COURSE PHILOSOPHY

Finding balance in one’s physical, mental, and social wellness is the fundamental foundation for a healthy life. Health Education, in addition to teaching key concepts or knowledge, must also teach a variety of skills students will need to negotiate safely and healthfully throughout their lives. This knowledge includes the most important and enduring ideas, issues, and concepts related to achieving good health. The skills include how to access reliable information, self-management, identifying internal and external influences and ways to respond to those influences, interpersonal communication skills, goal setting, decision making, and finally, advocating skills for oneself and others about health issues.

Community and consumer health, family life, mental health, injury prevention, nutrition and fitness, disease prevention, and substance use and abuse are key concepts that are targeted throughout the 6-8 program. The sixth grade program introduces information necessary in promoting health and wellness. It is the combination of the knowledge and skills within these key areas, which result in health literacy.

A skills based program is one that focuses on more than just attaining information. Students are coached so that they can transfer information into usable skills. Students are taught how to personalize knowledge, believe it, understand its importance and personal relevance, believe in their own ability to act upon it, and then actually have the skills to act upon that knowledge when necessary. It is through small and large group discussions, role-plays, skits, and values-based activities that students process and internalize information that is presented.

ESSENTIAL QUESTIONS

• How do physical, emotional/mental, social and environmental health contribute to a person's overall wellness?
• How can we challenge ourselves to grow physically, mentally, and socially throughout our lifetime?
• What must one do to maintain health and prevent disease?
• How can internal/external influences contribute to the health of myself and others?
• How do you determine valid sources of health information, products, and services?
• How can goal setting and decision making challenge one to grow physically, emotionally/mentally, and socially?
• How does my ability to communicate impact my overall wellness?
• How does one advocate for personal, family, and community health?

FOCUS QUESTIONS

• How does stress impact one’s physical, emotional/mental, and social health?
• What skills could one incorporate into their daily life to manage stress?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• identify the components of the health triangle.
• define stress.

DEVELOPING AN INTERPRETATION The student will . . .

• differentiate between eustress and distress.

MAKING CONNECTIONS The student will . . .

• explain the physical changes that occur in one’s body as a result of experiencing stress.
• examine the role of relaxation techniques in reducing stress.
• apply stress management techniques to demonstrate how to reduce stress.

EXAMINING THE CONTENT The student will . . .

• judge the effectiveness of stress management techniques to reduce stress in one’s daily life.

FOCUS QUESTIONS

• What are the six essential nutrients and the food groups that build a healthy diet?
• How do food choices impact one’s diet?

CONTENT OBJECTIVES

DEELOP A GENERAL UNDERSTANDING The student will . . .

• identify the six essential nutrients.
• identify food sources that contain each of the six essential nutrients.
• identify the food groups which comprise the MyPyramid.gov food and activity pyramid.

DEVELOPING AN INTERPRETATION The student will . . .

• describe how choices of food can improve one’s diet.

MAKING CONNECTIONS The student will . . .

• explain the function of the six essential nutrients in the body.
• explain how the food groups contribute to a healthy diet.

EXAMINING THE CONTENT The student will . . .

• construct a healthy diet which includes all six essential nutrients and food groups.

FOCUS QUESTIONS

• What are the effects of tobacco on the body and mind?
• How do refusal skills help one maintain their physical, emotional/mental, and social health?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• identify what tobacco is and its effect on the body.
• sequence the steps for the Refusal Skill.

DEVELOPING AN INTERPRETATION The student will . . .

• describe the effect of nicotine on brain functioning.
• describe how tar and carbon monoxide interfere with the functioning of the respiratory system.

MAKING CONNECTIONS The student will . . .

• explain how the refusal skill will enable one to maintain their physical, emotional/mental and social health.

EXAMINING THE CONTENT The student will . . .

• apply the Refusal Skill to demonstrate resisting tobacco use.

FOCUS QUESTIONS

• What are the physical, emotional/mental, and social changes that occur for males and females during puberty
• What role do trusted adults play in helping one during puberty?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• identify the physical, emotional/mental, and social changes associated with puberty.
• identify trusted adults one could utilize as a resource for puberty related concerns.Identify the anatomical structures of the male and female reproductive systems.

DEVELOPING AN INTERPRETATION The student will . . .

• explain the physiological functions of the male and female reproductive systems.
• explain the importance of maintaining one’s hygiene during puberty.
• describe the role of hormones in puberty.

MAKING CONNECTIONS The student will . . .

• predict the changes that occur in puberty for males and females accessing their prior knowledge.
• compare and contrast the physical, emotional/mental, and social changes for males and females during puberty.

EXAMINING THE CONTENT The student will . . .

• interpret how the physical, emotional/mental, and social changes impact one’s self-esteem.