE.912.P.7.2:|| Evaluate healthy practices and behaviors that will maintain or improve health and reduce health risks.|
Lifestyle choices: drug use/abuse, healthy diet, controlling modes of transmission of infectious agents, riding with impaired drivers, seeking mental-health services when needed, sexual behavior, and engaging in healthy relationships.
|HE.912.P.8.1:|| Demonstrate how to influence and support others in making positive health choices.|
Avoidance of underage drinking, prevention of driving under the influence, suicide prevention, promotion of healthy dating/personal relationships, responsible parenting, disease prevention, and promotion of first-aid training.
|HE.912.P.8.2:|| Utilize current, accurate data/information to formulate a health-enhancing message.|
Validate perceptions of peers and societal norms regarding drug use, violence, sexual activity, visiting parenting-focused websites, data provided by government or community agencies, societal influences on the workplace, and teen-driving safety.
|LAFS.910.L.3.6:||Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.|
|LAFS.910.RL.2.4:||Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).|
|LAFS.910.SL.1.1:|| Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
|LAFS.910.W.2.6:||Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.|
|LAFS.910.WHST.3.7:||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.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
|MAFS.912.S-MD.2.7:||Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). ★|
General Course Information and Notes
GENERAL NOTESThis course provides students with opportunities for investigation and self-assessment of selected adolescent health problems. This course should incorporate individual, small group, and large group study.
The content should include, but is not limited to, the following:
- Family life (parenting skills and care-giving)
- Personal health (wellness planning, decision-making, hygiene, human growth and development, goal-setting, prevention of child abuse and neglect)
- Internet safety
- Mental and emotional health (prevention of depression interpersonal, risk-taking and self-defeating, coping skills and suicide)
- Nutrition (physical activity and wellness)
- Substance use and abuse (tobacco, alcohol, and other drug use and abuse)
- Injury prevention and safety (cardiopulmonary resuscitation (CPR) and automatic external defibrillator (AED), first aid for obstructed airway violence, gangs, and bullying)
- Prevention and control of disease (including HIV/AIDS and other STIs)
- Community and consumer health (resources and advocacy)
- Teen dating violence (abuse prevention)
Teaching from a well-written, grade-level textbook enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:
- Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- Providing extensive text-based research and writing opportunities (claims and evidence).
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
|Course Number: 0800350||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Health Education > SubSubject: General >
|Abbreviated Title: ADOL HEALTH PROBLS|
|Number of Credits: Half credit (.5)|
|Course Type: Elective Course||Course Level: 2|
|Course Status: Course Approved|
|Grade Level(s): 9,10,11,12|
|Health Education (Secondary Grades 7-12)|
|Health (Elementary and Secondary Grades K-12)|