Westfield Academy and Central School Curriculum Outline for Healthy Living
Designed in Spring 2007 by Jacob J. Hitchcock***
The purpose of Healthy Living is to provide opportunities for students to develop knowledge, skills, and attitudes necessary for practicing lifelong health-enhancing behaviors.
In correlation with the National Health Education Standards, upon completion of this course students will be able to:
*comprehend concepts related to health promotion and disease prevention.
*access valid health information and health-promoting products and services.
*practice both health-enhancing and risk-reducing behaviors.
*analyze the influences of society, culture, media, technology, and physical environment
*utilize interpersonal communication skills to improve health and relationships.
*practice and apply goal-setting, decision-making, problem-solving, and stress
management skills to promote healthy behaviors.
*advocate for personal, family, and community health.
*develop understanding and respect for self and others.
In correlation with the New York State Learning Standards for Health Education, upon completion of this course students will:
*have the necessary knowledge and skills to establish and maintain physical fitness,
participate in physical activity, and maintain personal health.
*acquire the knowledge and ability necessary to create and maintain a safe and healthy
*understand and be able to manage their personal and community resources.
Core Objective of the Course:
(In no specified order of application)
This course will build upon the concepts and applications that were taught during the Health 9 section of the Westfield Academy and Central School (W.A.C.S.) Health curriculum.
The Need For “Healthy Living” At WACS:
1) Students currently take our “Health 9” curriculum in either grades 9 or 10. Many students in this age bracket can not fully grasp all of the topics that need to be discussed in a “Health 9”, such as critical thinking regarding Sexually Transmitted Diseases (STD’s), Parenting, Aging, Fitness and Weight Management, Resource Management, Influence of Demographic Trends, and Health Care. These topics are all touched on in Health 9, but need to be expanded on at a later age so that they can be fully understood and implied throughout life.
2) An individual’s Health and Wellness needs to be an educated lifelong priority for everyone. With our current Health Education set up here at WACS, this is not happening. There needs to be a Senior High Health Class, and “Healthy Living” is that class. This class will be primarily discussion based, similar to a college format, in which all the topics on the Course Description will be discussed and analyzed in-depth, so that all students in the class can obtain a full and complete grasp of all the information being discussed and can apply that information throughout their lives. Students will also be giving various class presentations, both in group and in individual formats, on current topics in the mass media. This format stimulates another form of learning which will help these students get the most out of the course.
3) This class allows students to explore future careers in Health and Wellness. Various careers will be discussed, guest speakers can be brought in, and field trips to local facilities, such as Westfield Memorial Hospital, can be made to better students knowledge about themselves and their roles in society through their own health and wellness and the health and wellness of others.
4) The overall goal of this class is to better prepare our youth to be healthier individuals in our ever-changing society, which will in turn make these individuals better able to contribute to the overall wellness and success of our society.
Healthy Living Curriculum
HEALTH INFORMATION, SERVICES, AND PRODUCTS (5-6 day unit)
1. Provide evidence to support the validity of health information, products, and services.
2. Evaluate factors that influence personal selection of health products and services (e.g., cost and accessibility).
3. Access school and community health services (e.g., school nurse, family physician, emergency care).
4. Analyze various health problems and identify those that require professional health care services (e.g., dental cavities, sports injuries).
These objectives will be accomplished by taking a field trip to Westfield Memorial Hospital. This will be a two day trip, in which the students will be walking to and from the hospital both days. Students will need to obtain written permission from a parent/guardian previous to taking this trip.
Preceding the field trip, students will learn in class about the basics of how a hospital is run, including the basics of cost and accessibility associated with health care insurance in the United States. This will be done primarily through open-ended discussion and the use if the internet. Students will use the Centers for Disease Control and Prevention National Center for Health Statistics, available online at: http://www.cdc.gov/nchs/. Students will also use the internet site: http://www.esana.org/Projects/ESA_Link/Health%20Insurance.pdf. This website discusses the various health insurance options available in the U.S.
While on this trip, students will get a “tour” of the entire hospital, get to ask questions to various health professionals, and will be able to participate in limited “hands-on” activities.
This unit will conclude with a discussion on Health Information, Services, and Products.
HEALTH PROMOTION AND RISK REDUCTION (4-5 day unit)
1. Analyze the extent to which individuals are responsible for enhancing health and safety in the community and the workplace.
2. Demonstrate strategies to avoid, change, and report unsafe situations.
3. Design, implement, and evaluate a plan of stress management.
The objectives in this unit will be covered through first a discussion, followed by a hands-on activity, followed by research and a written report, and concluding with a presentation to our school’s business manager.
In class, we will discuss what health promotion and risk reduction are, and how all members of a workplace, including a school, are responsible for enhancing the health and safety of that workplace. Students will use online resources from the Health Promotion Agency, available online at: http://www.healthpromotionagency.org.uk/Healthpromotion/Health/section2.htm and Lifestyle and Risk Reduction, available online at: http://www.americanheart.org/presenter.jhtml;jsessionid=PXNNF0WZWYF5YCQFCXQCCZQ?identifier=3004354. After this discussion, students will go throughout the school and find one item that they believe is could be improved to promote health and safety in the school. Students will then have an entire class to create ways to improve their selected item, including total costs, and how to generate finances to pay for these costs. Day three will consists of an oral presentation of a written report that the students will prepare with all the information that their research has yielded. The presentation will be given to the school’s business manager, in which the students can receive feedback on their ideas. The unit will conclude with a discussion of the stress that the students felt by being under a deadline and having to present information to our school’s business manager.
INFLUENCES ON HEALTH (5-6 Day Unit)
1. Analyze how different cultures affect health beliefs and practices (gender equity).
2. Evaluate the effect of media and other factors on personal, family, and community health.
3. Evaluate the impact of technology on personal, family, and community health.
4. Analyze how the family, peers, and community influence the health of individuals.
This unit will consists of two mini-units-
Day one of the first mini-unit will consist of assigning each student a culture to research and present to the class the following class period. The students will research various health practices and gender equity of various cultures. Day two and possible a day three, students will present their research to the class, followed by a discussion. We will begin this class by discussing an article from The Global Forum, available online at: http://www.globalforumhealth.org/filesupld/sex%20gender.pdf
Day one of the second unit will consist of previewing various anti-tobacco TV advertisements. This will be followed by a discussion on how the commercials were presented and what their key points were. The students will then be placed into groups and will be assigned to create their own anti-tobacco TV advertisement. The students will have the remainder of this class and all of next class to work on their projects. The students will present and discuss their projects on day five.
COMMUNICATION SKILLS (2 Days)
1. Demonstrate healthy ways to listen and communicate effectively with family, peers, and others.
2. Demonstrate strategies that can be used to prevent or solve conflicts without harm.
3. Analyze the possible causes of conflict in schools, families, and communities.
4. Evaluate the effectiveness of various communication methods for accurately delivering health information and ideas.
5. Utilize strategies to overcome barriers when communicating information, ideas, feelings, and opinions about health issues.
6. Demonstrate the ability to work cooperatively as an advocate for healthy individuals, families, schools, and communities.
7. Adapt health messages and communication techniques to the characteristics of a particular audience.
Unit will start with an in class discussion, using the New York State Department of Health article titled “People First- Communicating with and about people with disabilities”, available online at: http://www.health.state.ny.us/nysdoh/promo/people.htm. The activity will be to have students get into groups of two. Groups will be given a “mission”, which will consist of retrieving a simple item from some other point within the school. One partner will wear a blindfold, while the other partner will give directions to the blindfolded partner. Directions can not include “turn left” or “turn right”, or actually taking the partner by the hand and leading them. After the item has been located groups will bring the item back to the classroom, where we will discuss the obstacles the groups faced when presented with a communication problem.
DECISION-MAKING AND GOAL SETTING (4-5 Days)
1. Demonstrate various decision making strategies that can be used to address behaviors which lead to trouble.
2. Analyze health concerns that require collaborative decision making.
3. Predict the immediate and long-term impact of health decisions on the individual, family, and community.
4. Implement a plan and evaluate progress in attaining personal health goals.
5. Formulate an effective long-range personal health plan.
Students will be broken into two groups, or “families”. Ideally at least one boy and one girl in each group, but this is not essential to the activity. Each group will be given a different scenario, including being a family that is financially stable, and being a family that is not. The scenarios need to be written out in detail for the students to avoid confusion. The students will have two days in class to research their scenarios, before presenting to the class on the third day. Both scenarios will require the students to come up with ways to “live” to the best of their abilities for one year’s time. In each scenario, each group will be allotted a certain amount of money per month, and each group will have to “live” with all the bills and debts that come with life, including living expenses and having children and pets. Students will have “choices” they can make, for example buying luxury items, or having to buy the basics of life, sending their kids to college, etc. Groups will present to the class on how they chose to live for a year with the money they were allotted. The high school guidance counselor will be present for the group presentations. After the presentations have concluded, we will discuss the major differences between groups and how being financially stable allows families to live easier. If time allows, students will play the game “LIFE”.
Environmental Health (4-5 Days)
1. Analyze how environment influences the health of individuals and of the community.
2. Develop a personal program for reducing waste and increasing recycling and analyze how it impacts the community and society.
3. Express information and opinions about health issues.
Students will watch Al Gore’s “An Inconvenient Truth”. After the movie has concluded, we as a class will discuss the movie in-depth, and what things we can do to help correct these environmental problems. The students will then create a daily personal program for reducing waste and increasing recycling, using “An Inconvenient Truth-Take Action”, available online at: http://www.climatecrisis.net/takeaction/. This will be presented to the class and submitted for a grade.
Living Healthy (9-10 Days)
1. Understand the relationship between healthy nutritional choices and long term health.
2. Explain how to reach and maintain ideal body composition, distinguishing healthful and harmful ways of weight control.
3. Explain various influences on each person’s food choices.
4. Calculate calories, proteins, fat, carbohydrates and food servings for losing, gaining and maintaining weight.
5. Build a menu based on the recommended food quantities for all categories of food listed on the food pyramid.
6. Develop a personal plan for physical fitness describing exercises that improve: muscular strength and endurance, flexibility, cardiovascular endurance and body composition.
Students will watch two movies for this unit. The first will be the documentary “Supersize Me”, the second will be the documentary “Pumping Iron”. Both films will be followed by an in-depth discussion in class. The films will be used to demonstrate opposite ends of the fitness and nutrition spectrum. We will also look at the McDonald’s website: http://app.mcdonalds.com/bagamcmeal?process=home
We will then review how to properly read a food label, the components of the food label (ie total calories, fiber, protein, saturated fat, etc.), Body Fat Percentage, and fitness principles such as lean muscle burns more calories then fat, muscle weighs more then fat, an individual can not work the same muscle group on consecutive days, etc. We will also review the new USDA Food Guide Pyramid, available online at: http://www.mypyramid.gov/.
Students will then create their own individualized “Fitness and Nutrition Prescription Plan.” The plan will be based on a one week time frame, in which the students will write their own menu that will add up to approximately 2,000 calories for each day and come as close as possible to all the recommended dietary allowances from the FDA. Students can use Free Online Diet and Exercise Journal, available online at: http://www.my-calorie-counter.com/?OVRAW=how%20many%20calories%20are%20in%20foods&OVKEY=how%20many%20calorie%20are%20in%20food&OVMTC=standard&OVADID=538068522&OVKWID=6057694522. Students will also develop a week-long personal plan for fitness describing exercises that improve: muscular strength and endurance, flexibility, cardiovascular endurance and body composition. Students can use the Workout Routine Wizard, available online at: http://www.efitnesstracker.com/resources/Workout-Routine-Wizard.asp. These two assignments will be presented to the class and submitted for grading purposes.
Human Sexuality (3 Days)
1. To present a clear and systematic description of what is known about the development of human loving and sexuality—their expression and variations.
2. To provide the student with current information on sexual difficulties (e.g., sexually transmitted infections, common sexual dysfunctions) and what can be done about them.
3. To encourage an objective attitude of continuing inquiry and of compassionate understanding toward sexual issues.
Day One will consist of an open-ended discussion building on what was taught in the Health 9 curriculum. Students should already have a basic knowledge of the male and female reproductive systems. Day One discussions will stem from statistical information and facts from Adolescents, specifically adolescents from Chautauqua County. The discussion will be geared towards steps that students can take so they do not become a statistic. The discussion will be prompted using The Chautauqua County Department of Health Annual Report 2005 Summary, available online at: http://www.co.chautauqua.ny.us/health/PDF/ANNUAL%20RPT%202005%20%20FINAL.pdf
Day Two will consist of a guest speaker on all the various birth control methods, including abstinence, and the most prevalent Sexually Transmitted Infections.
Day Three will consist of a quiz and wrap-up.
1) Centers for Disease Control and Prevention National Center for Health Statistics, available online at: http://www.cdc.gov/nchs/.
2) Health Insurance, available online at: http://www.esana.org/Projects/ESA_Link/Health%20Insurance.pdf
3) Health Promotion Agency, available online at: http://www.healthpromotionagency.org.uk/Healthpromotion/Health/section2.htm
4) Lifestyle and Risk Reduction, available online at: http://www.americanheart.org/presenter.jhtml;jsessionid=PXNNF0WZWYF5YCQFCXQCCZQ?identifier=3004354
5) The Global Forum, available online at: http://www.globalforumhealth.org/filesupld/sex%20gender.pdf
6) New York State Department of Health article titled “People First- Communicating with and about people with disabilities”, available online at: http://www.health.state.ny.us/nysdoh/promo/people.htm.
7) “An Inconvenient Truth-Take Action”, available online at: http://www.climatecrisis.net/takeaction/.
8) USDA Food Guide Pyramid, available online at: http://www.mypyramid.gov/.
9) Free Online Diet and Exercise Journal, available online at: http://www.my-calorie-counter.com/?OVRAW=how%20many%20calories%20are%20in%20foods&OVKEY=how%20many%20calorie%20are%20in%20food&OVMTC=standard&OVADID=538068522&OVKWID=6057694522
10) Workout Routine Wizard, available online at: http://www.efitnesstracker.com/resources/Workout-Routine-Wizard.asp
11) The Chautauqua County Department of Health Annual Report 2005 Summary, available online at: http://www.co.chautauqua.ny.us/health/PDF/ANNUAL%20RPT%202005%20%20FINAL.pdf