Last modified: August 1, 2022
Health Course Description/Overview/Welcome Statement HEALTH Duration: Semester (0.5) Grade(s): 8 Homework: 30 min-1 hr/week Course Fee: $0 Prerequisite: none Health is a required class. Health Education provides students with the opportunity to gain knowledge, practice skills and develop attitudes that can benefit them throughout life. Students are encouraged to establish and achieve personal goals that will contribute to a healthy lifestyle and lifelong wellness. This class will cover the following topics: Health Triangle, Diseases, Nutrition and Fitness, Substance Abuse, Mental Health, Social Health, Human Development, and First Aid and Safety.
Learning Expectations Grading Scale
A = 93-100% A- = 90-92%
B+ = 87-89% B = 83-86% B- = 80-82%
C+ = 77-79% C = 73-76% C- = 70-72%
D+ = 69-67% D = 63-66% D- = 60-62%
I = 59% or less
*Citizenship is graded based on a student’s ability to follow classroom rules and turn in required work on time. I am very aware that each student is unique and may require more time to complete work, this accommodation will be applied as needed.
Health Learning Essentials
Unit 1- Health Triangle
Utah State Standard 1: Students will demonstrate the ability to use knowledge, skills, and strategies related to mental and emotional health to enhance self-concept and relationships with others. Objective 1: Develop Strategies for a healthy self-concept. b. Identify goal-setting strategies and use them to create a plan for reaching a health-related goal. c. Explain the influences of personal values on individual health practices. e. Use decision-making skills to solve personal problems.
Unit 2- Diseases
Utah State Standard 5: Students will understand and summarize concepts related to health promotion and the prevention of communicable and non-Communicable diseases. Objective 1: Explain the transmission and prevention of communicable diseases. a. Identify pathogens and how they are transmitted. b. Discuss symptoms of common communicable diseases. c. Describe methods of prevention and treatment for communicable diseases (e.g., personal hygiene, immunization, balanced diet, exercise, rest, natural body defenses, abstinence from high risk behaviors). Objective 2: Identify the effects of non-communicable diseases. a. Recognize common non-communicable disease (e.g., arthritis, cancer, cardiovascular disease, asthma, allergies). b. Identify risk factors for common non-communicable disease (e.g., environment, age, gender, family history, diet, body mass, risky behaviors). c. List signs and symptoms of common non-communicable diseases. Objective 4: Determine the impact of disease of self and society. a. Determine the economic, physical, mental, social, and emotional impact of communicable diseases. b. Identify the economic, physical, mental, social, and emotional impact of non-communicable diseases. c. Identify preventive measures for communicable and non-communicable diseases.
Unit 3- Nutrition & Fitness
Utah State Standard 2: Students will use nutrition and fitness information, skills, and strategies to enhance health. Objective 1: Describe the components and benefits of proper nutrition a. Identify the primary nutrients and describe their functions. b. Explain how the United States Department of Agriculture’s Seven Dietary Guidelines and the most recent Food Pyramid can enhance proper nutrition. c. Recognize ways to make healthy food choices (e.g., reading food labels, calculating calorie intake). d. List school and community nutritional resources. Objective 2: Analyze how physical activity benefits overall health. a. List the elements of physical fitness (e.g., muscular strength and endurance, cardiovascular endurance, flexibility, body composition). b. Examine the benefits of maintaining life-long fitness and the consequences of inactivity. c. Identify and investigate available fitness resources. d. Create individual fitness goals. Objective 3: Recognize the importance of a healthy body image and develop appropriate weight management behaviors. a. Explain how weight control is affected by caloric intake and energy expenditure. b. Explore the short and long term effects of poor nutrition and inactivity (e.g., obesity, chronic diseases). c. Describe the strengths and weaknesses of various body-weight indicators (e.g., Body Mass Index [B.M.I.], waist circumference, body fat percentage calculators).
Unit4- Substance Abuse
Utah State Standard 3: Students will demonstrate health-promoting and risk-reducing behaviors to prevent substance abuse. Objective 1: Examine the consequences of drug use, misuse, and abuse. a. Define the short and long term effects of alcohol, tobacco, and other drugs (e.g., steroids, inhalants, stimulants, depressants, prescription painkillers). b. List guidelines for the safe use of medicine (e.g., over the counter drugs, prescription drugs, herbal supplements). c. Recognize the legal consequences of alcohol, tobacco, and other drug abuse. e. Examine the impact of alcohol, tobacco and other drug abuse on individuals, families, and communities. Objective 2: Analyze the risk and protective factors that influence the use and abuse of alcohol, tobacco, and other drugs. a. List risk and protective factors associated with the use and abuse of alcohol, tobacco, and other drugs. b. Examine the impact of peer pressure on alcohol, tobacco, and other drug use/abuse. c. Identify practices that help to support a drug-free lifestyle. d. Analyze media and marketing tactics used to promote alcohol, tobacco, and other drug products. e. Practice interpersonal and communication skills (e.g., assertiveness, refusal skills, negotiation, conflict management). Objective 3: Access information for treatment of addictive behaviors. a. Recognize the signs of addiction. b. Explain the need for professional intervention for those affected by addictions. c. Identify community resources available to support individual impacted substance abuse.
Unit 5- Mental Health
Utah State Standard 1: Students will demonstrate the ability to use knowledge, skills, and strategies related to mental and emotional health to enhance self-concept and relationships with others. Objective 1: Develop strategies for a healthy self-concept. a. Identify ways to build self-esteem including recognizing strengths and weaknesses. d. Analyze how self-esteem affects risk and protective factors. Objective 2: Identify strategies that enhance mental and emotional health. a. Identify positive ways to express emotions. b. Identify ways to build resiliency. c. Determine how societal norms, cultural differences, personal beliefs, and media impact choices, behavior, and relationships. d. Demonstrate stress management techniques. e. Explore strategies for suicide prevention. Objective 3: Examine mental illness. a. Identify the prevalence of mental illness and importance of early intervention and treatment. b. Distinguish types of mental disorders and explain their effects of individuals and society. c. Analyze the stigma associated with mental illness. d. Investigate school and community mental health resources. Utah State Standard 2: Students will use nutrition and fitness information, skills, and strategies to enhance health. Objective 3: Recognize the importance of a healthy body image and develop appropriate weight management behaviors. d. Examine the causes, symptoms, and the short and long-term consequences of eating disorders. e. Analyze the influence of media on body image.
Unit 6- Social Health
Utah State Standard 1: Students will demonstrate the ability to use knowledge, skills, and strategies related to mental and emotional health to enhance self-concept and relationships with others. Objective 2: Identify strategies that enhance mental and emotional health. c. Determine how societal norms, cultural differences, personal beliefs, and media impact choices behavior, and relationships. Objective 4: Develop and maintain healthy relationships. a. Examine components of healthy relationships. b. Determine healthy ways to accept, manage, and adapt to changes in relationships (e.g.,loss, grief, coping). c. Develop strategies to manage inappropriate or harmful comments and advances from others (e.g. bullying, cyber-bullying, sexual harassment). d. Demonstrate refusal skills for managing peer pressure. e. Demonstrate effective communication skills. Utah State Standard 4: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safety in the home, school, and community. Objective 3: Identify and respond appropriately to harassment and violent behaviors. a. Identify abusive behaviors (e.g., threats, harassment, bullying, assault, domestic abuse). b. Recognize sexual harassment and identify methods to stop it. c. Describe ways to prevent and report violence at home, in school, and in the community. d. Investigate resources to assist those affected by abusive behaviors. Objective 4: Examine the dangers of inappropriate use of current technology. a. Identify the use and misuse of current technology (e.g., Internet, email, websites, instant messaging, cell phones). b. Discuss the short and long term dangers of sharing private information using current technology devices. c. Investigate personal and legal consequences for the inappropriate use of technology and discuss school and LEA policies. d. Analyze violence in the media and how it impacts behavior. Utah State Standard 6: Students will demonstrate knowledge of human development, social skills, and strategies to encourage healthy relationships and healthy growth and development throughout life. Objective 2: Describe the interrelationship of mental, emotional, social and physical health during adolescence. a. Identify qualities and strategies for developing healthy relationships including healthy ways to manage or adapt to changes. b. Analyze how self-image, social norms (e.g., age, gender, culture, ethnicity, and personal beliefs may influence choices, behaviors, and relationships. c. Identify ways to recognize, respect, and communicate personal boundaries for self and others. e. Develop strategies to manage inappropriate comments or advances from others.
Unit 7- Human Development
Utah State Standard 5: Students will understand and summarize concepts related to health promotion and the prevention of communicable and non-communicable diseases. Objective 3: Analyze the impact of sexually transmitted diseases including human immune-deficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) on self and others. a. Identify common sexually transmitted diseases (STDs) (e.g., HIV/AID, chlamydia, gonorrhea, herpes, syphilis). b. Recognize symptoms, modes of transmission, including the absence of symptoms, and associated pathogens for common sexually transmitted diseases. Terms of a sensitive or explicit nature may be used in discussions. c. Determine risk-reducing behaviors in the prevention of STDs while discussing the advantages of abstinence over other methods of preventing sexually transmitted diseases. d. Recognize the importance of early detection and testing for sexually transmitted diseases. Utah State Standard 6: Students will demonstrate knowledge of human development, social skills, and strategies to encourage healthy relationships and healthy growth and development throughout life. Objective 1: Describe physical, mental, social, and emotional changes that occur throughout the life cycle. a. Explain the anatomy and physiology of the male and female reproductive systems. b. Recognize the impact of heredity and environment on growth and development. c. Describe the development and maturation of the brain and its impact on behavior. d. Identify the mental, social, and emotional developmental changes that occur from infancy through adolescence. Objective 2: Describe the interrelationship of mental, emotional, social, and physical health during adolescence. d. Develop and use effective communication skills including being able to discuss questions on sexuality with parents and/or guardians. Objective 3: Explain the process of conception, prenatal development, birth, and the challenges created by teen and unwanted pregnancies. a. Identify appropriate ways to show interest and express affection for others. b. Describe the benefits of sexual abstinence before marriage (e.g., personal and relationship growth, preventing early or unintentional pregnancy and/or sexually transmitted diseases), and strategies that support the practice. c. Predict the impact of adolescent parenting (e.g., relationships, finances, education) d. Identify adoption as an option for unintended pregnancy and discuss the Newborn Safe Haven Law.
Unit 8- First Aid & Safety
Utah State Standard 4: Students will demonstrate the ability to apply prevention and intervention knowledge, skills and processes to promote safety in the home, school, and community. Objective 1: Identify personal behaviors that contribute to a safe or unsafe environment. a. Recognize unhealthy or potentially dangerous situations and their consequences. b. Identify ways to avoid dangerous situations. c. Discuss safety guidelines for a variety of activities at home, school, and in the community. (e.g., indoor and outdoor sports activities, recreational outings in various seasons, technology) d. Develop strategies to enhance personal safety (e.g., use of helmets, protective gear, seatbelts) Objective 2: Recognize emergencies and respond appropriately. a. Explain how immediate response increases a victim’s chance for survival. b. Demonstrate proficiency in basic first-aid, practice Cardiopulmonary Resuscitation (CPR) as outlined in national standards, and describe the purpose and use of an Automated External Defibrillator (AED) c. Create personal disaster safety plans (e.g., fire, earthquakes, floods, terrorism).
Health Learning Targets
Unit 1- Health Triangle
I can apply decision-making skills to solve a personal problem.
I will recognize the three aspects of the health triangle and how they give me a complete healthy lifestyle.
I can identify long-term and short-term goal and create personal goals for each.
I will identify how my values will influence my individual health.
I will demonstrate the five steps in the decision making process.
Unit 2- Diseases
I can identify risk factors and prevention methods for common communicable and non-communicable diseases.
I can compare signs and symptoms of common non-communicable diseases.
I can identify pathogens and how they are transmitted.
I can compare signs and symptoms of common communicable diseases.
Unit 3- Nutrition & Fitness
I can identify the six basic nutrients and describe their functions.
I can identify my individual nutritional needs according to dietary guidelines, food pyramid, etc.
I can analyze a food label to determine if it is a healthy food choice.
I can identify food groups within a school menu.
I can identify the benefits of eating healthy and maintaining life-long fitness and the consequences of unhealthy eating and a lack of exercise.
I can explain how body weight is affected by nutrition and exercise.
Unit 4- Substance Abuse
I can classify drugs by their effects and schedules.
I can analyze media and marketing tactics used to promote alcohol, tobacco, and illicit drug use.
I can identify the short and long term effects of alcohol, tobacco, and illicit drug use.
I can analyze the results of individual choice and consequences related to drug use and/or non-use.
I can identify guidelines for the safe use of medicine.
Unit 5- Mental Health
I can identify ways to build self-esteem including identification of strengths and weaknesses.
I can identify ways to build resiliency.
I can demonstrate stress management techniques.
I can recognize the prevalence of mental and emotional disorders and the importance of early detection and treatment.
I can distinguish types of mental and emotional disorders and explain their effects on individuals and society.
I can identify resources available to assist those with mental and emotional disorders.
I can identify strategies for suicide prevention.
Unit 6- Social Health
I can demonstrate effective communication skills.
I can identify strategies to communicate personal boundaries for myself and others.
I can identify abusive behaviors (bullying, threats, harassment, assault, domestic abuse).
I can describe ways to prevent and report abusive behaviors.
I can compare the characteristics of healthy and unhealthy relationships.
I can identify resources available to those affected by abusive behaviors.
Unit 7- Human Development
I can identify developmental changes that occur from infancy through adulthood.
I can label the parts of the male and female reproductive systems and describe their functions.
I can define abstinence and recognize the benefits of sexual abstinence.
I can identify adoption and Newborn Safe Haven as options for unintended pregnancy and predict the impact of adolescent parenting.
I can identify appropriate ways to show interest and express affection for others.
I can recognize symptoms, modes of transmission, and associated pathogens for common STD’s.
Unit 8- First Aid & Safety I can explain how immediate response increases a victim’s chance for survival.
I can recognize safety guidelines for a variety of environments and activities.
I can create a personal disaster safety plan for a variety of disasters.
I can develop strategies to enhance personal safety.
I can demonstrate basic first-aid and CPR/AED procedures.
Assessment of Progress Major Assignments:
In class worksheets/assignments Presentations (Individual/Group) Tests and Projects Course Materials Suggested Materials:
Writing Notebook Reading book (this can be from other classes or personal interest) Pencil/Pen Folder with pockets Videos:
Magic School Bus- Clips from the episode “For Lunch” talking about digestion during the Nutrition and Fitness Unit. Sex Still Has A Price Tag (shown with parental permission during Human Development Unit) I Shouldn’t Be Alive- Clips from an episode during the First Aid and Safety Unit where students identify smart and bad things an individual does in regards to their personal safety. Classroom Procedures Grading Policy:
Students who score a lower than 60% on assignments or tests can retake them WITHIN ONE WEEK during Plus Time, or another time worked out with me. Late Work Policy:
Students are expected to be prepared for class. Class work will generally be done in class, but occasionally there will be homework. If work is handed in late, the best a student can receive will be a 60% on the assignment. Missing work can exclude students from the school wide enrichment plus time. Students will have one week from the due date to make up work missed on an excused absence for full credit. Students with unexcused absences/sluffing will not be allowed to make up missed work. There will be at least one extra credit opportunity per term. Failing Policy
Students are expected to complete every assignment. If a student does not complete an assignment, they will be given a 0, and the assignment will be listed as an “M” (missing) for the assignment’s score. Once a student reaches 3 missing or absent assignments, their grade may change to an “I” (incomplete), until the work is made up. Absence Policy:
The majority of learning and assignments are completed in class. Thus it is vital for each student to be in class every day. It is the student’s responsibility to check the Class Binder to get the assignments they may have missed. Students may meet with me before school, during plus time, or after school to discuss any questions they may have regarding missed work. Because students generally have a few days to a week to complete assignments, the existing due date will still apply. If a student feels they need additional time to complete their assignment they may talk to me about it before hand to make other arrangements. Students with Disabilities:
If you have any disability that may keep you from successfully completing this course, please let me know. Academic accommodations are granted for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor through the main office. Cheating/Plagiarism:
Students caught plagiarizing or cheating will receive no credit for the assignment, and no make-up will be given. Tardy Policy:
Tardiness are not acceptable. You are considered tardy if you are not in your seat with your class work out and ready when the bell rings. Class Rules/Discipline:
All school rules/policies are enforced in this class. (Cell phones, dress code, etc.) Students are expected to respect themselves, each other, the teacher, the classroom and school. No swearing, bullying, inappropriate/disrespectful dress, language or actions. Students are expected to be prepared with class supplies everyday. No Food or Soda in class. Water and Gum is allowed. However if gum is heard or seen, the privilege will be taken away. And only bottles with lids that stay on tight are allowed. Do not interrupt lectures or the explaining of assignments to sharpen your pencil, or ask to use the bathroom. Please take care of these things and others like them before class, or during class work time. Students will be given 2 hall passes per term. If they are not used, they can be turned in for extra credit. Discipline/Interventions: (Depending on severity of the action) 1st Offense- Verbal warning. 2nd Offense- Talk outside the classroom/essay 3rd Offense- Lunch Detention & Parent phone call/email. 4th Offense- Parent, student, teacher and counselor meeting. 5th or more Offenses- Referred to the Administration. Calendar of Due Dates for Major Assignments The calendar is located on the following link. It is embedded, so it will update automatically as changes are needed and made. On it you can find what is being taught in class that day, school announcements, and due dates for assignments.
Health Class Website
Progress Reports and Report Cards To view your students updated class grade, please go to the following website and login. If you do not have access to internet, you are welcome to come to the school for a printed copy of your students grades.
Power School Login
Connecting Home to School The best way to contact me is through email, I am able to check it multiple times a day. We then can either set up a time to meet or just correspond through email. You are welcome to call the school, and I will check messages as often as I can.
Phone- (801) 370-4621 ext 1350
You are also welcome to view my website for the class. Located on there is a copy of my disclosure (English & Spanish), calendar, and copies of assignments I hand out in class.
Health Class Website
Personal Statement and other items (optional) Welcome to 8th grade Health! I am excited to be your teacher this year. In this class we will cover the following topics: Nutrition, Fitness, Diseases, Mental Health, Social Health, Human Development, Substance Abuse, and much more.
More information on the Human Development unit and a permission form will be available three weeks before. There will also be a parent meeting to go over the material that will be discussed in class during that unit.
Students will also be using Chromebooks in my class in order to be able to prepare and complete the various assignments I have given them.