email Ms. Clark

Wellness Unit:

1. I can analyze the eight dimensions of wellness. 

2. I can describe what resources are available to me within the high school and Fulton community to assist me.

3. I can evaluate causes for the top 3 killers for all ages. 

4. I can validate why the leading cause of death for ages 15-24 is unintentional injury. 

5. I can evaluate why risk behaviors affect student grades. 

6. I can analyze why lifestyle factors affect our lives more than heredity. 

7. I can demonstrate and model the 7 habits of highly effective teens. 

8. I can differentiate between non-communicable and communicable diseases.

9. I can describe warning signs for cancer.

10. I can explain treatment options for cancer.

11. I can differentiate between a benign and malignant tumor.

Mental Health Unit:

1. I can compare and contrast eustress vs. distress. 

2. I can evaluate how stress can cause long-term health problems. 

3. I can explain how emotional and mental wellness can help prevent depression, substance abuse, and suicide. 

4. I can advocate for myself and others if I recognize signs of anxiety, depression, or suicide.

5. I can compare and contrast warning signs for depression/suicide.

6.  I can describe how to obtain health services appropriate for individual needs and how to refer friends and family members to appropriate health services or providers.

7. I can describe causes and symptoms of common mental illnesses. 

8. I can identify treatment options for mental illnesses.

Nutrition Unit:

1. I can compare and contrast the 6 nutrient classes.

2. I can weigh the potential pros and cons of organic foods.

3. I can explain how modern food practices are affecting our wellness.

4. I can compare and contrast artificial sweeteners vs. natural sugars.

5. I can demonstrate how to calculate the total calories in food.

6. I can evaluate systems for determining your appropriate body weight (BMI, BF%, skin fold, etc.).

7. I can give at least 3 reasons why it is important to maintain a healthy weight.

8. I can construct a healthy meal while dining out.

9. I can compare and contrast the 3 main eating disorders.

10. I can interpret why individuals develop eating disorders.

11. I can advocate for myself and others if I recognize unhealthy eating habits or disorders.

12. I can describe what resources are available within the high school and Fulton community to assist with nutritional information.

Tobacco/Vaping Unit:

1. I can analyze why nicotine is a stimulant and why it is addictive. 

2. I can explain why tobacco increases your risk for cancer.

3. I can convince individuals of the dangers of second and third hand smoke.

4. I can compare and contrast cigarettes vs. smokeless tobacco.

5. I can demonstrate and model effective decision making skills.

6. I can explain why electronic cigarettes/vaping/juuling are not safe alternatives to traditional tobacco products.

7. I can list chemicals found in vaping products.

8. I can evaluate the benefits of abstaining/ceasing tobacco products.

9. I can analyze the effects of tobacco on pregnancy.

10. I can assemble steps to assist individuals in quitting tobacco products.

Alcohol Unit:

1. I can justify why alcohol is the most abused drug in the United States.

2. I can formulate an argument why alcohol should be considered a drug.

3. I can analyze how alcohol affects each major body system.

4. I can investigate the relationship between alcohol misuse/abuse and the liver.

5. I can interpret how/why alcohol affects every individual differently.

6. I can support why females should abstain from using alcohol while pregnant.

7. I can cite examples of why you should not drink and drive.

8. I can explain why alcoholism is a disease.

9. I can determine the relationship between alcoholism and heredity.

10. I can design a plan to help with treatment for alcoholism using resources within GRB and the Fulton community.

11. I can compare and contrast an alcoholic vs. an alcohol abuser.

Drug Education Unit:

1. I can classify individual behaviors as drug use, misuse, abuse. 

2. I can analyze differences in how ingestion, inhalation, absorption, and injection affect how a drug functions. 

3. I can evaluate how perceptions of norms influence healthy and unhealthy behaviors. 

4. I can analyze why drug use can cause personal susceptibility to injury, illness, or death. 

5. I can compare and contrast prescription drugs and OTC drugs. 

6. I can describe the relationship between heroin and legal opioids. 

7. I can research one illicit drug using reliable sources and verbally present it to my classmates. 

8. I can classify drugs to their appropriate class.

Human Sexuality Unit:

1. I can describe how to obtain health services appropriate for individual needs and how to refer friends and family members to appropriate health services or providers.

2. I can access credible sources of information about sexual health.

3. I can describe what constitutes sexual consent, its importance, and legal consequences of sexual behavior without consent.

4. I can describe effective ways to communicate consent, personal boundaries, and desires as they relate to sexual behavior.

5. I can compare and contrast characteristics of healthy and unhealthy romantic and/or sexual relationships.

6. I can explain the human reproductive and sexual response systems, including differentiating between internal and external body parts and their functions.

7. I can differentiate between sex assigned at birth, gender identity, and gender expression.

8. I can analyze the potentially positive and negative roles of technology and social media on one’s sense of self and within relationships.

9. I can demonstrate the ability to effectively communicate with a partner about abstaining from sexual behavior, using condoms and/ or contraception, and preventing, getting testing, and seeking treatment for STDs (including HIV).

10. I can explain the steps to using barrier methods correctly (ex: external and internal condoms, dental dams).

11. I can compare and contrast the advantages and disadvantages of contraceptive and disease prevention methods (ex: abstinence, condoms, emergency contraception).

12. I can describe common symptoms, or lack thereof, and treatments for STDs, including HIV.

13. I can explain the federal and state laws that prohibit the creation, sharing, and viewing of sexually explicit media by minors (ex: sexting).

14. I can describe the types of abuse (physical, emotional, psychological, financial, and sexual).

15. I can describe the cycle of violence as it relates to sexual abuse, domestic violence, and dating violence.

CPR/First Aid Unit:

1. I can describe the purpose of Good Samaritan laws.

2. I can identify the difference between expressed consent and implied consent.

3. I can explain how to reduce the risk of disease transmission when giving care.

4. I can recognize the signals of a cardiac emergency.

5. I can describe how to care for a heart attack.

6. I can list the causes of cardiac arrest.

7. I can explain the role of CPR in cardiac arrest.

8. I can demonstrate how to care for a person who is choking.

9. I can describe how to use an AED.

10. I can explain how to care for someone who is having a seizure.

11. I can describe how to care for heat-related and cold-related emergencies.

12. I can demonstrate how to control external bleeding.

13. I can identify the signs and symptoms of anaphylaxis.

14. I can describe the care given to a person experiencing anaphylaxis.