Warwick School District

Course Description

This course provides students with knowledge, attitudes and skills to make health-promoting decisions. The course  will address physical, emotional, and social dimensions of health. This course will cover material in the following areas: Skeletal System, Muscular System, Circulatory System, Respiratory System, Digestive System/Nutrition, Human Sexuality, and Self Care/Mental  Health along with current pressing Health issues in the media.

Core Curriculum Content Standards

PA Common Core: Science and Technical Subjects (2012)

• Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

• GRADES 6-8

• Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).(3.5.6-8.G)
• Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.(3.5.6-8.H)
• Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.(3.5.6-8.I)

• GRADES 9-10

• Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.(3.5.9-10.A)
• Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).(3.5.9-10.E)
• Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.(3.5.9-10.I)

• Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

• GRADES 6-8

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.(3.6.6-8.C)
• Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.(3.6.6-8.E)

• GRADES 9-10

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.(3.6.9-10.C)
• 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.(3.6.9-10.E)

Health, Safety, and Physical Education (2002)

• Concepts of Health

• GRADE 9

• Analyze factors that impact growth and development between adolescence and adulthood. -relationships (e.g., dating, friendships, peer pressure) -interpersonal communication -risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns) -abstinence -STD and HIV prevention -community(10.1.9.A)
• Analyze the interdependence existing among the body systems.(10.1.9.B)
• Analyze factors that impact nutritional choices of adolescents. -body image -advertising -dietary guidelines -eating disorders -peer influence -athletic goals(10.1.9.C)
• Analyze prevention and intervention strategies in relation to adolescent and adult drug use. -decision-making/refusal skills -situation avoidance -goal setting -professional assistance (e.g., medical, counseling. support groups) -parent involvement(10.1.9.D)
• Analyze how personal choice, disease and genetics can impact health maintenance and disease prevention.(10.1.9.E)

• GRADE 12

• Evaluate factors that impact the body systems and apply protective/ preventive strategies. -fitness level -environment (e.g., pollutants, available health care) -health status (e.g., physical, mental, social) -nutrition(10.1.12.B)

• Healthful Living

• GRADE 9

• Identify and describe health care products and services that impact adolescent health practices.(10.2.9.A)
• Analyze the relationship between health-related information and adolescent consumer choices. -tobacco products -weight control products(10.2.9.B)
• Analyze media health and safety messages and describe their impact on personal health and safety.(10.2.9.C)
• Analyze and apply a decision-making process to adolescent health and safety issues.(10.2.9.D)
• Explain the interrelationship between the environment and personal health. -ozone layer/skin cancer -availability of health care/ individual health -air pollution/respiratory disease -breeding environments/ lyme disease/west nile virus(10.2.9.E)

• Safety and Injury Prevention

• GRADE 9

• Analyze the role of individual responsibility for safe practices and injury prevention in the home, school and community. -modes of transportation (e.g., pedestrian, bicycle, vehicular, passenger, farm vehicle, all-terrain vehicle) -violence prevention in school -self-protection in the home -self-protection in public places(10.3.9.A)
• Describe and apply strategies for emergency and long-term management of injuries. -rescue breathing -water rescue -self-care -sport injuries(10.3.9.B)
• Analyze and apply strategies to avoid or manage conflict and violence during adolescence. -effective negotiation -assertive behavior(10.3.9.C)
• Analyze the role of individual responsibility for safety during organized group activities.(10.3.9.D)

Units

Unit #1 - Introduction

Unit #2 - Mental Health and Self Care

Unit #3 - Skeletal System

Unit #4 - Muscular System

Unit #5 - Cardiovascular System

Unit #6 - Respiratory System

Unit #7 - Digestive System

Unit #8 - Reproductive System