Health Education (2435) CA A

This health course provides students with the knowledge and skills needed to make informed, responsible decisions that will assist them in living healthy lifestyles. The objectives and concepts covered in this course develop students’ health literacy by helping them understand and acquire positive personal health habits appropriate to the changing needs of adolescents.

Following the California Health Frameworks and guided by the California Healthy Youth Act, this course focuses on four ideas of health literacy:

  • Acceptance of personal responsibility
  • Respect for and promotion of the health of others
  • An understanding of the process of growth and development
  • Informed use of health-related information, products and services

Thus, this course will promote healthy habits, decision-making and self-management skills in regard to students’ physical health, sexual health, social and emotional health, safety and injury prevention, and personal and community health.

CURRICULUM CONTENT AND SKILLS FOCUS:

UNIT 1: BODY ESSENTIALS

  • Describe the physical, social and emotional changes associated with being a young adult.
  • Execute a plan for maintaining good personal hygiene (including oral hygiene) and getting adequate rest and sleep.
  • Identify ways to prevent situations that might harm vision, hearing or dental health.
  • Identify symptoms that indicate a need for an ear, eye, or dental examination.
  • Develop a plan of preventive dental health management.
  • Explain how conception occurs, the stages of pregnancy and the responsibilities of parenting.
  • Summarize fertilization, fetal development and childbirth.
  • Analyze the impact of nutritional choices on future reproductive and prenatal health.
  • Describe nutrition practices that are important for the health of a pregnant woman and her baby.
  • Explain responsible prenatal and prenatal care and parenting, including California’s Safely Surrendered Baby Law.

UNIT 2: PROPER NUTRITION

  • Evaluate internal and external influences that affect food choices.
  • Access sources of accurate information about safe and healthy weight management.
  • Distinguish between facts and myths regarding nutrition practices, products, and physical performance.
  • Evaluate various approaches to maintaining a healthy weight.
  • Research and discuss the practical use of current research-based guidelines for a nutritionally balanced diet.
  • Explain the importance of variety and moderation in food selection and consumption.
  • Describe dietary guidelines, food groups, nutrients, and serving sizes for healthy eating habits.
  • Describe the relationship between poor eating habits and chronic diseases such as heart disease, obesity, cancer, diabetes, hypertension, and osteoporosis.
  • Analyze the relationship between physical activity and overall health.
  • Use a decision-making process to plan nutritionally adequate meals at home and away from home.
  • Demonstrate how to use safe food handling procedures when preparing meals and snacks.
  • Develop practical solutions for removing barriers to healthy eating and physical activity.
  • Create a personal nutrition and physical activity plan based on current guidelines.
  • Select healthy foods and beverages in a variety of settings.
  • Critique one’s personal diet for overall balance of key nutrients.
  • Identify strategies for eating more fruits and vegetables.
  • Describe how to take more personal responsibility for eating healthy foods.
  • Participate in school and community activities that promote fitness and health.
  • Explain how to keep food safe through proper food purchasing, preparation, and storage practices.
  • Describe the prevalence, causes, and long-term consequences of unhealthy eating.
  • Assess personal barriers to healthy eating and physical activity.
  • Describe community programs and services that help people gain access to affordable, healthy foods.
  • Describe internal and external influences that affect physical activity.
  • Advocate enhanced nutritional options in the school and community.
  • Identify the causes, symptoms, and harmful effects of eating disorders.
  • Analyze positive strategies to communicate healthy eating and physical activity needs at home, at school, and in the community.
  • Explain why people with eating disorders need professional help.

UNIT 3: PHYSICAL HEALTH

  • Distinguish between facts and myths regarding nutrition practices, products, and physical performance.
  • Analyze the impact of various influences, including the environment, on eating habits and attitudes toward weight management.
  • Analyze the harmful effects of using diet pills and anabolic steroids.
  • Evaluate the accuracy of claims about food and dietary supplements.
  • Evaluate the accuracy of claims about the safety of fitness products.
  • Explain the physical, academic, mental, and social benefits of physical activity and the relationship between a sedentary lifestyle and chronic disease.
  • Analyze internal and external influences that affect physical activity.
  • Describe the amounts and types of physical activity recommended for teenagers’ overall health and for the maintenance of a healthy body weight.
  • Evaluate the need for rest, sleep, and exercise.
  • Discuss ways to reduce the risk of injuries that can occur during athletic and social activities.
  • Analyze internal and external influences that affect physical activity.
  • Practice injury prevention during athletic, social, and motor vehicle-related activities.
  • Encourage peers to use safety equipment during physical activity.
  • Assess one’s personal nutrition needs and physical activity level.

UNIT 4: SOCIAL AND MENTAL HEALTH

  • Describe the importance of recognizing signs of disordered eating and other common mental health conditions.
  • Analyze signs of depression, potential suicide, and other self-destructive behaviors.
  • Analyze the internal and external issues related to seeking mental health assistance.
  • Access school and community resources to help with mental, emotional, and social health concerns.
  • Describe qualities that contribute to a positive self-image.
  • Use a decision-making process to analyze the benefits of respecting individual differences in growth and development, physical appearance, gender roles, and sexual orientation.
  • Practice respect for individual differences and diverse backgrounds.
  • Object appropriately to teasing of peers and community members that is based on perceived personal characteristics and sexual orientation.
  • Support the needs and rights of others regarding mental and social health.
  • Demonstrate conflict resolution skills to avoid potentially violent situations.
  • Describe California laws regarding bullying, sexual violence, and sexual harassment.
  • Analyze the laws regarding and detrimental effects of sexual harassment.
  • Classify personal stressors at home, in school, and with peers.
  • Monitor personal stressors and assess techniques for managing them.
  • Compare various coping mechanisms for managing stress.
  • Evaluate how preventing and managing stress and getting help for mental and social problems can help a person achieve short- and long-term goals.
  • Set a goal to reduce life stressors in a health-enhancing way.
  • Assess personal patterns of response to stress and use of resources.
  • Practice effective coping mechanisms and strategies for managing stress.
  • Evaluate the need for rest, sleep, and exercise.

UNIT 5: HEALTHY RELATIONSHIPS

  • Assess ways to be a responsible consumer of health products and services.
  • Apply a decision-making process to a personal health issue or problem.
  • Encourage and support safe, respectful, and responsible relationships.
  • Analyze the role of individual, family, community, and cultural norms on the use of alcohol, tobacco, and other drugs.
  • Assess situations that could lead to pressure for sexual activity and to the risk of HIV, other STDs, and pregnancy.
  • Support others in making positive and healthful choices about sexual behavior.
  • Describe physical, social, and emotional changes associated with being a young adult.
  • Discuss influences that affect positive health practices.
  • Recognize that there are individual differences in growth and development, physical appearance, gender roles, and sexual orientation.
  • Evaluate laws related to sexual involvement with minors.
  • Demonstrate effective negotiation skills for avoiding dangerous and risky situations.
  • Practice how to refuse less-nutritious foods in social settings.
  • Apply a decision-making process to avoid potentially dangerous situations.
  • Use effective coping strategies when faced with various social situations involving the use of alcohol, tobacco, and other drugs.
  • Practice setting personal boundaries in a variety of situations.
  • Seek help from trusted adults for oneself or a friend with an emotional or social health problem.
  • Identify loss and grief.
  • Identify warning signs for suicide.
  • Discuss suicide-prevention strategies.
  • Participate in clubs, organizations, and activities in the school and in the community that offer opportunities for student and family involvement.
  • Discuss healthy ways to respond when you or someone you know is grieving.
  • Analyze the qualities of healthy peer and family relationships.
  • Promote a positive and respectful environment at school and in the community.
  • Describe healthy ways to express caring, friendship, affection, and love.
  • Describe the benefits of having positive relationships with trusted adults.
  • Discuss the characteristics of healthy relationships, dating, committed relationships, and marriage.
  • Describe how social environments affect health and well-being.
  • Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and other drugs.
  • Use a decision-making process to evaluate how the use of alcohol, tobacco, and other drugs affects individuals, families, and society.
  • Demonstrate how nutritional needs are affected by age, gender, activity level, pregnancy, and health status.
  • Explain healthy alternatives to alcohol, tobacco, and other drug use.
  • Educate family and peers about choosing healthy foods.

State: California
Grade Level: 9, 10, 11, 12
Category: Health
Course Length: Year