Sarina Promthong

Grade 10 Health Science I Unit Plan

Unit Title: Personal Health (4 weeks)
Essential Question(s):
Why is adequate sleep so
important?
Why are personal hygiene
habits so important?
Why are regular check up
and self-examination so
important?
Essential Understanding(s):
Adequate amounts of sleep are necessary for normal
motor and cognitive functions.
Taking care of your skin, hair, nails, teeth, mouth,
eyes, and ears keep your whole body healthy.
Regular examinations help find problems before they
start and help find problem early, giving you better
chance for treatment and cure.
Standards/Benchmarks
1.1.P Discuss the value of actively managing
personal health behaviors (e.g., getting adequate
sleep, performing self-examinations).
1.2.P Evaluate the importance of regular medical
and dental checkups, vaccinations, and
examinations.
5.5.P Analyze the possible consequences of risky
hygienic and health behaviors and fads (e.g.,
tattooing, body piercing, sun exposure, and sound
volume).
ESLOs:
Strategic
learners
Altruistic global
citizens
Articulate
communicators
Language
Functions:
Describe
Explain
Evaluate
Making
decision


Syllabus or
Topics:
Hygiene
Regular health
examinations
Biology of
sleep;
relationship to
health
Skills:
Describe body changes during sleep cycle
Describe impact of adequate sleep on health
Evaluate whether your are getting adequate sleep,
goal setting skill
Identify what happen during typical physical, eye,
hearing, and dental examinations.
Describe ways to take care and protect your body
parts from conditions and diseases that affect
them, advocacy skill
Resources:
Glencoe Health
http://science.edu
cation.nih.gov/sup
plements/nih3/sle
ep/guide/nih_slee
p_curr-supp.pdf
http://teachers.tea
chingsexualhealth
.ca/wp-
content/uploads/C
ALM-Self-Care-
Lesson-1.pdf
Culminating Writing and Speaking Assessment:
Your best friend wants an eyebrow piecing and shoulder tattoo. Write a persuasive letter
pointing out the influences on his/her choice. Remind the person of the health risks.
Sleep diary: collect a week data about your sleep habits, analyze data using the
lessons, explore and evaluate own sleep/wake cycle, observe rhythm pattern, assess
sleepiness and create a plan to get appropriate amount of sleep.
Suggested Learning Activities:
Create the three-column chart (what you know, what you
want to know, and what you have learned), class lecture and
discussion, complete the chart
Create and complete the four-column chart (organ, structure,
function, and ways to reduce the risk of damage)
Suggested Uses of
Assessment:
Test and quizzes
Performance tasks
Rubric assessment
Exit slip


Sarina Promthong


Unit Title: Nutrition (5 weeks)
Essential Question(s):
What are essential nutrients?
How to select foods that
contain nutrients?
Why do we need to follow the
recommended serving and
the Dietary Guidelines?
Essential Understanding(s):
Each nutrient in your diet plays a unique and
essential role in keeping you healthy.
By reading food labels and handling food safely,
you can avoid many food-related problems.
The recommended serving, the Dietary Guidelines,
and MyPlate are tools that help you choose healthy
food.
Standards/Benchmarks
1.2.N Research and discuss the practical use of
current research-based guidelines for a nutritionally
balanced diet.
1.4.N Describe dietary guidelines, food groups,
nutrients, and serving sizes for healthy eating habits.
3.3.N Describe how to use nutrition information on
food labels to compare products.
ESLOs:
Strategic
learners
Altruistic global
citizens
Articulate
communicators
Language
Functions:
Describe
Evaluate
Making
decision
Syllabus or Topics:
Essential nutrients
Evaluate food label
MyPlate
Developing
healthful eating
habit
Skills:
Identify the functions and
sources of different nutrients
Discuss information found on
food label
Design and evaluate meals
using the Dietary Guidelines
Resources:
Comprehensive School Health
Education, 8
th
Ed.
Glencoe Health
http://www.choosemyplate.gov/f
ood-groups/
http://www.health.gov/dietarygui
delines/workshops/DGA_Works
hops_Complete.pdf
Culminating Writing and Speaking Assessment:
Take a role of a nutritionist; design a week of everyday meals (healthy breakfast and
lunch/dinner and snacks) for athlete/non- athlete. If they have to eat out, how would they
order fast food that follows the Dietary Guidelines? Give examples in a visual poster and
share it with the class.
Create a Family Health Newsletters; utilize the www.choosemyplate.gov/site and other
creditable resources. It should include a list and discussion of each Dietary Guidelines,
as well as their personal plan for limiting sodium consumption (or share food that they
and their family must limit/eat in moderation to maintain optimal health). Share the
Newsletter with their families.
Suggested Learning Activities:
Write Top Ten List of reasons to read food labels. It should
include information as to what they will learn from reading food
label, share the list with the class
Match 5-10 food labels to the correct food packages. Ask
students which food packages would they choose to consume
and name diseases they might develop if they fail to make
wise dietary choices. Use the item to outline how students can
make responsible choices with family.
Suggested Uses of
Assessment:
Observation
Test and quizzes
Performance tasks
Rubric
assessment
Exit slip
Sarina Promthong


Unit Title: Growth, Development, and Sexual Health (4 weeks)
Essential Question(s):
What are the changes that
occur during adolescence?
How does reproductive
system works?
What happen during
menstruation and
pregnancy?
Essential Understanding(s):
Adolescence begins with puberty as a person
starts to mature physically, emotionally, and
psychologically.
Reproductive system mature at puberty and
enable reproduction.
Certain physical and hormonal changes during
menstruation and pregnancy.
Standards/Benchmarks
1.1.G Describe physical, social, and emotional
changes associated with being a young adult.
1.2.G Explain how conception occurs, the stages
of pregnancy and fetal development.
7.1.G Describe personal actions that can protect
sexual and reproductive health
ESLOs:
Strategic
learners
Altruistic global
citizens
Articulate
communicators
Language
Functions:
Identify
Describe
Explain
Evaluate
Syllabus or Topics:
Basics anatomy and
physiology of male
and female
reproduction system
Recognize habits
that protect
reproductive health
Conception,
pregnancy and
childbirth
Skills:
Describe physical, emotional
changes during puberty
Describe the function of
reproductive organs
Identify concerns and ways to
protect reproductive health
Explain the relationship
between the concepts of
intercourse, fertilization, and
pregnancy
Resources:
http://www.latrobe.edu.au/arcshs/
downloads/arcshs-research-
publications/TSH_full_teacher_re
source.pdf
http://www.popcouncil.org/upload
s/pdfs/2011PGY_ItsAllOneActiviti
es_en.pdf
http://www.kingcounty.gov/healths
ervices/health/personal/famplan/e
ducators/SpecialEducation.aspx
http://www.kingcounty.gov/healths
ervices/health/personal/famplan/e
ducators/SpecialEducation.aspx
Culminating Writing and Speaking Assessment:
Play a role of a health expert, develop a podcast aimed at middle school students,
discuss one developmental task, and conduct further research using reliable sources.
Given 1 of 15 contemporary topics on pregnancy and birth and guiding questions
(Popcouncil, p.142), write 2 paragraph, one is your response, another is a news
brief to educate other people.
Suggested Learning Activities:
Class discussion, create a poem and song that explain
physical changes during puberty
Crossword puzzle and exercise (Popcouncil, p.134)
Create one of the campaign elements (a script, poster, or
reminder cards) to raise awareness of testicular self-
examination, breast examination
Suggested Uses of
Assessment:
Observation
Test and quizzes
Performance tasks
Rubric assessment
Exit slip





Sarina Promthong

Unit Title: Disease Prevention and Control (5 weeks)
Essential Question(s):
How do you reduce the severity
of allergy, asthma, and diabetes?
How do you reduce the risk of
CVD and stoke?

Essential Understanding(s):
Practice self-management strategies can
help reduce the severity of allergy, asthma,
and diabetes
Preventive behaviors can reduce your risks
of cardiovascular diseases and stroke.
Standards/Benchmarks
1.5.P Investigate the causes and symptoms of non-
communicable diseases.
1.8.P Describe symptoms of some common health
problems and illnesses, including cancer and chronic
diseases (e.g., asthma, allergies, and diabetes).
1.5.N Describe the relationship between poor eating
habits and chronic diseases such as heart disease,
obesity, cancer, diabetes, and hypertension.
ESLOs:
Strategic
learners
Altruistic
global citizens
Articulate
communicator
Language
Functions:
Explain
Describe
Report
Evaluate
Syllabus or Topics:
Non-communicable
diseases
Recognize, manage,
and reduce the risk of
common non-
communicable
diseases: Allergies,
Asthma, Diabetes,
Cancer, Heart
Diseases
Skills:
Discuss asthma and ways to
prevent and manage asthma
Describe common cause of
allergy and ways to prevent and
treat allergy
Identify characteristics of
cardiovascular diseases,
controllable and uncontrollable
factors
Distinguish between types of
diabetes, describe ways to
reduce the risk/manage diabetes
Resources:
Comprehensive
School Health
Education, 8
th
Ed.
(CSHE)
Glencoe Health
http://education-
portal.com/academy/l
esson/cardiovascular-
disease-risk-factors-
preventative-
strategies.html#lesson
http://www.colorado
.edu/outreach/BSI/
CardioHEADS/dise
ase.htm
Culminating Writing and Speaking Assessment:
Take a role of a public health specialist, they public believe that they dont need to worry
about CVD/diabetes/cancer until they are older. Write a letter convincing the public that
its important to start taking preventive measure now.
Choose one non-communicable disease discussed in the class, conduct research for
further research, find illustration showing the effects of the disease, include information on
positive, preventive measure that lower risks related to the disease, recent medical
advances on diagnosis and treatment, create a multimedia presentation to the class.
Suggested Learning Activities:
Create vocabulary index cards, write your own
understanding of the definition after the each class
Evaluate your dairy habits, list decisions you can make
today to replace unhealthful choices with the healthful ones
Create a cluster chart of cardiovascular diseases
Compare stroke to heart attack
Suggested Uses of
Assessment:
Observation
Test and quizzes
Performance tasks
Rubric assessment
Exit slip
Sarina Promthong


Unit Title: Tobacco, Alcohol, and Drug Use (4 weeks)
Essential Question(s):
In what ways does tobacco
harm your body?
How does alcohol se
contribute to risky behaviors?
What are the consequences
of drug abuse?
Essential Understanding(s):
The chemicals in all tobacco products harm your
body.
Alcohol use can harm your body and your brain
and cause you to make poor decisions.
Drug abuse is life-threatening behaviors that come
with serious physical, mental, and psychological
side effects.
Standards/Benchmarks
5.4.P Analyze how using alcohol, tobacco, and
other drugs influences health and other behaviors.
1.2.A Explain the impact of alcohol, tobacco, and
other drug use on brain chemistry, brain function,
and behavior.
1.7.A Analyze the consequences of binge drinking
and its relationship to cancer; to liver, pancreatic,
and cardiovascular diseases; and to a variety of
gastrointestinal problems, neurological disorders,
and reproductive system disorders.
ESLOs:
Strategic
learners
Altruistic global
citizens
Articulate
communicators
Language
Functions:
Describe
Identify
Explain
Evaluate
Directive
Syllabus or Topics:
Health consequences
of tobacco smoking,
second hand smoke,
and smokeless
tobacco
Alcohol and your
health
Illegal drugs and your
health
Skills:
Discuss BAC and the effects
of alcohol on body systems
Explain ways alcohol affects
thinking and decision making
Discuss the harmful physical
and mental effects of nicotine
Explain how illegal drug use
harm health
Outline steps toward
alcohol/drug/tobacco quitting
Resources:
http://headsup.scholastic.com/tea
chers/collections/lesson-plans-
and-printables
http://www.det.wa.edu.au/redirect/
?oid=com.arsdigita.cms.contentty
pes.FileStorageItem-id-
1829181&stream_asset=true
http://www.scholastic.com/headsu
p/pdfs/NIDA2-
Activity%20Book.pdf
http://www.health.qld.gov.au/atod/
documents/qhbook_1.pdf

Culminating Writing and Speaking Assessment:
How drug/alcohol/tobacco affect the body art project (body silhouette)
Quitting tobacco/alcohol/drug brochure, include why is, it bad for you, why should you quit,
why is quitting so difficult, how to prepare to quit, tips for successful quitting, manage
craving, medication that help, and resources
Anti-drug/drinking tips/anti-tobacco poem, song performance
Suggested Learning Activities:
First day reflection on drug, graphic organizer to help in
further research on drug, how it look like, street name, why
teens want to use them, and their negative effects
Mini debate on medical marijuana
Video (CNN: Life on the edge), question and class discussion

Suggested Uses of
Assessment:
Observation
Test and quizzes
Performance tasks
Rubric assessment
Exit slip


Sarina Promthong








Unit Title: Violence Prevention (5 weeks)
Essential Question(s):
How does violence
impact health?
How do you resolve
conflict?
How do you manage
anger?
Essential Understanding(s):
Violence negatively impact health and can cause physical,
mental, and emotional damage.
Teens need to know about forms of violence and ways to
protect themselves.
Conflict can be resolve through negotiation or mediation.
Standards/Benchmarks
1.9.S Explain the effects of violence on
individuals, families, and communities.
4.1.S Demonstrate effective negotiation
skills for avoiding dangerous and risky
situations.
7.2.S Demonstrate conflict resolution skills to
avoid potentially violent situations.
ESLOs:
Strategic learners
Altruistic global citizens
Articulate
communicators
Morally intelligent
person
Language
Functions:
Make
decision
Express
personal
opinion
Describe
Syllabus or Topics:
Understanding
violence
Anger management
Conflict resolution
Dealing with bullying
and teasing
Skills:
Recognize violent behavior,
sense own body cues to anger,
and construct an anger
management plan to calm down
Explain how passive,
aggressive, and assertive
behaviors influence the risk of
being perpetrator or victim of
violence

Resources:
http://www.advocatesforyouth.o
rg/storage/advfy/documents/ch
apter11.pdf
http://www.discoveryeducation.
com/teachers/free-lesson-
plans/resolving-conflicts.cfm
http://www.creducation.org/reso
urces/CR_Guidelines_and_10_
CR_lessons_FCPS.pdf
http://www.internet4classrooms.
com/character_ed.htm
http://www.pbs.org/inthemix/ed
ucators/lessons/
Culminating Writing and Speaking Assessment:
Imagine you are a cartoonist for the school newsletter, make a comic in that include
something that make your character angry, what body cues do they feel to know
theyre angry, and how to they calm themselves
Given a real life scenarios, role play how you resolve conflict and prevent violence
Suggested Learning Activities:
Pair-share, News article/true story discussion
Survey and discuss risk vs. protective factor of violence
Patterns of behavior self-test



Suggested Uses of
Assessment:
Observation
Test and quizzes
Performance tasks
Rubric assessment
Exit slip
Sarina Promthong

Unit Title: Mental and Emotion Health (9 weeks)
Essential
Question(s):
What is self-
esteem? How can
I enhance self-
esteem?
How can I develop
a healthy identity?
Essential Understanding(s):
Good mental and emotional health helps you develop healthy
self-esteem.
Healthy self-esteem involves having a sense of personal worth
and a sense of competence.
Healthy identity is based on being a person of good character.
You develop your personal identity by developing a clear
sense of your values, beliefs, skills, and interests.
Standards/Benchmarks
1.4.M Describe qualities that contribute to a
positive self-image.
1.5.M Describe how social environments affect
health and well-being.
2.1.M Analyze internal and external influences on
mental, emotional, and social health.
ESLOs:
Strategic
learners
Altruistic global
citizens
Articulate
communicators
Language
Functions:
Describe
Identify
Evaluate
Express

Syllabus or Topics:
Developing good
character &
improving self
esteem
Healthful personality
characteristics
Interact in a way that
create positive socio-
emotional
environment
Behaviors that
promote healthy
mind
Skills:
Identify traits and behaviors
associated with having good
character
Describe responsible actions
that promote positive self-
esteem
List, discuss, and use outside
sources as ways to develop,
maintain, and improve self-
esteem and self-respect.
Describe personality
character that promote health
Resources:
http://science.education.nih.gov/cus
tomers.nsf/MSSelf.htm
http://www2.massgeneral.org/schoo
lpsychiatry/classroom_selfregulatio
n.asp#
http://www.mindmatters.edu.au/tool
s-resources/resources-archive
http://classroom.kidshealth.org/clas
sroom/9to12/personal/growing/self_
esteem.pdf
http://www.ppc.sas.upenn.edu/teac
hinghighschool.htm
http://learningtogive.org/lessons/uni
t531/lesson1.html
http://www.kingcounty.gov/healthse
rvices/health/personal/famplan/edu
cators/SpecialEducation.aspx
Culminating Writing and Speaking Assessment:
Students select a quote, true story, parable, poem, etc. that communicates their plan
or hope for moving toward healthy self-esteem in self or others
Choose positive traits from other personality survey, write about the trait they would
like to have, and how they can go about making changes toward that
Suggested Learning Activities:
Scenarios analysis and discussion (classroom.kidhealth)
Create self-portrait collage, classroom self-esteem quilt,
compliment circle, look up thesaurus and make word bank of
personality traits that describe themselves
Have the students record their voice talking about internal
messages that contribute to self-esteem and mental health.
Listen to the recording, delete any negative messages, learn
and add new positive messages
Suggested Uses of
Assessment:
Observation
Performance
tasks
Rubric
assessment