Draft TOAB for Health 7

Learning Task Item and number

Instructional Goal: Students will recognize essential factors contributing to lifelong health and apply their knowledge to evaluate information and situations that could impact their own health and that of their community.

Objective

Outcome Level

Given a health-related situation, learner will be able to (LWBAT) articulate how the choices he or she makes contribute to or detract from his/her 1.0 Appraise personal responsibility for life long health using at least three examples life long health from the course materials. evaluation

Given a personal habit, LWBAT assess what effects that habit has on body systems 1.1 Assess personal habits & effects on incorporating at least three pieces of supporting body systems evidence from the course materials. evaluation

1.1.1 Explain immediate & long term effects of health habits

Given the list of Nine Life Skills for Better Health, LWBAT give an example of one way each of them supports immediate and long-term health. comprehension

1.1.2 Illustrate good personal hygiene

Given a picture of an individual, LWBAT label at least 10 things about the person that demonstrate good personal hygiene.

application

Assessment Item Consider your own practices related to oral hygiene. In a paragraph, describe how your choices contribute to or detract from your own life long health. Please use at least three examples from the course materials to support your opinions. What effects does the habit of staying up late and not getting enough sleep have on body systems? Please support your response with at least three pieces of evidence from the course materials. Examine the list of Nine Life Skills for Better Health. Use a chart to record one way that each of them supports immediate health and one way each of them supports long-term health. Select a picture of a person from a magazine. Label the picture with at least 10 things you can see (or presume present) that demonstrate good personal hygiene.

1.1.3 Critique personal strengths

Given the information the course materials have provided about developing personal responsibility for life long health, LWBAT critique his or her own strengths and list five positive, healthy practices he or she is already using to suport him/her in living a healthy life. evaluation

1.1.4 Devise goals for improvement

Given his or her own list of strengths, LWBAT create a list targeting things that are noticibly missing or deficient and write three goals for improvement.

synthesis

Consider what you have learned about personal responsibility for life long health and think about your own strengths related to taking responsibility for your health. Make a list of five positive, healthy practices you are already using and explain how they are supporting you in living a healthy life. Examine the list of personal strengths you created. Determine what is missing or areas you could target for improvement. Write at least three goals for yourself that will support you in improving your life long health. Make a post in the disussion forum that discusses variation in body types and offers three ways to assess physical fitness without using the concepts of "fat" or "skinny". Tracy tells you that she purges after she eats lunch. She tells you that if you purge every dayafter lunch for the next week, you will be thinner for the school dance. Tracy tells you that purging is okay because you will only do it for a short time. List the risks Tracy should be aware of related to her behavior.

1.2 Demonstrate understanding of variation of body types

Given course readings and information about variation of body types, LWBAT discuss three ways of assessing physical fitness that don't use the concepts of "fat" or "skinny". comprehension

Given a situation describing a diet or eating 1.2.1 Identify risks of dieting and eating disorder, LWBAT identify associated risks disorders according to the information in the textbook.

knowledge

Given a set of conditions, LWBAT state whether 1.2.2 Recognize when to seek help with a hypothetical teen should seek help with body body image issues image issues with 80% accuracy. knowledge

Identify which of these teens should seek help with body image issues: Thomas has a terrible fear of gaining weight and exercises through mealtimes instead of eating. Jacqueline has decided to be a vegetarian and has modified her diet to exclude meat. Carley spends a lot of time thinking about food. She steals food, hides it in strange places, and eats large quantities at once before forcing herself to throw up. Think about what you have learned about the four aspects of wellness, summarize how physical activity contributes to each: physical, mental, emotional, and social health.

1.3 Explain the contribution of physical Given information about physical, mental, activity to physical, mental, emotional emotional & social health, LWBAT explain one & social health way physical activity contributes to each.

comprehension

1.4 Dissect emotional development during adolescence

Given the reading and assignments completed related to emotional development, LWBAT break down how teens' changing lives and bodies affect their emotions giving at least three examples. analysis

Consider all of the changes going on during the teenage years (if it helps, you may choose to think about a specific teenager you know, but do not use his or her name). Give at least three examples of how this change relates to emotional development.

1.4.1 Identify strategies to manage mood swings

Given a hypothetical scenario, LWBAT identify at least three strategies the teen could use to manage mood swings. comprehension

Nabil is feeling confused about his emotions. Lately, he feels really sensitive about everything. He finds himself arguing with his parents more often and getting upset with his friends a lot. He feels like he goes from happy to sad instantly. Offer him three suggestions for strategies he can use to help manage his emotions and mood swings. Choose one of the given stressful situations below. Describe at least five reactions to stress that could affect the hypothetical teen's personal health. (Include 3-5 situations for students to choose from.) Indicate signs of depression with the letter D, then suggest two potential intervention strategies for someone suffering from depression. (Include list of 9 signs of depression, 5 emotional responses that do not indicate depression)

1.4.2 Describe the effects of stress on personal health

Given a hypothetical scenario describing a student experiencing a stressful situation, LWBAT describe at least five reactions to stress that that could affect personal health.

comprehension

1.4.3 Describe signs of depression and intervention strategies

Given a list of conditions and strategies, LWBAT distinguish at least six of nine signs of depression and identify two potential intervention strategies. comprehension

1.4.4 Discern when emotional issues require outside help

Given signs of emotional distress, discern when emotional issues require outside help with at least 80% accuracy.

analysis

Which of the following require outside help: Emotions are interfering with relationships or responsibilities. You feel sad because your parents were mad at you for not doing your chores. Unpleasant emotions last for a long time or happen often. Look at the picture of the plate provided. Label the 6 classes of essential nutrients and write a sentence or two relating how each contributes to overall good health.

1.5 Demonstrate the role of proper nutrition in overall good health

Given a diagram of a healthy, balanced meal, LWBAT relate the six classes of essential nutrients and relate how each contributes to overall good health. Given links to information about healthy foods and balance diet, LWBAT identify healthy food choices across a variety of cultures to incorporate in his/her meal-planning project.

application

1.5.1 Identify healthy food choices across cultures

knowledge

Given links to information about nutritional needs related specifically to adolescents, students will be able to calculate their own daily 1.5.2 Analyze the relationship between caloric intake requirement based on their age, food and growth & development gender, and activity level. analysis

Create a list of ten healthy food options that represent a variety of cultures. Determine what the right daily caloric intake is for a growing teenager with your level of activity. Create a document that shows how you calculated your own daily caloric needs. You have been charged with creating a five day fitness camp for teens. Based on your own needs, develop a personal health plan including five days of healthy meals and physical activities that can be used as a guide for the camp.

1.5.3 Develop a personal health plan that includes fitness and nutrition

Given textbook and internet reading about fitness and nutrition, develop a five day personal health plan for fitness and nutrition according to the rubric provided. synthesis

2.0 Distinguish key factors in respecting and promoting community health 2.1 Construct positive peer relationships 2.1.1 Recognize effective interaction with diverse groups 2.1.2 Describe harassment 2.1.3 Facilitate positive health behaviors among peers 2.1.4 Demonstrate positive conflict resolution 2.1.5 Use appropriate ways to gain friends & attention and express feelings 2.1.6 Distinguish when to seek adult help 2.2 Assess the role of family living in relation to good health 2.2.1 Recognize diversity of family structures 2.2.2 Identify means of coping with family change 2.2.3 Describe changing roles & responsibilities of adolescents in family & community 2.2.4 Demonstrate good communication skills between adolescents & parents 2.3 Assess school & community based efforts to support good health 2.3.1 Recognize laws, policies & practices that influence health

evaluation synthesis knowledge comprehension synthesis application

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2.3.2 Relate ways to participate in community efforts to address local health & environmental issues 2.3.3 Demonstrate responsibility for helping take care of school 2.3.4 Recommend ways to promote good health at school 2.4 Develop a position on the role of consumerism & advertising related to good health 2.4.1 Analyze impact of values, socioeconomic status, & cultural experiences on health choices 2.4.2 Analyze media influence related to behaviors affecting health Given the reading and assignments completed related to alcohol, tobacco, and other drugs, 3.0 Consider potential effects of LWBAT persuade someone to make a personal alcohol, tobacco, & other drug use on choice not to use either alcohol or tobacco life long health based on facts to be cited in a reference list. Given course readings and materials, LWBAT compare the short and long term effecs of 3.1 Distinguish short-term & long-term substance abuse using a table with at least six effects of substance abuse facts.

application application evaluation

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analysis Write an essay that uses facts to pursuade someone to make a personal choice either not to use alcohol or not to use tobacco. Include a reference list that cites the sources of the facts you use. Create a table containing at least six facts that compares the short and long term effects of substance abuse. Match the substances in the left column with their physiological effects in the right column. Write a paragraph explaining the connection between substance use and dangerous behaviors.

evaluation

analysis

3.1.1 Identify physiological effects of various substances 3.1.2 Explain how use of substances frequently plays a role in dangerous behaviors

Given a list of substances and physiological effects, LWBAT match the substances with their effects with 80% accuracy. knowledge Given the course materials, LWBAT write a paragraph to explain how the use of substances frequently plays a role in dangerous behaviors. comprehension

Given the text and internet resources, LWBAT summarize the effects of tobacco, alcohol, or 3.1.3 Summarize the effects of tobacco, another drug on the health of an unborn child alcohol & other drugs on the health of including all of the required elements detailed an unborn child on the checklist.

comprehension

Using any media of your choosing and the checklist of requirements as a guide, summarize the effects of tobacco, alcohol, or another drug on the health of an unborn child. Write a reflection assessing the the societal, familial, and peer pressures present in a teen's life that affect his or her decisions to use tobacco, alcohol, or other drugs. Use examples from your textbook, our discussion forums, and your personal experience. Write an essay that uses facts to pursuade someone to make a personal choice either not to use alcohol or not to use tobacco. Include a reference list that cites the sources of the facts you use. Consider activities available in our community or ones you could start yourself with a group of friends, give examples of five positive alternative activites for teens instead of using substances for entertainment. Read through the given hypothetical scenario, then use refusal skills to write a script that allows Sophie to take personal control and remove herself from the situation.

3.2 Evaluate influence and peer pressure

Given the course readings and discussions, LWBAT assess the influences (societal, familial, peer pressure) present in a teen's life that weigh on his or her decision-making process regarding the use of tobacco, alcohol, or other drugs using examples from both the course and his or her personal experience. evaluation

3.2.1 Identify ways to obtain help to resist pressure to use drugs

Given a hypothetical situation, LWBAT list three ways the character in the scenario could obtain help to resist pressure to use drugs. knowledge

3.2.2 Give examples of positive alternative activities

Given the course reading and activities, LWBAT give five examples of positive alternative activities teens can get involved in to have fun instead of using substances for entertainment.

comprehension

3.2.3 Develop interpersonal skills to avoid use of dangerous substances

Given a hypothetical scenario, LWBAT write a script that applies refusal skills to assert personal control and safely get out of the situation. application

4.0 Justify the role of safety in accepting personal responsibility for life long health 4.1 Evaluate means of violence prevention 4.1.1 Identify gang issues 4.1.2 Indicate ways to avoid situations that increase risk of violence 4.1.3 Demonstrate positive, constructive ways to resolve conflicts and resist negative peer pressure & violence 4.2 Evaluate practices for injury prevention 4.2.1 Explain the need for protective equipment in sports & physical activities 4.2.2 Practice safe behavior in various environments 4.2.3 Consider methods of avoiding unsafe activities including when pressured by peers 4.3 Evaluate information and strategies for disease prevention 4.3.1 Recognize the importance of regular health screenings 4.3.2 Illustrate the relationship between positive health practices & severity of disease 4.3.3 Distinguish health concerns that can be self-managed from those requiring professional care

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4.4 Consider how health services relate to life long health 4.4.1 Identify health services available in the community 4.4.2 Compare a variety of healthrelated careers Entry Skills 0.1 Demonstrate 7th grade level reading skills 0.2 Demonstrate basic computer skills 0.3 Write a well-constructed paragraph free of errors that impact reader understanding 0.4 Use email effectively for communication

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