Health - 8th Grade Curriculum

Chicago Ridge District 127.5

8th Health Education Curriculum Map

Unit

Content Focus

Standards

Unit 1:

   

Health and Wellness

  • * Identify and explain ways to maintain the three sides of the health triangle
  • * Explain physical changes that happen during teen years
  • * Identify mental and emotional changes that hormones cause
  • * Explain the role of lifestyle factors in a person’s health

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.A.3a Describe possible causes and consequences of conflict and violence among youth in schools and communities.

24.B.3a Apply a decision-making process to an individual health concern.

Unit 2:

   

Social, Mental and Emotional

  • * Describe how decisions can affect personal health
  • * Identify the traits of good character
  • * Explain the role of tolerance in social health
  • * Understand how to find reliable information
  • * Develop appropriate refusal skills
  • * Explain traits of good mental and emotional health
  • * Identify common human emotions
  • * Identify the causes of stress and how to handle stress
  • * Explain stages of the grief process
  • * Identify types of anxiety disorders
  • * Identify warning signs of suicide
  • * Explain how to determine if someone needs professional help
  • * Explain changes that occur in friendships during adolescence
  • * Describes types of non-verbal communication
  • * Identify strategies to be an effective speaker
  • * Comprehend positive and negative peer pressure

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.A.3a Describe possible causes and consequences of conflict and violence among youth in schools and communities.

24.A.3b Demonstrate methods for addressing interpersonal differences without harm (e.g., avoidance, compromise, cooperation)

24.A.3c Explain how positive communication helps to build and maintain relationships at school, at home and in the workplace.

24.B.3a Apply a decision-making process to an individual health concern.

Unit 3:

   

Nutrition and Fitness

  • * Identify nutrients the body needs
  • * Understand influences of health choices
  • * Explain the process of digestion
  • * Examine body image, BMI, and influences on body image
  • * List the benefits of health weight
  • * Examine food choices and how they affect their physical health.

State Goal 20:  Achieve and maintain a healthy-enhancing level of physical fitness based upon continual self-assessment.

20.A.3a Identify the principles of training: frequency, intensity, time and type (FITT).

20.A.3b Identify and participate in activities associated with the components of health related and skill related fitness.

20.B.3a Monitor intensity of exercise through a variety of methods (e.g., perceived exertion, pulse, heart rate monitors), with and without the use of technology.

20.B.3b Evaluate the strengths and weaknesses contained in a personal fitness profile

20.B.3c Discuss and understand the importance of fitness as it relates to academic performance.

20.C.3a Set realistic short-term and long term goals for a health related fitness component.

20.C.3b Identify opportunities within the community for regular participation in physical activities.

20.C.3c Apply the principles of training to health-related fitness goals.

State Goal 21:  Develop team building skills by working with others through physical activity.

 21.A.3a Follow directions and decisions of responsible individuals (e.g., teachers, peer leaders, squad leaders).

21.A.3b Participate in establishing procedures for group physical activities.

21.A.3c Remain on task independent of distraction (e.g., peer pressure, environmental stressors).

21.B.3a Work cooperatively with others to accomplish a set goal in both competitive and noncompetitive situations (e.g., baseball, choreographing a dance).  

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 23: Understand human body systems and factors that influence growth and development.

23.B.3a Explain the effects of health related actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking, alcohol use, and other drug use).

23.C.3a Describe the relationships among physical, mental, and social health factors during adolescence (e.g., the effects of stress on physical and mental performance, effects of nutrition on growth).

23. D.3a Explain how the brain is affected by movement.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

Unit 4

   

Growth and Body Systems

  • * Explain how body systems interact with one another.
  • * Explain the effects of choices upon body systems.
  • * Examine how the relationship between mental health affects physical health.

State Goal 23: Understand human body systems and factors that influence growth and development.

23.A.3a Explain how body systems interact with each other (e.g., blood transporting nutrients from the digestive system and oxygen from the respiratory system, muscular/skeletal systems [movement] and structure of the brain).

23.B.3a Explain the effects of health related actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking, alcohol use, and other drug use).

23.C.3a Describe the relationships among physical, mental, and social health factors during adolescence (e.g., the effects of stress on physical and mental performance, effects of nutrition on growth).

23. D.3a Explain how the brain is affected by movement.

Unit 5

   

Alcohol, Tobacco, Steroids, and Other Drugs

  • * Explain the difference between drug misuse and drug abuse
  • * Describe the effects  and risks of marijuana use
  • * Explain the relationship between narcotic abuse and drug tolerance
  • * Identify ways to access reliable information on drug use
  • * Explain the health benefits of staying drug free
  • * Identify the harmful effects of alcohol
  • * Distinguish between facts and myths about alcohol
  • * Explain symptoms of alcoholism
  • * Identify the various forms of tobacco products
  • * Explain the long and short-term damage to the body
  • * Implement a plan for quitting the use of tobacco
  • * Explain ways teens are influenced to use tobacco

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 23: Understand human body systems and factors that influence growth and development.

23.B.3a Explain the effects of health related actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking, alcohol use, and other drug use).

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.C.3a Apply refusal and negotiation skills to potentially harmful situations.

Unit 6

   

Disease  Prevention

  • * Explain ways communicable diseases are spread
  • * Identify the 4 types of pathogens
  • * Explain how the immune system protects itself from diseases (5 major barriers)
  • * Explain the difference between antibodies and antigens
  • * List ways people develop immunity
  • identify different vaccines
  • * Describe personal  changes someone can make to help protect your immune system
  • * Describe  what happens at each stage of the immune response
  • * Explain ways to prevent the spread of disease
  • * Describe symptoms, transmission and treatment of various communicable diseases
  • * Describe symptoms, transmission and treatment of various sexually transmitted diseases
  • * Identify the different causes of non-communicable disease (behavior/lifestyle, environment, unknown)
  • * Identify the different types of non-communicable disease (congenital, degenerative, autoimmune)
  • * Supply examples of different disease
  • * Identify common risk factors for various diseases
  • * Determine the difference between malignant and benign
  • * For each of the various diseases describe major characteristics, symptoms, treatment
  • * Determine factors to enhance health and prevent non-communicable diseases
  • * Analyze family history of disease

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.B.3a Describe how the individual influences the health and well-being of the workplace and the community (e.g., volunteerism, disaster preparedness, proper care to prevent the spread of illness).

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.C.3a Apply refusal and negotiation skills to potentially harmful situations.

Unit 7

   

Safety and Environment

  • * Understand the risk of entering personal information on the internet
  • * Develop safe practices for internet use
  • * Explain strategies for staying say at school and home
  • * Describe ways to avoid injuries
  • * Describe the different types of common emergencies.

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3c Explain routine safety precautions in practical situations (e.g., in motor vehicles, on bicycles, in and near water, as a pedestrian).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.B.3a Describe how the individual influences the health and well-being of the workplace and the community (e.g., volunteerism, disaster preparedness, proper care to prevent the spread of illness).

22.C.3a Identify potential environmental conditions that may affect the health of the local community (e.g., pollution, land fill, leadbased paint).

22.C.3b Develop potential solutions to address environmental problems that affect the local community’s health.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.A.3a Describe possible causes and consequences of conflict and violence among youth in schools and communities.

24.B.3a Apply a decision-making process to an individual health concern.