Tenth Grade Instructional Resources

10.1 The student will demonstrate an understanding of health concepts, behaviors, and skills that reduce health risks and enhance the health and well-being of self and others throughout life. Key concepts/skills include:

the impact of healthy and poor nutritional choices;
the effects of an active and sedentary lifestyle;
the effects of tobacco, alcohol, inhalants, and other drug use;
behaviors that result in intentional and unintentional injury.

Virginia Teaching Requirements 10.1

Lesson Ideas

Discovery Education: "Eating Disorders: When Food Becomes an Enemy" [a] http://school.discoveryeducation.com/lessonplans/programs/eatingdisorders/
Discovery Education: "Overcoming Eating Disorders" [a] http://school.discoveryeducation.com/lessonplans/overcomingdisorders/
Dying to be Thin: Supporting Friends with Eating Disorders [a] http://learning.blogs.nytimes.com/2000/11/21/dying-to-be-thin/
Fast Fats: A Nutritional Analysis of America's Obsession with Fast Foods [a] http://www.pbs.org/newshour/extra/teachers/lessonplans/health/nutrition.html
The Brain: Understanding Neurobiology Through the Study of Addiction [c] http://science.education.nih.gov
S.O.D.A.T.: “Steroids and the Body"[c] http://www.sodat.org/Lesson%20Plan%209-12.htm
Alcohol and Driving: When to Say NO [c] http://science.education.nih.gov/supplements/nih3/Alcohol/guide/lesson5.htm
Dark Highways – A Lesson on Drinking and Driving [c] http://www.njdrivereducation.com/lessonplans (scroll to Impaired Driving)
Risky Business [d] http://school.discoveryeducation.com/lessonplans/programs/riskyBusiness/
Safety Lesson [d] http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=935
Eating Disorders - Five-Day Lesson Plan [a] http://www.bulimia.com/productdetails.cfm?SKU=12114
Eating Disorders [a]- http://www.thegateway.org/browse/36893 or www.usatoday.com/educate/casestudies/eatingdisorders.pdf
PBS Teachers Resources [a-c] – http://www.pbs.org/teachers/classroom/9-12/health-fitness/resources/?resource_topic=47&resource_type=&resource_site=
Factors That Influence Life Activity [a-d] - http://alex.state.al.us/lesson_view.php?id=294
Food For Thought [a] - http://www.mpbn.net/quest/pdf/food_hs.pdf
Team Nutrition [a] - http://www.thegateway.org/browse/26022
Obesity [a]- http://www.thegateway.org/browse/36902 or www.usatoday.com/educate/casestudies/obesity.pdf
Calculating Fat, Carbohydrates & Protein [a]-http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=919
Smoking Scavenger Hunt [c] http://www.pbs.org/parents/itsmylife/lesson_plans/smoking_scavenger_hunt.html
National Center for Injury Prevention & Control [d]- www.cdc.gov/injury
Think First for Teens [d] - http://www.thinkfirst.org/Teens/
VDH, Division of Injury & Violence Prevention [d] – www.vahealth.org/injury
GirlsHealth.gov [a-d] – www.girlshealth.gov

10.2 The student will analyze, synthesize, and evaluate the protective factors related to achieving and maintaining a sound mind and healthy body throughout life. Key concepts/skills include:

the empowerment and effectiveness of being assertive;
the impact of involvement in school and community activities;
the value of exercising self-control;
the merits of goal setting;
the influence of emotions and peer approval on personal decision-making;
the effects of an individual's environment;
family health habits and behaviors as they relate to the promotion of health and wellness;
the importance of support and encouragement from positive role models.

Virginia Teaching Requirements 10.2

Lesson Ideas

Samaritans: "Emotional Health Awareness" [e] - www.samaritans.org/pdf/A1EmotionalHealth.pdf
Coping Without Cutting: Coping with Emotional Stress [e] - http://learning.blogs.nytimes.com/2008/05/06/coping-without-cutting/
Volunteer Virginia [b] - http://www.vaservice.org/go/volunteer/benefits/

10.3 The student will implement personal injury prevention and self-management strategies that promote personal, family, and community health throughout life. Key concepts/skills include:

strategies to reduce and prevent violence;
peaceful resolution of conflicts;
administration of emergency care;
recognition of tendencies toward self-harm;
recognition of life-threatening situations;
crisis-management strategies;
methods of avoiding gang-related activity and the use of weapons to commit violent acts of aggression;
recognition of when to seek support for self and others.

Virginia Teaching Requirements 10.3

Lesson Ideas

Do the Right Thing: Finding Solutions for the Causes of Gang Violence [a,b] -
http://learning.blogs.nytimes.com/2002/10/25/do-the-right-thing/?pagemode=print
Conflict Management Techniques [a] - http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/Psychology/PSY0003.html
Opening Activities [a,b] - http://www.teachervision.fen.com/classroom-management/activity/2922.html
"The Last Spin" [a,b]- http://www.lessonplanspage.com/OLACITheLastSpinTeenGangWebquest912.htm
Tough Truces: A Lesson on the Causes and Prevention of Gang Violence [a,b] - http://www.tep-online.info/konkret/lessons/120402.htm
First Aid Review [c] - http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4573
Where Does It Hurt? [c,e,f] - http://www.homepage.montana.edu/~mtpbs/Education/WhereDoesItHurt.pdf
Emergency Preparedness [c,f] - http://www.thegateway.org/browse/22866 or http://www.thegateway.org/browse/23289
S.O.D.A.T.: “Steroids and the Body" [c,e,f] - http://www.sodat.org/Lesson%20Plan%209-12.htm
Family Disaster Plan [c,e,f] - http://www.redcross.org/disaster/masters/facingfear/FacingFearPDFs9-12/lplan9912.pdf
In the Mix: "Dealing with Death" [d,h] - http://www.pbs.org/inthemix/educators/deathguide.html
In the Mix: "What is Depression" [d,h] - http://www.pbs.org/inthemix/educators/lessons/depression1/index.html
Samaritans: "Understanding Self-Injury" [d,h] - http://www.samaritans.org/pdf/B2UnderstandingSelf.pdf
Samaritans: "Understanding Suicide" [d,h] - http://www.samaritans.org/pdf/B3UnderstandingSuicide.pdf
No Name Calling Lesson Plans [a,b,h] - http://www.nonamecallingweek.org/cgi-bin/iowa/all/resources/index.html
CDC Choose Respect Campaign [a,b,h] - http://www.chooserespect.org/scripts/index.asp
CDC Dating Matters [a,b]- http://www.cdc.gov/violenceprevention/datingmatters.html
Suicide Prevention Resources [d,h]- http://www.sprc.org/featured_resources/customized/teachers.asp
Life Lines Suicide Prevention Curriculum [d,h]- http://www.hazelden.org/web/go/lifelines
SOS Suicide Prevention Program [d,h]- http://www.mentalhealthscreening.org/highschool/index.aspx
Response Suicide Prevention Program [d,h]- http://www.oregon.gov/DHS/ph/ipe/ysp/response.shtml
VDH Suicide Prevention Program [d,h] – www.preventsuicideva.org
Owning Up [a]- http://rosalindwiseman.com/owning-up/

10.4 The student will synthesize and evaluate available health information, products, and services for the value and potential impact on his/her health and wellness throughout life. Key concepts/skills include:

marketing and advertising techniques to promote health and wellness;
the use of current technological tools to analyze health products and services;
involvement of local, state, and federal agencies in health-related issues;
the impact of technology on the health status of individuals, families, communities, and the world;
employment opportunities in health-related careers and professions.

Virginia Teaching Requirements 10.4

Lesson Ideas

Media & Advertising [a] - http://www.webenglishteacher.com/media-ads.html
Magazine Ads and You, the Teenager[a] - http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Health/Consumer_Health/COH0003.html
It’s In The News [a] - http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons
Fostering Critical Thinking Skills for Consumer Health Decisions [a] - http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Health/Consumer_Health/COH0004.html
In the Mix: "Hearing Between The Lines" [a] - http://www.pbs.org/inthemix/educators/lessons/selfimage2
Kellogg Special K Ads [a] - http://www.media-awareness.ca/english/resources/educational/lessons/secondary/advertising_marketing/special_k.cfm
Alcohol Marketing and Youth [a] - http://www.camy.org/factsheets/index.php?FactsheetID=13
MedlinePlus: Evaluating Health Information [b] - http://www.nlm.nih.gov/medlineplus/evaluatinghealthinformation.html

10.5 The student will evaluate how different types of behaviors impact the family and community. Key concepts/skills include:

the benefits of volunteering;
the outcome of drinking and driving;
the effects of using acts of violence to settle disputes;
the need for organized efforts to address community health and wellness issues;
the responsibilities of citizens to promote the health and wellness goals of the community;
the value of positive role models;
the negative influence of teenage drug and alcohol use on younger members of the community.

Virginia Teaching Requirements 10.5

Lesson Ideas

The Benefits of Volunteering [a] - http://www.g-nation.co.uk/teachers/downloads/docs/2Thebenefitsofvolunteering1.pdf
Natural Disaster Recovery [a,d] - http://lesson-plan-help.suite101.com/article.cfm/natural_disaster_recovery
"Volunteerism"[a] - http://www.gng.org/pulse/Volunteerism_2A.pdf
Alcohol Marketing & Teens [b] - http://www.camy.org/factsheets/index.php?FactsheetID=13
CDC Community Health website [d]- http://www.cdc.gov/NCCDPHP/DACH/ or http://apps.nccd.cdc.gov/dach_chaps/Default/index.aspx

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