Senior High Zero Hour Health Course Descriptions 2014-2015

1. Senior High Zero Hour Health Course Descriptions 2014-2015 Senior High Health Course Descriptions 2012-2013 • The required Health course for senior high students has been split into two tracks. While there is broad overlap in the content of these tracks, the curricula differ in their approach to human sexuality. • Zero Hour Health – AB / AUM • One Credit Required Elective One Trimester The focus of this course is on decision making. Rights, respect, and responsibilities of healthy people are integrated through these themes: Safety and Injury/Violence Prevention; Substance Use/Abuse; Personal Health/Nutrition/Fitness; Community/Consumer Health; Social/Mental/Emotional Health; Disease Prevention including STI/STD; and Family Life/Human Sexuality. Student will be expected to participate part in-class and part online through Moodle 2.2 for the health credit.

2. Health Education K-12 Program Mission • Healthy Living through Comprehensive Education • Osseo Area Schools K-12 Health Education Mission is to inspire and prepare all students with the confidence, courage and competence to make and apply healthy decisions in order to achieve their dreams, contribute to community, and engage in a lifetime of healthy living. CORE VALUES • We believe that Health Education – • is vital to the well-being of the individual and community in a global society. Health education inspires learners to improve overall health. • is a partnership involving family, school, and community. • is a balance of acquiring knowledge, beliefs, attitudes, and skills that will result in real-life application. • will improve goal-setting, decision-making, and communication skills to enhance health and reduce risks. • is a lifelong process. STRATEGIES • We will – • empower learners to make healthy decisions. • engage learners through differentiated instruction. • utilize the assets of our system and community. • overcome obstacles to ensure comprehensive health education for all learners.

3. Health Education K-12 Essential Standards Through Health Education, each student will:

4. Summative Assessments 90% • Test, Quizzes, Presentation Project • Formative Assessments 10% • Worksheets, assignments, group work, class discussions • Non Graded items: **Academic achievement will be reported separately from non-academic issues, such as attendance, effort, ability, participation, attitude, behavior and other factors not directly related to student academic achievement. • Efficacious Learner • Equal Interval Grading Scale: 0-4 • Note: Student must strive for a 3 or 4 on any graded assessment or assignment!

6. The following are District 279 Health Grade Level Standards that we will be covering: • Understand the principles of vehicle safety. • Understand the effects of conflict and violence on society. • Demonstrate knowledge of medical and first aid safety. • Understand the impact that local and global natural disasters and man-made terrorism have on health. • Understand the impact of substance use on long-term goals and development of healthy life-style. • Examine attitudes about alternatives to chemical use. • Demonstrate understanding of addiction. • Understand the effects of alcohol use. • Identify the effects that nutrition and fitness have on quality of life. • Understand how consumers impact the environment. • Understand the implications of health care in our society. • Understand self-concept and its importance in total wellness. • Develop stress management skills. • Demonstrate the ability to set short and long-term goals to support a healthy life-style. • Identify the influence of media on health. • Understand that protection occurs through decisions, not after the fact. • Understand relationship between stress and disease. • Understand self-responsibility for health care. • Describe STI’s and examine their future impact. • Draw conclusions about prevention and cure. • Investigate and report resources to obtain help. • Identify male and female reproductive organs. • Describe the ideal date and the purpose of dating. • Explore relationships, how they develop, and their responsibilities. • Know various forms of contraception and how they work. • Investigate and evaluate parenting skills. • Examine gender differences in attitudes toward sexuality. • Develop an understanding of sexual orientation. • Examine attitudes toward intimacy and what it means.

7. Help!!!!!! • Parent/ School view • Moodle 2.2 (Coming soon “Schoology”)

8. At certain times throughout the trimester, each class member will have writing assignments. Writing assignment should follow the Maple Grove Writing Assignment Guidelines. (According to your English Departments requests)

9. Student username & password issues • Continuing students: (including students from OJH & MGJH) • Username: SAME as last year – part of last name + ### – example: bond007 • Password:SAME as last year – If students need a new password: • Teacher calls Media - 50-060 • Teacher tells Media staff that student/s need password reset. • Student talks to Media staff.

10. New-to-the-district students: • usually these students have been set up & can log in by the time they arrive at MGSH. • Username: part of last name + ### – example: bond007 • Password: password

11. Positive Behavior Intervention Framework The practices listed below exist so that all members of the Crimson Family consistently work together to live each day the Crimson Way: M OTIVATION G RATITUDE S CHOLARSHIP H ONOR

12. Positive Behavior Intervention Framework Cont.. • Zero Hour starts at 6:15am. (Typically on Mondays: Check Moodle page) Class begins at the bell, so arrive on time and ready to learn. • • Place book bags under your chair or table when class begins to provide for safe, barrier-free classroom mobility for staff and students. • • Instruction is from bell to bell. Respect other classrooms at the end of each hour by remaining in your seat in your classroom with the door • closed until the bell rings. Do not disrupt the learning of others. • • When leaving class with your teacher’s permission, sign out and carry the hall pass to and from your destination and sign in when returning. • • You are permitted to have water in the classroom. • • “Bag It & Tag It”: Hats are not to be used, worn, or carried between 7:30 a.m. and 2:00 p.m. All cell phones and electronic devices can be checked for proper school use and must be flat on the table. • • Do not talk about getting drunk or high. Any inappropriate conversation will be addressed and/or reported to administration.

14. At MGSH Health we….. • Foster a safe, respectful, productive environment! (Use of inappropriate words) • Encourage personal and social responsibility (honesty, integrity and hard work). • Challenge students through learning experiences. • Inspire student to be lifelong learners!

15. At MGSH Health we….. • Bring a notebook and writing utensil to each class. MGSH Planner/ MGSH Writing Guidelines and a flash drive are helpful but not required. • Electronic devices are encouraged for school work purposes only. Thank you for leaving them flat on the table!

16. Additional Classroom Guidelines: Thank you for: not touching Bremseth’s computer, please! • Having fun, when it’s appropriate. • Respecting Each others Space. • Respecting what other people say; no put-downs. • Be sensitive to other people’s feelings • The right to “pass” (not answer a question) • Respecting each other’s differences • Keeping discussion and questions away from a personal level • Keeping confidential all private comments • Asking questions; are no “dumb” questions • Using scientific terms rather than slang

17. Environmental CIRCLE OF WELLNESS Search for examples of wellness wheels or circles of wellness and be prepared to share next week!

18. The Factors That Affect Health1.Spivey A 2005. On Closer Inspection: Learning to Look at the Whole Home Environment. Environ Health Perspect113:A320-A323. doi:10.1289/ehp.113-a3202. Mind tools. (2010, August). Retrieved from http://www.mindtools.com/pages/article/newTED_00.htm3. United States. Genomics and Health. Atlanta: USA.gov, 2010. Print.

19. Heredity Available Health Care Physical Environment Total Health Daily Decisions

20. School Model for Physical Environment

21. Why Health????????????? Find one article on your own and form an opinion.

22. Watch “Surviving High school” using links on Moodle 2.2 • Complete Surviving High School Response form

23. Do you live your life based on principles? VALUES Do you MAKE DECISIONS based on principles? VALUES and Ethics

24. Principles • Are fundamental truths or laws • Building blocks for relationships • Essential to having a Quality life • Take time to develop

25. Principles That Affect Success and Relationships • Honesty- telling the truth

26. Principles That Affect Success and Relationships • Honesty- telling the truth • Equality- all people have the same rights

27. Principles That Affect Success and Relationships • Honesty- telling the truth • Equality- all people have the same rights • Promise- Keeping

28. Principles That Affect Success and Relationships • Honesty- telling the truth • Equality- all people have the same rights • Promise- Keeping • Respect- treat everyone & yourself like you are worthwhile

29. Principles That Affect Success and Relationships • Honesty- telling the truth • Equality- all people have the same rights • Promise- Keeping • Respect- treat everyone & yourself like you are worthwhile • Responsibility- carry out your obligations or duties; answer for your actions

30. Principles That Affect Success and Relationships • Honesty- telling the truth • Equality- all people have the same rights • Promise- Keeping • Respect- treat everyone & yourself like you are worthwhile • Responsibility- carry out your obligations or duties; answer for your actions • Self-control- being able to control your actions and attitudes

31. Media Influences Using “Status” and “added value” to sell! Advertising and trends can make you want to replace your possessions with those that are more popular in an effort to maintain status. status A person’s standing or rank in relation to others, many times falsely based on wealth, power, or influence