INTRODUCTION

A Curriculum Coordinating Council (CCC) was formed in the spring of 1994 to govern the curriculum writing process and serve as the steering committee for the Subject Area Committees (SACs) that write curriculum. Their first task was to develop a mission statement that would guide the curriculum articulation. All subject area student learner goals are intended to help students achieve the goals of the consortium mission statement.

The Health SAC began its work in January 2000. A survey was distributed to all health teachers in the schools. This survey generated information which guided the process. State curriculum frameworks and national standards were consulted during the writing process as well. These are referenced on the bibliography page of this document.

The Health curriculum guide is divided into the following strands:

It should be noted that this is a working document and is subject to planned review and revision. The year of implementation, 2001-2002, is the trial period. The SAC members will continue their work by meeting and surveying teachers to find out what revisions need to be made.

The mission of the Bottineau County Consortium schools is to ensure, through a comprehensive K-12 curriculum, that students will develop and demonstrate scholastic, technological, physical, social, and problem solving skills essential for achieving academic, occupational, and personal success today and in the future.

Students will:

develop an understanding of a healthy lifestyle and

to prepare for healthy living now and in the future.

Students will:

B.2: develop and understand appropriate social skills

C.2: develop empathy for others

D.2: understand and use good manners

E.2: identify various feelings

F.2: develop and use appropriate coping skills

G.2: make "I" statements when expressing feelings and dealing with conflicts

H.2: respect themselves and others

I.2: develop appropriate skills in decision making

J.2: participate in community service activities

K.2: develop cooperative work skills

Students will:

A.2: understand how families are alike and different

B.2: understand the responsibilities of being a member of a family

C.2: identify how friends are alike and different

Students will:

A.2: be introduced to the food pyramid

B.2: understand the importance of personal hygiene

C.2: understand the importance of exercise and fitness

D.2: understand the need for good dental care

E.2: be able to choose healthy snacks

Students will:

A.2: care for animals in an appropriate manner

B.2: be aware of recycling materials within their home

C.2: understand the effects of littering within their environment

D.2: understand and observe Earth Day (April 22)

Students will:

A.2: understand how to save money

B.2: understand the differences between needs and wants

Students will:

A.2: use a Kleenex appropriately

B.2: wash hands appropriately

C.2: be aware of how germs are spread

kitchen safety severe weather awareness good/bad strangers

fire safety water safety farm safety

poison prevention hunting safety playground safety

electrical safety holiday safety

bike safety

bus safety

car safety

seat belt safety

pedestrian safety

Students will:

A.2: understand the differences between prescription and nonprescription drugs

B.2: understand how to use medicines safely

C.2: be aware of the effects of various drugs including: caffeine, nicotine, alcohol, and marijuana

Students will:

A.4: develop a positive concept

B.4: develop and understand appropriate social skills

C.4: understand and use good manners

D.4: develop skills in anger management

E.4: develop assertive communication skills

F.4: develop conflict resolution skills

G.4: develop appropriate skills in decision making

H.4: respect themselves and others

I.4: develop empathy for others

J.4: participate in community service activities

Students will:

A.4: develop skills in getting along with family members

B.4: understand the responsibilities of being a member of a family

C.4: understand the responsibilities of being a friend and a member of a team or group

Students will:

A.4: identify foods within the food pyramid

B.4: demonstrate age appropriate personal hygiene habits

C.4: be able to choose healthy snacks

D.4: understand the importance of exercise and fitness

Students will:

A.4: be aware of recycling materials within their community

B.4: develop an awareness of air pollution

C.4: be aware of opportunities to care for their communities

D.4: understand and observe Earth Day (April 22)

Students will:

A.4: understand how to be a responsible member of their community

B.4: be able to evaluate products

C.4: be able to judge advertisements

D.4: develop an awareness of the state and county health departments and agencies

E.4: understand how to spend money wisely

Students will:

A.4: understand the importance of appropriate personal hygiene B.4: habits as protection against disease

C.4: understand the causes of virus and bacterial diseases

kitchen safety severe weather awareness good/bad strangers

fire safety water safety farm safety

poison prevention hunting safety playground safety

electrical safety holiday safety

bike safety

bus safety

car safety

seat belt safety

pedestrian safety

Students will:

A.4: understand and demonstrate basic first aid techniques

Students will:

A.4: use medications in a responsible manner

B.4: understand the characteristics and traits of an addiction

C.4: understand the effects of various drugs including; caffeine, nicotine, alcohol, marijuana, inhalants, and hallucinogens

D.4: make informed decisions regarding the use of medications and drugs

Students will:

A.6: develop a positive concept

B.6: develop and understand appropriate social skills

C.6: respect themselves and others

D.6: understand and use good manners

E.6: develop an understanding of bullying and coping with bullies

F.6: understand peer pressure and its affects on their decisions

G.6: develop appropriate skills in decision making

H.6: develop empathy for others

I.6: understand and implement appropriate conflict resolutions skills

J.6: participate in community service activities

Students will:

A.6: understand the influence of their family upon their own development

B.6: understand the effects of heredity and family traits

C.6: understand changes which occur in families through divorce, separation, illness, or death

D.6: understand the responsibilities of being a member of a family

E.6: understand the responsibilities of being a friend and a member of a team or group

Students will:

A.6: identify nutrients and vitamins from a variety of foods

B.6: demonstrate age appropriate personal hygiene habits

C.6: understand the changes taking place as they go through puberty

D.6: be able to plan a healthy diet

E.6: be able to choose healthy snacks

F.6: explore the effects of a balanced lifestyle

Students will:

A.6: develop an understanding of global conservation

B.6: develop an awareness of noise pollution, solid waste pollution, and energy conservation

C.6: participate in community services which will enhance their communities

D.6: understand and observe Earth Day (April 22)

Students will:

A.6: make responsible consumer choices

B.6: develop an awareness of the federal health department and agencies

Students will:

A.6: develop an understanding of communicable diseases

B.6: develop an understanding of noncommunicable diseases

C.6: develop an awareness of AIDS

kitchen safety severe weather awareness good/bad strangers

fire safety water safety farm safety

poison prevention hunting safety playground safety

electrical safety holiday safety

bike safety

bus safety

car safety

seat belt safety

pedestrian safety

Students will:

A.6: understand and demonstrate basic first aid techniques

Students will:

A.6: use medications in a responsible manner

B.6: understand the physiological traits of an addiction

C.6: understand the effects of various drugs including: caffeine, nicotine, alcohol, marijuana, inhalants, and hallucinogens

D.6: make informed decisions regarding the use of medications and drugs

Students will:

A.8: demonstrate techniques for managing stress and dealing with emotions

B.8: demonstrate the ability to set goals and accept limitations

C.8: demonstrate knowledge of sources of help for mental and emotional problems

Students will:

A.8: develop an understanding, through an abstinence based sexuality program, of the risks, including transmitted diseases and pregnancy, of becoming sexually active during the teenage years

B.8: evaluate effective conflict prevention and management techniques

C.8: demonstrate communication skills that contribute to positive relationships

D.8: analyze functions and expectations of various types of relationships

E.8: compare characteristics of the various life stages including dealing with loss

Students will:

A.8: compare student diets with the Food Guide Pyramid recommendations

B.8: analyze the importance of the Dietary Guidelines

C.8: demonstrate nutrition and wellness practices that enhance individual and family well being

D.8: demonstrate knowledge of eating disorders such as anorexia, bulimia, and overeating

Students will:

A.8: understand the effects of pollution (noise, litter, and chemicals)

Students will:

A.8: develop an understanding of proper use of medications such as g generic and brand name medications and alternative medicine

B.8: be introduced to insurance programs such as HMO, Medicare, Medicaid, and general health insurance

C.8: demonstrate knowledge of selecting health care facilities or providers such as home health care and nursing home care

D.8: examine the reasons for immunization programs as it relates to public health

Students will:

A.8: relate the lifestyles and practices which promote the spread of B.8: communicable disease (including STDs and AIDS)

C.8: differentiate between the risk factors that are controllable and those that are not controllable with regard to noncommunicable disease (cancer, heart disease, diabetes, hypertension)

D.8: be able to predict the long term effects of proper skin care i including sun protection

E.8: identify sources and factors that contribute to food borne illnesses

Students will:

A.8: practice emergency preparedness (weather conditions, personal safety, using 911)

B.8: demonstrate the knowledge and skill of proper CPR procedure

C.8: describe basic first aid procedures

Students will:

A.8: understand the effects of various drugs including: caffeine, nicotine, alcohol, inhalants, marijuana, and hallucinogens

B.8: understand the characteristics and traits of an addiction

C.8: make informed decisions regarding the use of medication and drugs

Students will:

A.12: choose appropriate methods for dealing with emotions including depression

B.12: compare methods for coping with stressors

C.12: investigate addictive behaviors such as drug and gambling addictions

D.12: assess techniques for building self esteem through goal setting and learning self acceptance

E.12: locate resources (or sources) for help with mental and emotional health issues

F.12: describe responsibilities involved in taking care of one’s health

Students will:

A.12: analyze parenting responsibilities in today’s lifestyles

B.12: demonstrate communication skills needed to handle life situations including skills in anger management, problem solving, and decision making

C.12: analyze the dynamics of relationships such as family, dating, friendship, and peers

D.12: assess health needs throughout the life cycles (infancy, childhood, adolescence, and stages of adulthood)

Students will:

A.12: compare the dietary needs of a person involved in sports to those of a less active person

B.12: analyze the nutritional values of fast food and restaurant meals

C.12: demonstrate nutrition, fitness, and wellness practices that enhance individual well being

Students will:

A.12: examine the effect of pollution on a community

B.12: distinquish between the different types of pollution (noise, water, chemical use)

Students will:

A.12: understand the difference between generic and brand name medications

B.12: make informed decisions regarding the use of alternative medicine

C.12: be informed about the advantages and disadvantages of HMOs, Medicare, and Medicaid, and health insurance.

D.12: demonstrate knowledge of selecting health care facilities or providers such as primary care providers, home health care, and nursing home care

E.12: examine reasons for immunization programs and understand the results of past immunization programs (polio, measles, small pox, mumps)

Students will:

A.12: compare causes, methods or transmission, prevention, symptoms, and treatment of various communicable diseases including STDs

B.12: demonstrate assertive skills to back one’s positive behavior choices concerning high-risk sexual behaviors

C.12: evaluate one’s personal lifestyle for risk factors for cardiovascular disease, cancer, and other noncommunicable diseases

D.12: analyze one’s diet for possible nutrition deficiencies

E.12: demonstrate an understanding of the preventative measures needed to control food borne illness

F.12: compare prevention, symptoms, and treatment of common hereditary diseases

Students will:

A.12: identify weather emergencies and describe appropriate responses to the situation

B.12: illustrate responses to emergency signals appropriately

C.12: describe methods for reporting emergencies

D.12: demonstrate the knowledge and skill of proper CPR and Heimlich maneuver

E.12: identify the need for first aid and describe basic procedures

Students will:

A.12: compare between the various types of tobacco (smoking, second hand smoke, and smokeless)

B.12: understand the characteristics and traits of an addiction

C.12: analyze the effects of alcohol and other drugs

Benchmarks: Student learner goals written for grade levels at stages of two to four years apart that guide the teacher’s determination of student tasks.

CCC: Curriculum Coordinating Council; the council is made up of members from all schools in the consortium to oversee the curriculum writing process.

CLI: Curriculum Leadership Institute; a Kansas-based organization of curriculum specialists who developed a workable model for school district reform and structure.

Dysfunctional eating: Includes irregular or chaotic eating, consistent undereating, and consistent overeating of more than the body wants or needs. It exists on a continuum between normal eating and eating disorders, and may be of mild, moderate, or severe intensity.

Eating disorders: Refers to anorexia nervosa, bulimia nervosa, and binge eating.

Health care: Care pertaining to medicine or care provided by a medical doctor.

Health triangle: A balanced sense of well being that includes physical, mental, and social.

Holistic: Relating to or concerned with wholes or with complete systems rather than analysis of, treatment, or dissection into parts. Holistic health views health in terms of physical, emotional, social, intelletual, and spiritual program.

Infomercial: A television or radio program that gives information as it tries to sell a product.

Mission Statement: The reason for teaching a subject area.

Physical activity: Any bodily movement produced by skeletal muscles that results in energy expenditure (i.e., something one does)

Physical fitness: A set of attributes that people have or achieve that relates to the ability to perform physical activity; something one acquires, a characteristic or an attribute one can achieve by being physically active.

SAC: Subject Area Committee; An ad hoc committee that researches and articulates the curriculum for a particular subject area.

Secondary prevention: Early diagnosis and prompt treatment, includes activities such as screening for diseases (e.g., vision, hearing, etc.)

Sexually transmitted infections (STIs): More commonly referred to as sexually transmitted diseases which are diseases that can be transmitted through various forms of sexual contact. HIV is an example of a disease that is transmitted primarily through sexual intercourse.

Standards: Benchmarks on content and performance available from the state and many national associations used in writing this document.

Tertiary prevention: Treatment, care, and rehabilitation of people to prevent further progression of a disease.

Understand: To be fully aware of the meaning of something and its implications, significance, or importance, to be able to use knowledge in flexible ways.

http://vm.cfsan.fda.gov/list.html

http://www.olen.com/food/book.html

http://www.healthyschools.net

http://www.healthtouch.com)

Kids Food Cyberclub

http://www.kidsfood.org

http://www.dpi.state.nd.us

Nutrition Navigator

http://navigator.tufts.edu/index.html

http://www.healthyheartprogram.com

http://ericir.syr.edu

Columbia Educational Center Lesson Plans

http://www.col-ed.org/cur

Connections +

http://www.mcrel.org/connect/plus

McRel

http://www.mcrel.org/resources/limks/lesson.asp

Bunting, E. (1994). Smoky night. San Diego, CA: Harcourt Brace.

Health Education Assessment Project, State Colloborative on Assessment and Student Standards. (1997). HealthHELP (CD-ROM). Washington, DC: Council of Chief State School Officers.

Joint Committee on National Education Standards. (1995). National health/education standards: Achieving health literacy. Reston, VA: Association for the Advancement of Health Education.

Kendall, J. & Marzano, R. (1996). Content knowledge: A compendium of standards and benchmarks for K-12 education. Aurora, CO: Mid-Continent Regional Educational Laboratory.

Massachusetts Department of Education. (1995 draft). Health curriculum framework: Building resilience through comprehensive health. Boston, MA: Author.

Meeks, L. (1993). Education for sexuality and HIV/AIDS: Curriculum and teaching strategies. Blacklick, OH: Meeks Heit.

Meeks, L., & Heit, P. (1995). Drugs, alcohol and tobacco: Totally awesome teaching strategies. Blacklick, OH: Meeks Heit.

Meeks, L., & Heit, P (1994a). Comprehensive school health education: Totally awesome strategies for teaching health. (2nd Ed.). Blacklick, OH: Meeks Heit.

Meeks, L., & Heit, P. (1994b). Violence prevention: Totally awesome teaching strategies for safe and drug-free schools. Blacklick, OH: Meeks Heit.

North Dakota Department of Public Instruction (1997). HIV/STD prevention through education. Bismarck, ND: Author.

North Dakota Department of Public Instruction (1995): Curriculum development strategies for health education in the state of North Dakota. Bismarck, ND: Author.

Pender, J.J. (1987). Health promotion in nursing practice (2nd Ed.).

Norwalk, CT: Appleton Lange.

Stanhope, J. & Lancaster, M. (1996). Community health nursing: Promoting health of aggregated, families, and individuals. St.Louis, MO: Mosby Yearbook, Inc.

Toner, P. (1993). Sex education activities. New York, NY: Center for Applied Research in Education.

See Government pages of local phone book

See Government pages of local phone book

See Government pages of local phone book under "County-Social Services"

Check the yellow pages of the local phone book under "public health" or "government" or call information at 1-411

Comprehensive Health Foundation

22323 Pacific Highway South

Seattle, WA 98198

206-824-2907

See yellow pages of local phone book under the following headings:

Kendall/Hunt Program

4050 Westmark Drive

PO Box 1840

Dubuque, IA 52004-0810

1-800-228-0810

Princeton Health Press

115 Wall Street

Princeton, NJ 08540

1-800-636-3415

Check yellow pages under "public health or government" or call the ND Department of Health

2550 S. Parker Rd., Suite 500

Aurora, CO 80014

303-337-0990

www.mcrel.org

North Dakota Caring Foundation, Inc.

4510 13th Avenue SW

Fargo, ND 58121-0001

600 E. Boulevard Avenue, Dept. 301

Bismarck, ND 58505-0200

701-328-2372

Resource Library

600 E. Boulevard Avenue, Dept. 301

Bismarck, ND 58505-0200

701-328-2368

600 2nd Street, #1E

Bismarck, ND 58504

701-328-8913

Health Standards. [Online]. Available: http://www.mcrel.org/standards-benchmarks/standards/health/S1.htm,

December 31, 1999.

Joint Committee on National Health Education Standards. (1995). National Health Education Standards. Washington, D.C.: The American Cancer Society.

Northwest Consortium Health Curriculum Guide. [Online]. Available:

http://www.stanleybluejay.com, December 31, 1999.

Seffrin, J.R. (1990). The comprehensive school health curriculum: Closing the gap between state-of-the-art practice. Journal of School Health, 60 (4).

Summerfield, L.M. (1995, October). National Standards for School Health Education. ERIC Digest.

Standard 1: Students understand the fundamental concepts of growth and development.

Standard 2: Students understand concepts related to health promotion

and disease prevention.

Standard 3: Students understand the effects of environmental and external factors on personal, family, and community

health.

Standard 4: Students demonstrate the ability to use problem-solving,

decision-making, communication and goal-setting skills

to enhance health.

Standard 5: Students demonstrate the ability to practice health- enhancing behaviors and reduce health risks.

Standard 6: Students demonstrate the ability to access and evaluate

health-related information, products, and services.

Standard 7: Students demonstrate the ability to advocate for personal,

family, and community health.