|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.3.2:|| Compile data reflecting the accessibility of resources from home, school, and community that provide valid health information.|
Internet, family member, nurse, guidance counselor, physician, clinic, hotline, support group, community agency, domestic/dating-violence service provider, and first-aid training location, expense, services available, eligibility, scheduling appointments, healthcare, and mental-health resources.
|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.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.1.5:|| 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.1.6:|| Evaluate the relationship between access to health care and health status.|
Early detection and treatment of cancer, HIV, diabetes, bipolar disorder, schizophrenia, childhood disease or illness, and first-responder care.
|HE.912.C.1.7:|| Analyze how heredity and family history can impact personal health.|
Drug use, family obesity, heart disease, mental health, and non-communicable illness or 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.2.9:|| 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.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.
|HE.912.P.8.3:|| Work cooperatively as an advocate for improving personal, family, and community health.|
Support local availability of healthy food options; environmentally friendly shopping; victim, drug or teen court advocacy; advocate for peer-led abuse-prevention education programs, community resource information; and home/school 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.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
VERSION DESCRIPTIONThe purpose of this course is for students to apply health-related research practices. Experiences include discourses in major health problems in society, modern health practices, current scientific findings related to human diseases and disorders, collection, analysis and evaluation of health information, health advocacy trends, and health career investigations.
The content should include, but is not limited to, the following:
- Family life (family dynamics, parenting skills, prevention of child abuse and neglect)
- Community and Consumer health (health-related community resources, health careers and evaluate health information )
- Prevention and control of disease (communicable and non communicable diseases, HIV/AIDS and other STIs)
- Personal health (interrelationships of body systems, human growth and development through adulthood, abstinence from sexual activity, and teen pregnancy prevention, responsible decision-making, advocacy skills and goal-setting)
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
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). Any student whose parent makes written request to the school principal shall be exempted from the teaching of reproductive health or any disease, including HIV/AIDS, its symptoms, development, and treatment. A student so exempted may not be penalized by reason of that exemption.
The 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.
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: 0800360||
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: HEALTH EXPLOS HON|
|Number of Credits: Half credit (.5)|
|Course Type: Elective Course||Course Level: 3|
|Course Status: Course Approved|
|Grade Level(s): 9,10,11,12|
| Health Education (Secondary Grades 7-12)|
| Health (Elementary and Secondary Grades K-12)|