First Aid, Disease and Prevention

West Haven Public Schools
Unit Planning Organizer

Subject          Health

Grade             10

Unit                First Aid, Disease and Prevention                                                  

Pacing            20 Class Periods

Essential Question(s):

What knowledge do I need to make good decisions to keep others and myself healthy?

            What can I do to avoid or reduce health risks?

            What do I need to know to stay healthy?

Big Idea(s):

            Practicing first aid skills will reduce to risk of injury, disease or death.

Knowledge of preventive measures to protect one self against disease will keep optimal health.

Sexually transmitted diseases are preventable and most can be treated, but some are incurable.

CT State Standards ( “Priority” GLES’s in BOLD and “Supporting” Standards”)

H (high).1.1. Analyze how behaviors can affect health maintenance and disease prevention

H.8.6. Engage others to develop health campaigns which promote care, consideration and concern for others (e.g. persons living with HIV/AIDS, diabetes, cancer)

H.6.3. Predict the immediate and long-term impact of health decisions on the individual, family and community

H.3.3. Distinguish between safe, risky or harmful behaviors affecting themselves

and others in the community

H.1.6. Use and evaluate appropriate strategies to promote well-being, delay onset and reduce risks of potential health problems during adulthood

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts (Need to Know)

Skills(Able to Do)

 

 

BL

Health Maintenance

Disease Prevention

Promote Health campaigns to help others

Predict the immediate and long-term impact of health decisions

Distinguish between safe, risky or harmful behaviors

Strategies to reduce adult health problems and injuries

 

 

Apply (take care of self)

Remember (strategies)

Understand (use to ones own advantage)

 

Analyze (to make decisions)

 

Analyze (to make decisions)

 

Apply (act to be safe)

 

 

 

1

3

3

 

3

 

3

 

4

 

 

 

 

Assessments

Common Formative Pre- Assessment (Followed by Data Team Analysis):

Pre Test

“Dipsticks” (Informal Progress Monitoring Checks): Short checks for understanding aligned toward post assessment.

Classroom discussions

Personal injury hazard Map

PowerPoint’s About a Common Disease

Common Formative Post- Assessment (Followed by Data Team Analysis):

Post Test

Instructional Planning

Suggested Research-based Effective Instructional Strategies:

                       

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections (Common Core)

 

Prevention of Injuries

 

Prevention of STD’s

 

Dealing with disease or illness

CPR Basics

Heimlich maneuver understanding

Locate help

 

Identify hazards

 

Use of protective barriers

Communicating about protection

 

 

Magic Johnson Story (Youtube)

Disease Spreading Activity

STD project

STD Game

Community health action planning

Demo Videos

 

Reflections

PowerPoint’s

Data from studies

 

 

 

 

 

 

 

 

 

 

 

Pacing Guide

 

Standard: H.8.6. Engage others to develop health campaigns which promote care, consideration and concern for others (e.g. persons living with HIV/AIDS, diabetes, cancer)

 

Essential Question: What knowledge do I need to make good decisions to keep others and myself healthy?

 

STDS

Time Frame:  Days 7

 

Standard: H.3.3. Distinguish between safe, risky or harmful behaviors affecting themselves and others in the community

 

Essential Question: What can I do to avoid or reduce health risks?

 

First Aid

Time Frame:  Days 7

 

Standard: H.6.3. Predict the immediate and long-term impact of health decisions on the individual, family and community

 

Essential Question: What do I need to know to stay healthy?

 

Disease

Time Frame:  Days 6