Skip navigation.

2nd Quarter, Health II

00.0 Start Here - Welcome to Health II

Course Description

Health education provides opportunities for students to develop knowledge, skills, and attitudes necessary for practicing lifelong, health-enhancing behaviors.

The Health II high school curriculum focuses on what students can do for themselves to meet the objectives of the six state core standards and illustrates the impact their attitudes and behaviors have on the world around them.

The curriculum builds on the foundation established in Health I with an advanced, age-appropriate focus. Students will learn they are responsible for their personal well-being and that building a solid foundation of health literacy and decision-making skills can contribute to positive health choices throughout life. In addition, they will explore the impact their personal health has on society as a whole.

CLASS RULES AND INSTRUCTIONS

NOTE: NO TEXTBOOK IS REQUIRED FOR THIS COURSE. ALL MATERIAL IS AVAILABLE ONLINE.

HOW TO OBTAIN REQUIRED HIGH SCHOOL CREDIT IN HEALTH EDUCATION II:

-- Quarter 1 contains units 1, 2, 3, and 4, and does NOT require a signed permission form from your parents.
-- Quarter 2 contains units 5, 6, 7, and 8, and DOES require the signed permission form from your parents. Permission form is found in q2 only.

You must complete all assignments in the quarter and score at least 70% on all quizzes (higher where indicated in the quiz instructions) before taking the final test. You MUST pass the final test (with at least 60% correct) to earn credit in the class. You may NOT retake the final test without re-taking the class.

THE FINAL PROJECT FOR THIS CLASS (unit 4 for first quarter, or unit 8 for second quarter) TAKES at least TWO WEEKS TO COMPLETE, SO DON'T PUT OFF STARTING ON IT TILL JUST BEFORE YOU NEED YOUR CREDIT.

THESE ARE THE STEPS YOU NEED TO FOLLOW IN ORDER TO COMPLETE THE COURSE:

1. Please read all the "Start Here" instructions below to carefully review all class rules and procedures which apply to both 1st and 2nd quarter classes.

2. The first assignment you submit will be the "About Me" assignment.  To begin your first assignment, scroll down to the "About Me" assignment at the bottom of this page and use the instructions there to complete and submit your assignment.

[For second quarter only. You must be enrolled in 2nd quarter to see the permission form.] You will find this form and instructions on how to submit the form under the "Overview 05 Safety and Intervention Skills and PERMSSION FORM" link in module 2.

3. How to complete all subsequent lessons AFTER the "about me" lesson: Lessons are in Module 3, on the left side of the list (out-dented left). Click the desired lesson and carefully follow all instructions. To submit the assignment, copy and paste the assignment instructions (everything between the two lines of asterisks) into a word processing document, answer the questions, and save your work so you will have your own copy of your assignment if anything gets lost.

4. SUBMIT YOUR ASSIGNMENTS to your instructor by following these instructions:

--- Copy and paste whatever portion of the assignment is needed to complete it into a word processing file.
--- Answer all questions, complete any charts or write any essays or papers required.
--- SAVE THE COMPLETED ASSIGNMENT.
--- Come back to or reopen the assignment you need to submit.
--- Click the name of the assignment under Topic 3 of the main class page.
--- Click "Edit My Submission" found at the bottom of the submission window.
--- Scroll down to where you'll see a text window that you can work in.
--- Copy and paste your completed assignment into that window.
--- Click "Save Changes" to submit your assignment.

5. READ the course material for the next assignment and REPEAT the STEPS until EVERY assignment is completed (ALL ARE REQUIRED TO RECEIVE CREDIT AND A GRADE IN THE COURSE). Plan to complete about four assignments or quizzes a week to finish the class in the same time as a regular quarter. You will automatically be dropped from the class TEN WEEKS after you were enrolled.

6. You must follow the EHS HONOR CODE: "As a student of the Electronic High School, I agree to turn in my assignments in a timely manner, do my own work, not share my work with others, and treat all students, teachers and staff with respect."

7. You have TEN WEEKS to complete this class.

image from Wikimedia Commons,Open Clip Art Library, public domainimage from Wikimedia Commons,Open Clip Art Library, public domain

PREREQUISITES

You need to take Health Quarter One before you take Health Quarter Two.

HOW YOUR WORK IS GRADED

Your work is graded according to the rubrics in each lesson.

Your grade becomes final after the proctored test, and there is no opportunity to raise your grade after that. If high grades are important to you, remember--you can retake all tests and quizzes and resubmit assignments as many times as you like. The opportunity to resubmit work is lost after the proctored test is complete. Good luck.

IMPORTANT INFORMATION that improves success and raises your grade:
1) Submit work each week.
2) Retake any test if you score less than 70%.
3) Retake tests as often as you like to improve grades or study.
4) Read all returned assignments to find out if your assignments were accepted or if further work is necessary.
5) If a website doesn’t work, submit the assignment anyway, using other sites, asking people, etc. Inform me of the problem.
6) Remember that this class requires two quarters to complete to meet the state .5 credit requirement.
7) Per quarter, you have 8 weeks to complete the assignments, quizzes and unit tests. Then the 9th week, after I have graded everything you submitted the 8th week, you will need to submit the READY message and arrange to take the final. I will submit your grade the 10th week.  You will automatically be dropped from the course after TEN weeks.

FINAL PROCTORED EXAM

The proctored final test must be taken with an EHS-certified proctor, who will enter the test password. You must score at least 60% to pass. If you do not, please inform your teacher immediately. IMPORTANT (your grade will not be submitted until you do the following): AFTER TAKING THE TEST, SEND YOUR TEACHER A MESSAGE SAYING: "MY NAME IS (name). I COMPLETED THE PROCTORED TEST FOR (#) quarter."

You may use both sides of a 4X5 note card on the proctored test.

First Quarter:  There are 84 Questions. Your final is weighted 31% of your grade.

Second Quarter:  There are 79 Questions. Your final is weighted 30% of your grade.

FINAL GRADE SCALE

(“C-” is the lowest grade given in this class)
"A" begins at 95% of total points.
"A-" Begins at 90% of total points.
"B+" begins at 85% of total points.
"B" begins at 80% of total points.
"B-" Begins at 75% of total points.
"C+" begins at 70% of total points.
"C" begins at 65% of total points and extends to 55% of total points.

*** Because of the sensitive nature of some of the materials incorporated in the Utah State Secondary Health Core Curriculum, respect for parental rights as to how it could be taught to their children has always been and will continue to be valued by the Utah State Board of Education. Utah State Law indicates that "Prior written parental consent must be obtained before including any aspect of contraception in the curriculum." It should be understood that parents may opt out of any aspect of this secondary health curriculum. We believe those entrusted to teach these delicate issues will do so with an increased sensitivity that does not undermine cherished values. ***

clipboard image from Wikimedia Commons

00.00 *Student supplies for Health Education II (Health II)

No textbook is required for this class. All materials are available online. Prior to beginning the second quarter of this course (you must be enrolled in q2 to find the form), you will need to copy a parental permission form, have a parent or guardian sign it, and either scan or take a picture of the form and upload the form. After the permission form has been received and scored you may begin the class.

00.00 About Me (Health)

teacher-scored 5 points possible 10 minutes

About Me Assignment To complete and submit this assignment copy the material between the asterisks into a blank word-processing document. Answer the questions using complete sentences, appropriate punctuation and sentence structure. All answers must be bold or UPPER CASE. Save the document. Finally, select all, copy, then paste the entire document into the box that opens when you click to submit this assignment.

******************************************

Answer the following:

  1. Your EHS username.
  2. The school where your credit will be sent.
  3. Also include why you are taking health through EHS, and your interests.
  4. Please pledge to adhere to the EHS Honor Code: "As a student of the Electronic High School, I agree to turn in my assignments in a timely manner, do my own work, not share my work with others, and treat all students, teachers and staff with respect."
  5. Consult the Pacing Guide for this course and commit to finish this quarter within ten weeks from your start date.

        https://share.ehs.uen.org/view-syllabus/278,161 [for Quarter 1]
        https://share.ehs.uen.org/view-syllabus/278,162 [for Quarter 2]
 

******************************************

 

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


00.01 STATE REQUIRED -- PERMISSION FORM (Health II)

teacher-scored 25 points possible 5 minutes

Prior to beginning the second quarter of this course, your teacher needs a copy of the signed parent permission form. You do not need the permission form to take the first quarter of health. -- Go to activity 05.01, "State-required permission form" -- Print the form. -- Have a parent or guardian check one box on the form and sign it. YOU THEN NEED TO SCAN THE DOCUMENT OR TAKE A PICTURE OF IT AND UPLOAD IT UNDER THE 05.00 STATE-REQUIRED PERMISSION FORM Assignment area.

If you are unable to scan or take a picture of the document then you need to mail it to the following address: (Please write your user name on the form)

Electronic High School

250 E. 500 S.

PO Box 144200

Salt Lake City, UT 84114-4200

Write the name and address on the envelope in which you will send the form. -- YOU MAY BEGIN THE SECOND QUARTER OF THIS CLASS ONLY AFTER THE PERMISSION FORM IS RECEIVED AND UPLOADED AND THE TEACHER HAS SCORED THE FORM.

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


00.01.01 Student Software Needs

 

Students need access to a robust internet connection and a modern web browser.

This class may also require the Apple QuickTime plug-in to view media.

For students using a school-issued Chromebook, ask your technical support folks to download the QuickTime plug-in and enable the plug-in for your Chromebook.

$0.00

05.00 Safety and Intervention Skills (Health II)

Standard 4: Students will demonstrate the ability to apply prevention and intervention
knowledge, skills, and processes to promote safety in the home, school, and community.

Objective 1: Identify personal behaviors that contribute to or detract from safety.

a. Develop strategies to avoid unhealthy or potentially dangerous situations.
b. Explore how participation in healthy lifestyle activities includes safety considerations
(e.g., safety equipment, including protective gear and seatbelts, exercise warm-up and
cool-down, preparing for exercise in severe weather conditions).
c. Create personal safety and disaster plans for home, school, and community.


Objective 2: Recognize emergencies and respond appropriately.

a. Describe how immediate response increases a victim’s chance for survival.
b. Demonstrate proficiency in basic first-aid and Cardio-Pulmonary Resuscitation (CPR)
and use of an Automated External Defibrillator (AED).
c. Evaluate personal responsibility to fellow citizens in critical emergency situations.


Objective 3: Assess and respond appropriately to harassment and violent behaviors.

a. Describe abusive behaviors (e.g., threats, harassment, bullying, assault, domestic abuse).
b. Examine methods to prevent and report violence at home, school, and in the community.
c. Practice skills for maintaining healthy relationships.
d. Discuss strategies for suicide prevention.


Objective 4: Examine the dangers of inappropriate use of current technology.

a. Discuss use and misuse of current technology (e.g., Internet, email, websites, instant
messages, cell phones).
b. Determine the short and long term dangers of sharing private information when using
current technologies.
c. Explore personal and legal consequences for using technology inappropriately and
discuss school and LEA policies.
d. Analyze violence in the media and how it impacts behavior.


Objective 5: Create and maintain healthy relationships.

a. Review components of healthy relationships.
b. Develop and practice effective communication skills.
c. Explore methods of managing inappropriate or harmful comments and advances from
others (e.g., bullying, cyber-bullying, peer pressure, sexual harassment).
d. Apply interpersonal communication skills (e.g., assertiveness, refusal skills, negotiation,
conflict management).

05.00 State-required permission form (Health II)

teacher-scored 25 points possible 5 minutes

Prior to your beginning this course, your teacher needs a copy of the signed parent permission form. -- Click on the attached form entitled, "Human Sexuality Instruction Consent Form"(Required). -- Print the form. -- Have a parent or guardian check one box on the form and sign it. --

YOU THEN NEED TO SCAN THE DOCUMENT OR TAKE A PICTURE OF IT AND UPLOAD IT UNDER THE 05.00 STATE-REQUIRED PERMISSION FORM Assignment area.

If you are unable to scan or take a picture of the document then you need to mail it to the following address: (Please write your user name on the form)

Electronic High School

250 E. 500 S.

PO Box 144200

Salt Lake City, UT 84114-4200

Write the name and address on the envelope in which you will send the form. -- YOU MAY BEGIN THE SECOND QUARTER OF THIS CLASS ONLY AFTER THE PERMISSION FORM IS RECEIVED AND UPLOADED AND THE TEACHER HAS SCORED THE FORM.

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


05.01 Managing conflict (Health II)

Conflict is a natural part of everyday life as people live, play and work together. It can be handled in a positive or negative way, having creative or destructive results. Handled properly, conflict can be a positive force for personal growth or social change.

Understanding how to resolve a conflict begins in identifying the source of the conflict. Most every dispute between people involves the attempt to meet certain basic needs for belonging, power, freedom and fun.

- Belonging: Loving, sharing and cooperating with others.
- Power: Achieving, accomplishing, and being recognized and respected.
- Freedom: Making choices in our lives.
- Fun: Laughing and playing.

We might think that people or situations cause us to act a certain way, but this belief is not true. We act the way we do because we are trying to meet our basic needs. For instance, suppose you are upset because your friend is having a party and has invited several of your friends, but didn’t invite you. This could create a conflict for you because you feel left out, or that you do not belong. Or suppose your boss gave you a special assignment, and you had to cancel your family vacation. This might result in a conflict with your family and boss. You don’t feel you have the freedom to tell you boss no, and your family is angry about missing out on a fun time.

Limited Resources and Different Values:

Often, limited resources or different values appear to be the underlying cause of conflicts.

Conflicts that involve limited resources can be lack of time, money or property. For instance, two employees apply for a new position. Both are equally qualified, but there is one position open, and only one of them will get the job. Often, people will focus on looking out for number one and become anxious to get their "piece of the pie" and protect their "turf". When this happens, they are operating from a scarcity mentality, limiting the potions and forcing the pie to be a fixed sum. People with the scarcity mentality tend to see everything in terms of "win-lose" and are very positional in their negotiations. They have a scarcity script, thinking in dichotomies of either have or have-nots. They view themselves and others as "I’m okay, you’re not okay" or "I’m not okay, you’re okay".

People who employ the negotiation principle of win-win and communication, principles of seek first to understand and then to be understood, have an abundance mentality. Individuals who view the world and situations from an abundance mentality are open, trusting, giving, and willing to live and let live. Abundance mentality people love to share power, profit and recognition.

When people in conflict talk about honesty, equal rights, or fairness, the conflict is probably about different values. People have different convictions, priorities, and principles, and differences can mean conflict. Conflicts involving values tend to be difficult to resolve because when people’s values are different, they often perceive the dispute as a personal attack. Resolving a value conflict does not mean the disputants must change or align their values. Often a mutual acknowledgment that each person views the situation from a different perspective is the first step toward resolution.

Unmet needs are at the heart of conflict over limited resources and different values. We want certain resources (time, money, and property) and hold certain values (honesty, fairness, and equality) because they satisfy our basic needs. Resources and values are wants, not needs. We choose wants to satisfy our needs. People often place their values on other people in the form of judgments, expectations, ridiculing and blaming. Their desire to be right keeps them from viewing different values as being okay. The more rigid the belief system supporting the value, the greater the resistance to having it challenged. People who resist different values are afraid of change.

Dealing with Anger:

Anger is a strong human emotion that is a signal that one or more of our basic needs is not being met. Although most people think of anger as being a negative feeling, it is really neither good nor bad. The way that people choose to process their anger can have either positive or negative outcomes.

One way to process anger is to turn anger inward through avoidance. People who behave this way are often depressed. In addition, because they never express their anger, no one ever knows what they think, want, or need. As a result, they seldom get their needs met.

Another way to process anger is aggressive confrontation. Being aggressive means verbally or physically attacking another individual. This includes fighting, yelling, name-calling, put-downs, and so forth. Generally, aggression turns people off, or they choose to react in a similarly aggressive way, and the problem gets worse.

A third way to process anger is passive-aggressive compromise. A person looks calm on the outside but is really angry inside. She/he might show anger by rolling her/his eyes, interrupting, or refusing to cooperate. He/she might grudgingly "meet someone half way" only to hold it against him/her later. Others tend to avoid the passive aggressive person or choose to get angry in return.

Still another way to process anger is assertive collaboration. The assertive person knows he/she is angry and chooses to express that feeling in an appropriate way. He/she knows what his/her wants and needs are, and can ask for them without showing disrespect for the other individual's wants and needs. Dealing with anger by being proactive and assertive makes it much more likely that people will be able to cooperate and reach a mutually satisfactory solution.

Negotiation Styles:

- Avoidance (denial)

- Walking away or refusing to negotiate.

- Confrontational (competition)

- One party controls and wins; win-lose approach.

- Collaboration (joint problem solving)

- Parties work together to mutually satisfy their interests.

- Compromise (accommodation)

- One party willingly gives in to the other party to make peace.

Communication:

The most important component of communication, especially in trying to resolve conflict, is the ability to demonstrate active listening. You can demonstrate active listening by doing the following:

- Keeping eye contact
- Facing the speaker
- Nodding
- Restating what has been said
- Asking questions to clarify the problem
- Not interrupting
- Validating the speaker (giving credit to their point of view.)
- Empathizing (putting yourself in their position)

Resolving Conflict: The following strategy may help resolve conflicts in a variety of situations.

Neutral Time:

Find a time to talk to the individual when neither of you is emotionally charged. For example, talking to a parent about what you feel is an unfair curfew after you just walked in the house 30 minutes late is not a neutral time. Your parent is probably angry, and you are frustrated.

Neutral Place:

Talk to the person in a place that neither of you has control of. For example, as a teacher it would be easier to discuss a problem with me in the office or the hallway as I "own" my classroom.

Speak in "I" terms:

Present the problem as something that belongs to you. " I am frustrated with my curfew as I feel I am not trusted to take responsibility for myself." Versus "My curfew is totally unfair; you don’t trust me."

Accusing others of not being fair, not trusting, not liking you or other things you may be feeling puts them on the defensive. Telling them how their actions make you feel gives ownership to you, and they will be more willing to help.

Stick to the Topic:

It is not uncommon for an individual to use an avoidance technique by changing the subject. Try to bring the discussion back to the conflict you are discussing.

Example Dialogue:

Conflict: I believe my curfew is too early.

Me: Mom, could I talk to you about my curfew sometime today? (Neutral time)

Mom: Now is fine. (it is not fine for me, as my mom is in the kitchen where she is most comfortable, and my little brother and sister are making noise and will distract my mom.)

Me: Could we talk later, while I help you weed the garden? (Neutral place)

Mom: That would be fine.

[Later, in the garden]

Me: Mom, my curfew has been at 10:00 for the past two years. It is frustrating having such an early curfew because my friends don’t need to be in until 12:00. If I always told you where I was and what I was doing, could I have my curfew extended? (use I terms)

Mom: You know the trouble your brother got into when we gave him a 12:00 curfew.

Me: Yes, I know Greg made a mistake, but can we talk about me and my curfew? (stick to the topic)

Mom: I guess we could give it a try if you talk to your father first. (now I get to start the whole process over with my father)

05.01 Managing conflict (Health II)

teacher-scored 25 points possible 30 minutes

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment. ********************************************************************************************

Answer the following questions using information from the lesson material:

  1. Why do conflicts with family and friends occur? 1 point
  2. What might be positive outcomes of conflict? 1 point
  3. When might conflict become dangerous or destructive?1 point
  4. How might you improve your communication style when in conflict with others? 1 point
  5. Complete the following sentences: 3 points In a discussion with my _________________, I get angry when ____________________. I respond by ____________________________________________________. When I want to make the situation better, I______________________________.
  6. List 6 poor listening behaviors.6 points
  7. Explain two ways you can get out of a conflict beyond your control that could become dangerous. 2 points
  8. Using the example in the lesson, resolve a conflict using the strategy of neutral time, neutral place, speak in "I" terms, and stick to the topic. Write out what you did and how you did it (again, using the example in the lesson). 1 point each for identifying each required item (the conflict and the four strategies) and 5 points for writing it out like the example in the lesson.

**************************************************************************************

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


05.01 Managing conflict quiz (Health II)

computer-scored 25 points possible 30 minutes

You may take this quiz multiple times, but you must score at least 90% to pass. Go to the link in Topic 3 of the main class page to take this quiz.

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


05.02 Suicide prevention (Health II)

There is, unfortunately, a good chance that someone you knew committed suicide. If you have experienced that, you know how devastating it is to the the loved ones left behind.

Suicide myths and facts

The following statements are either myths or facts about suicide. Read through them to see which are true statements, and which are only myths.

1. People who talk about suicide don't do it. Suicide happens without warning.

MYTH. Research indicates that suicidal individuals often give some signal, verbal or behavioral clues of their idea before they act out on their intent.

2. Talking about suicide may give someone the idea.

MYTH. Research has repeatedly shown that once a person has been asked if they are thinking about suicide, they feel relief, not distress. Anxiety decreases while hope increases. Asking the suicide question does not increase the risk.

3. Only experts can prevent a suicide.

MYTH. Anyone can learn to recognize the warning signs, clues, and suicidal communications of individuals in trouble and prevent a suicide.

4. More men commit suicide than women.

FACT. Women attempt suicide twice as often as men; however, men commit suicide twice as often as women.

5. Once a person is suicidal he/she is suicidal forever.

MYTH. Individuals who want to end their lives will not always feel suicidal or constantly be at risk for suicide. They feel that way until the crisis period ends.

6. Most suicides are caused by a single dramatic and traumatic event.

MYTH. Many factors may trigger a suicidal decision, but more typically the troubled individual has suffered long periods of unhappiness, depression, lack of self respect or has lost the ability to cope with their life and has no hope for the future.

7. Improvement following a serious personal crisis or serious depression means the risk of suicide is over.

MYTH. The risk of suicide may be the greatest as the depression subsides. Depression tends to drain energy and purpose; sometimes the depressed individual is too tired to carry out their plan. However, once the depression begins to lift, the individual may suddenly feel well enough to act. Strangely, when the decision is made to end the suffering, the individual is often filled with a sense of exuberance or calm hours before the suicide.

8. It is helpful to talk about suicide to an individual who is depressed.

FACT. Depressed individuals need emotional support and empathy. Encouraging them to talk about their suicidal feelings can be therapeutic as a first step.

9. Untreated depression is one of the most influential factors for suicide.

FACT. Wishing to be dead is a frequent symptom of untreated depression. Depression is both biological and psychological in nature and when diagnosed, it responds well to treatment. Other states of mind that may influence or trigger thoughts of suicide include loneliness anger, hopelessness, and stress.

10. For the suicidal individual, there is no safety without sobriety.

FACT. Alcohol makes depression worse, impairs thinking and judgment, and increases impulsivity. Many individuals who are uncertain about whether they want to die consume alcohol to dull their pain, which ultimately contributes to the despair they feel. Life's decisions are difficult enough when we feel angry or depressed; adding intoxication to the problem only makes things worse.

WARNING SIGNS OF DEPRESSION:

- Withdrawal, isolation from family and friends
- Loss of interest or enjoyment in activities once liked
- Persistent sad, anxious, or "empty" mood
- Feelings of hopelessness, pessimism, guilt, worthlessness, helplessness
- Fatigue or decreased energy
- Difficulty concentrating, remembering, and/or making decisions
- Increase or decrease in eating or sleeping
- Thoughts of death or suicide; suicide attempts
- Restlessness, irritability
- Persistent physical symptoms that do not respond to treatment, such as headaches, digestive disorders, and chronic pain

DANGER SIGNS THAT A PERSON MAY BE SUICIDAL:

- Talking about death or suicide
- Planning for suicide
- Isolation from family and friends
- Feelings of worthlessness, self-reproach, or guilt
- Eating disorders
- Dramatic change in personality or attitude
- Academic failure or over-achievement
- Drug and/or alcohol use
- Fighting/legal troubles
- Inappropriate sexual behaviors
- Extreme anxiety, agitation or enraged behavior

SUICIDE CLUES AND WARNING SIGNS:

*The more clues and signs observed the greater the risk. Take all signs seriously.

DIRECT VERBAL CLUES:

- "I've decided to kill myself."
- "I am going to commit suicide."
- "I wish I were dead."
- "I'm going to end it all."
- "I'm tired of life, I just can't go on."
- "My family would be better off without me."
- "Who cares if I am dead anyway?"
- "I just want out."
- "I won't be around much longer."
- "Pretty soon you won't have to worry about me."

BEHAVIORAL CLUES:

- Any previous suicide attempts.
- Acquiring a gun or stockpiling pills.
- Co-occurring depression, moodiness, hopelessness.
- Putting personal affairs in order.
- Giving away prized possessions.
- Sudden interest or disinterest in religion.
- Drug or alcohol abuse or relapse after a period of recovery.
- Unexplained anger, aggression and irritability.

SITUATIONAL CLUES:

- Being fired or being expelled from work or school.
- A recent unwanted move.
- Loss of any major relationship.
- Death of a spouse, child, or best friend, especially if by suicide.
- Sudden unexpected loss of freedom/fear of punishment.
- Anticipated loss of financial security.
- Loss of a cherished therapist, counselor, or teacher.
- Fear of becoming a burden to others.

WHAT IF YOU SEE THESE SIGNS IN A FRIEND?

Do not be afraid to ask the friend if he/she is thinking of suicide. Many people with suicidal thoughts do not know how to tell others of their pain. Giving them an opportunity to tell you how they are feeling may be the opening they are looking for. If they tell you they are not contemplating suicide, you could tell them how important they are to you and that you hope they would come to you, or a trusted adult, if they ever felt suicidal.

If they say yes, try not to be shocked; remain calm (act calm even if you're not!).

Ask them if they have a plan. If they do not have a plan, try to problem-solve with them as to who they could talk to about their problems. Do your best to listen and not advise. It is unlikely you know how they feel, or that you can solve all the problems that have led them to what they are feeling. You can, however, listen and suggest places or people that you might go see together (parents, clergy, counselors, teachers, support groups).

If they say yes, and do have a plan for how to commit suicide, try to stay with your friend until you can take them to a safe place or someone can join you. Once again, listen to their concerns, encourage them to seek help with you, and urge them to reconsider or at least wait.

DO NOT BE SWORN TO SECRECY:

Tell an adult you trust about your concerns immediately. If you do not feel you get proper concern from the first adult, go to another one. If someone is actually trying to carry out a plan for suicide, call 9-1-1.

UNDERSTAND YOUR LIMITATIONS:

Suicide is not easily understood or even easily prevented by the 'experts.' You play a huge role in being able to identify behaviors that concern you in a friend. Your best contribution to suicide prevention is to tell someone if you have concerns. In no case is it your fault if someone else commits suicide.

05.02 Suicide prevention quiz (Health II)

computer-scored 25 points possible 30 minutes

You may take this quiz multiple times, but you must score at least 90%. Use the quiz link in Topic 3 of the main class page to take this quiz.

Pacing: complete this by the end of Week 2 of your enrollment date for this class.


05.03 Personal safety (Health II)

Personal safety takes planning. Think of some situations in your life that could pose potential danger to your physical, mental, social, or spiritual health. Have you thought of all these? more?

  • Water/drowning hazards - although drowning is more common in very young children, even teens and adults can get into hazardous situations while swimming, boating, or hiking around water - especially if alcohol, drugs, or showing off are involved. Hot tubs, spas and swimming pools can even be dangerous.
  • Fire - you have no way of knowing whether an electrical or gas problem might cause a fire at your home, school or workplace. Campfires, fireworks, welding, and working around gasoline or propane all require safety precautions.
  • Automobile, bicycle and pedestrian accidents - automobile crashes are a leading cause of death in teens.
  • Falls - stairs, ladders, roofs, ice, or tripping can all cause minor or major accidents. When hiking or climbing, pay attention to conditions and don't go beyond your skill level.
  • Fights, gangs, domestic violence and bullying - either as a participant or as a bystander, it is easy to get swept up into a violent situation.
  • Internet safety - identity theft, scams, cyber-bullying, and sexual predators await the unwary online.
  • Weapons - take a gun safety/hunter safety course if you will be handling firearms, and remember to treat every gun as if it were loaded
  • Sports, games and exercise - remember to warm up first, use recommended safety equipment, and don't push yourself too hard.
  • Heat/dehydration - drink plenty of water, wear sunscreen and a hat, and be extra cautious when exercising in the heat. Know the signs of heatstroke and heat exhaustion.
  • Cold - Dress appropriately for the weather, and know the signs of hypothermia and frostbite. Use avalanche beacons in the backcountry, and always tell people where you are going and when you should be back.
  • Criminal activity - lock your car or home, don't leave valuables or money in sight, and use the buddy system after dark or any time you don't feel comfortable. Try to stay in well-lighted areas after dark.

05.03 Personal safety assignment (Health II)

teacher-scored 20 points possible 30 minutes

Copy and paste the section between the lines of asterisks into a word-processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment.

*************************************************************************

1. List 10 situations that are potentially dangerous for you (for example, leaving work alone after dark). These should apply specifically to your life, and at least two of them should take into account the most likely causes of injury for Utah teens (see the Utah Department of Health website listed after the previous lesson). (up to 10 points)

2. For each of the situations develop a safety plan for yourself (for example, have a co-worker walk you to your car). Include how you might avoid the situation, and what to do in case you can't avoid it.(up to 10 points)

*************************************************************************

Pacing: complete this by the end of Week 2 of your enrollment date for this class.


05.04 Safe and caring environment: responding to harassment or violence (Health II)

Quality of life is related to safe and caring environments. People around you should be part of making your home, school, neighborhood, or workplace feel safe, but sometimes people are part of the problem. You might even be part of the problem to someone else. Read the links below and think about how the people in your life (and this includes you!) can either be part of the problem or part of the solution.

05.04 Safe and caring environment: responding to harassment or violence assignment (Health II)

teacher-scored 10 points possible 20 minutes

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment.

******************************************************************

1. Identify a dangerous situation that exists in your school or community (you don't need to name names, but do give an overview of the situation, in paragraph form). (up to four points)

2. Identify an individual that might be able to address and resolve the situation. (up to two points) 3. Tell me at least two steps you are willing to take to change the situation. Which suggestions from the required links (above) are you using? (up to four points)

*********************************************************************

Example: 1. Person at school being harassed (you would explain this in more detail) 2. The principal and school resource officer 3. I’m willing to talk to the resource officer (that's one step - you would give one other step, and then refer to the suggestions from the links that gave you these ideas)

Pacing: complete this by the end of Week 2 of your enrollment date for this class.


05.05 CPR and first aid (Health II)

For this lesson, view the two attached presentations, above and then read the material below.

Emergency Response
Responding to an emergency can be a very stressful situation, and it is usually unpredictable. Having a plan of action and some understanding about emergencies will help you when you do need to respond to an emergency. The American Red Cross and the American Heart Association recommend certain actions when responding to emergencies. These actions, known as the three C’s (Check, Call, and Care), help people to remember a proper course of action when responding to emergencies.

1. CHECK- Checking or surveying the scene to ensure that it is safe for you as the emergency responder to enter is a must. An example could be a car crash where there is a gasoline fire, or a car crashed into an electrical pole with wires on the ground. These situations can be dangerous to the emergency responder, and one should not enter without surveying or checking the scene.
After surveying the scene, an emergency responder should then check the victim for serious life-threatening conditions such as

  • Severe Bleeding- Look for signs such as blood from a wound, or internal bleeding like blood in vomit or pain and swelling in the abdomen.
  • Weakness and confusion can also be signs of internal bleeding.
  • Unconsciousness- If the victim is not responding or seems to be asleep, attempt to gently tap the victim, and ask the victim loudly if they are ok.
  • Difficulty Breathing- Look for signs of breathing like the victim's chest rising and falling. See if you can feel air coming from the victim’s mouth, and listen for uneasy, raspy, or labored breathing.
  • Absence of pulse or heart beat - feel for pulse on wrist or neck

Once these serious situations have been assessed, it is necessary to get the proper help to the victim. You should only move the victim if the victim is in a life-threatening position, especially if the victim is suspected to have a neck or spinal injury.

2. CALL- Call 911. It is important to remain calm and give precise information to the 911 operator. If there is any doubt whether a call to 911 should be made, then make the call. It is better to be safe than sorry.

3. CARE- After you have called 911, start providing care to the victims. Provide care to victims that are in the most serious conditions first. Also, make sure you remember not to move victims if you suspect a spinal or neck injury (Pruitt, American Red Cross, American Heart Association).
When providing care it is important to remember to protect yourself by wearing appropriate protective equipment that may be available. Take the time to wear rubber gloves, and wear a plastic face shield to administer rescue breathing or CPR. Wearing protective equipment can keep you safe from potentially dangerous bodily fluids. Also make sure you wash your hands thoroughly after administering first aid.

CPR (cardio-pulmonary resuscitation)

Please note that if you are interested in becoming certified in CPR and AED you can contact the American Red Cross or American Heart Association to find a class near you.

CPR guidelines are constantly changing. The old method of CPR followed the acronym ABC- for airway, breathing and compressions. The American Heart Association, with a lot of research from the medical field, has found that compressions are actually the most important part of CPR, and that the old method of CPR was delaying chest compressions that keep blood circulating. Chest compressions are also very easy to apply, and experts feel that more people will be willing to provide CPR with less emphasis on mouth-to-mouth. Chest compressions take advantage of the oxygen already in a person’s blood and allow the blood to keep circulating throughout the body. Here are the guidelines for the new method of CPR:

  1. Follow the first two C’s of emergency care you have just learned about: Check and Call.
  2. After you have checked the victim and called 911, it is time to provide care. If no pulse is present, start chest compressions:
    Place the heel of your hand on the victim’s chest, then put your other hand on top with your fingers interlaced.
    Push down about two inches in adults and 1.5 inches in infants. Try to keep a rate of 100 compressions a minute or a little faster.
  3. If you are trained in CPR, you can began providing breaths to the victim at two breaths for every 30 compressions until help arrives.

Good Samaritan Laws
Another aspect of first aid is the responsibility that we have to fellow citizens in critical emergency situations. Most states, including Utah, have Good Samaritan Laws that protect citizens who provide first aid to victims. Complications can arise, and Good Samaritan Laws protect citizens from being sued if there are complications during the administration of first aid. When administering first aid it is important to use good common sense. Always call 911 and get professional help as soon as possible. If someone’s life is in danger, follow the three C’s you learned about earlier in the lesson. When you have made the decision to administer first aid, make sure you are not doing something that can further harm the victim (American Red Cross, Pruitt).
Review the attached in-depth presentations on breathing emergencies, and using an Automated External Defibrillator (AED) when administering first aid.

References
American Heart Association
American Red Cross
Pruitt, B.E., Allegrante, John, Prothrow-Stith, Deborah, Prentice Hall: Health, 2007. Boston, Massachussetts 02116. P 722-723.

05.05 Unit 5 quiz (Health II)

computer-scored 25 points possible 10 minutes

Go to Topic 3 to take this quiz. If you do not score at least 90%, you will need to take the quiz again.

Pacing: complete this by the end of Week 2 of your enrollment date for this class.


05.05.02 CPR and first aid quiz (Health II)

computer-scored 25 points possible 30 minutes

Go to Topic 3 on the main class page to take this quiz. If you do not score at least 90%, you will need to take the quiz again.

Pacing: complete this by the end of Week 3 of your enrollment date for this class.


06.00 Unit 6 Disease Prevention (Health II)

Standard 5: Students will understand and summarize concepts related to health promotion
and the prevention of communicable and non-communicable diseases.

Objective 1: Explain the transmission and prevention of communicable diseases.

a. Identify pathogens and how they are transmitted.
b. Describe symptoms of common communicable diseases.
c. Apply methods of prevention and treatment for communicable diseases (e.g., personal
hygiene, immunization, balanced diet, exercise, rest, natural body defenses, abstinence
from high risk behaviors).

Objective 2: Analyze the effects of non-communicable diseases.

a. Identify short and long term effects of common non-communicable diseases (e.g.,
allergies, asthma, arthritis, cancer, cardiovascular disease, diabetes).
b. Describe medical diagnoses and treatment for non-communicable diseases.
c. Examine risk factors for common non-communicable diseases (e.g., environment, age,
gender, family history, diet, body composition, risky behaviors).
d. Discuss risk reduction and prevention methods for common non-communicable diseases
including breast and testicular self exams.

Objective 3: Analyze the impact of sexually transmitted diseases including human immunodeficiency
virus (HIV) and acquired immune deficiency syndrome (AIDS) on self and others.

a. Identify the pathogens and modes of transmission of common sexually transmitted
diseases. Terms of a sensitive nature will be defined to help explain modes of
transmission.
b. Recognize signs and symptoms of common sexually transmitted diseases (e.g.,
HIV/AIDS, chlamydia, gonorrhea, herpes, syphilis).
c. Discuss the advantages of abstinence over other methods in preventing sexually
transmitted diseases.
d. Recognize the importance of early detection, testing and treatment for sexually transmitted
diseases.

Objective 4: Analyze the impact of disease on self and society.

a. Explain economic, physical, mental, social, and emotional effects of communicable
diseases.
b. Discuss economic, physical, mental, social, and emotional effects of non-communicable
diseases.
c. Compare the cost of preventative measures with the treatment costs for communicable
and non-communicable diseases.

06.01 Chronic Illness (Health II)

For our purposes, a chronic illness will be defined as any long-term condition that affects the social, mental, or physical well being of an individual and is not communicable. (A non-communicable disease is an illness that cannot be transmitted from one individual to another.) "Chronic" generally means something long-term and ongoing, as opposed to "acute", which refers to something that has just come on suddenly and doesn't last very long (or may turn into a chronic problem).

Examples of chronic illnesses...

Cancers
Birth defects
Alzheimer’s Disease
Anorexia Nervosa
Arthritis
Asthma
Bulimia
Cataracts
Chronic Fatigue Syndrome (ME)
Cirrhosis
Crohn’s Disease
Colitis
Cushings syndrome
Cystic fibrosis
Ulcerative Colitis
Depression
Diabetes
Emphysema/COPD
Endometriosis
Epilepsy
Gout
Graves’ Disease
Hypoglycemia
Irritable Bowel Syndrome
Kidney Disease
Lou Gehrig’s Disease (ALS)
Lupus
Lyme Disease
Macular Degeneration
Meniere’s Disease
Multiple Sclerosis
Obsessive-Compulsive Disorder
Osteoporosis
Parkinson’s Disease
Pelvic Inflammatory Disease
Phlebitis
Post Traumatic Stress Disorder
Raynaud’s Syndrome
Schizophrenia
Scoliosis
Sickle Cell Anemia
"Stiff man" syndrome
Temporomandibular Joint Syndrome
Reflex Sympathetic Dystrophy (RSD) Syndrome

At some point in their lives, most people will have to deal with at least one chronic disease. Most of these diseases have no 'cure', though most can be managed and treated. Some will eventually be fatal; others are greater or lesser nuisances. Some are partly or entirely genetic, some are brought on partly by lifestyle, and others seem to strike randomly. You almost certainly know at least one person who has a chronic illness, and most likely, you know several people dealing with one or more of these. You might even be experiencing one yourself.

Since, by definition, chronic illnesses are long-term, they have a significant effect on individuals, families and society. The required medical treatments are often expensive, and a person affected by chronic disease may not be able to work full time--or at all. Chronic illnesses play a major role in the health care debate. What should happen to people who are chronically ill, and cannot afford medical treatment? What about their families? Should insurance companies be required to offer medical insurance to chronically ill people? Should everyone pay a higher rate for medical insurance to help cover the costs of chronic illness? Should free or reduced medical help to prevent chronic illness be covered by the government if it will save money later, when fewer people get the diseases? Should the government raise taxes to help take care of chronically ill people who can't otherwise afford care, or should that be left up to family, friends or private charities and churches? Complicated issues of ethics and economics come into play.

06.01 Chronic illness essay (Health II)

teacher-scored 35 points possible 90 minutes

You will write a researched essay about a chronic illness. Overview of assignment

Purpose: to inform
 Audience: teens and young adults
 TOPIC:

Choose one of the chronic illnesses listed in lesson 06.1. As you look through the list, find a disease that may be of interest to you because you know someone living with the condition, or have a family history of the disease. (It is not required that you pick a disease based on family history, but you may find the report more interesting and of greater personal value.) You MAY NOT use the same disease used in your Mental Disorders report.

Do a web search for information on the topic you chose from the list above. Use the website listed for the previous lesson (06.1) and at least two other sources you find yourself. You may use an interview with a person who has lived with the disease or taken care of someone with the disease as one of your sources. Length: at least five paragraphs and at least 400 words, plus a list of your sources. Write an expository essay (12-point font, double or single-spaced, and at least five paragraphs covering the material listed below) on your chosen topic that includes the following information:

  • What are physiological effects of the disease? (What does it do to the body?)
  • What are the psychological effects of the disease? (What does it do to the mind?)
  • What are the predisposing factors of the disease? (What puts a person at risk for the disease?)
  • What symptoms might a person experience in the beginning stages of the disease?
  • What treatments are available?
  • How does one best manage the condition? (How do they maintain physical, mental, social, and spiritual well being while living with the disease?)

REMEMBER TO WRITE IN YOUR OWN WORDS, CITE YOUR SOURCES ON ALL RESEARCHED OR QUOTED WORK (this means within the paper, as well as a works cited section at the end)! and make sure to PROOFREAD and EDIT your report before submitting it.Organizing your essay

Content by paragraph Structure
1. Begin by naming the illness and giving a brief description or definition of it. Then explain why it is important. Include the prevalence (how many or what percentage of people have it). If you have any personal experience from knowing someone with this disorder, you could summarize that here. Introduction: write at least three complete sentences. When you use information or quotes from your research, remember to include the author's last name or the title in parenthesis at the end of the sentence.
2. Explain the physiological and psychological effects of the disease. Use information or quotes from your research Topic sentence, then three+ sentences with supporting details and examples; include the author's last name or the title in parenthesis at the end of a sentence/section where you have used information or quotes from your research.
3. Explain the predisposing factors, and symptoms a person might have in the early stages of the disease. Use information or quotes from your research. Topic sentence, then three+ sentences with supporting details and examples; include the author's last name or the title in parenthesis at the end of a sentence/section where you have used information or quotes from your research.
4. Explain possible treatments that are available, and how the illness is best managed. Use information or quotes from your research Topic sentence, then three or more sentences with supporting details and examples; include the author's last name or the title in parenthesis at the end of a sentence/section where you have used information or quotes from your research.
5. Sum up the long-term effects on individuals and on society of this illness, and/or the prospects for a cure or more successful treatment in the future. Include something from your research about financial costs, but be sure to make your own generalizations. Conclusion: write at least four complete sentences; include the author's last name or the title in parenthesis at the end of a sentence/section if you have used information or quotes from your research.
6. List your sources (authors; book, magazine, or article titles; exact url for internet sources) See a writer's guide for the correct format in which to list sources

Overview of grading
:Ideas and content 15 points:

Clearly state your chosen topic, and cover all requested information

Documented research and citations 15 points:

Support your paper with documented research: Cite your sources within the body of the text so that it is clear where you obtained all of your information (worth 5 points). Include a works cited section at the end of your paper (worth 5 points). Introduce in your own words, put in quotation marks, cite, and comment on (again, in your own words) any researched material used in your paper (worth 5 points).

Conventions 5 points:

Proof, spell check and edit your work before sending it (worth 5 points).

***DO NOT copy and paste material directly from a website, DO NOT leave any links to other websites in your paper, and DO NOT plagiarize or cheat in any way. Papers suspect to plagiarism or cheating will result in an automatic ZERO with no chance of corrections.

Pacing: complete this by the end of Week 3 of your enrollment date for this class.


06.02 Infectious Diseases (Health II)

Infectious (or communicable) diseases are diseases you can 'catch'. They are generally caused by bacteria or viruses, but can also be caused by other pathogens like parasites, protozoans, fungi, or prions. Human infectious diseases you may have heard of include things like flu, measles, chicken pox, tuberculosis, Black Plague, cholera, mumps, whooping cough, AIDS, hepatitis, rabies, polio, strep, malaria, salmonella, 'mono,' gangrene, anthrax or giardia.

Up until less than a hundred years ago, infectious diseases were the most common cause of death, all around the world. Before the development of antibiotics, doctors had no effective way to treat most infectious diseases. If you go back two hundred years, people did not yet know that 'germs' (bacteria and viruses) caused disease; go back four hundred years, and people didn't even know 'germs' existed. To us it seems obvious that we should wash our hands if we've been around sick people, and that we shouldn't drink dirty water, but go back just a little ways in history, and not even doctors realized sanitation was important in preventing disease.

Some infectious diseases (such as influenza or measles) can be transmitted directly from one person to another; others (like tetanus) can't. Some bacteria or viruses can float around in the air, and you can get sick from breathing the air. Others may be transmitted through 'vectors' (like malaria or West Nile being carried by mosquitoes, or plague by fleas). Some you can 'catch' from doorknobs or computer keyboards; others require intimate contact with an infected person. Some germs can hang around for weeks in the environment waiting for you to pick them up; others will die within minutes or hours of being outside a human body. Some also act faster or more slowly inside your body.

A little math will show how some diseases spread much more quickly than others, depending on what kind of contact is required and how well the pathogen can survive outside a human body. One sick person with cholera or cryptosporidium who contaminates a swimming pool or drinking water can easily infect a hundred more people. If each of those hundred people infected a hundred more, by the end of a week there could easily be 10,000 people sick. On the other hand, if one person had a sexually-transmitted disease, even if that person was a prostitute, by the end of a week there might be 100 people sick. One sick person with tetanus wouldn't make anyone else sick.

Some facts and issues you should be aware of regarding infectious diseases:

  • Antibiotics work against bacteria, but do not work against viruses. We still have few safe, effective medicines that kill viruses in your body though we do have vaccines to prevent some viruses. Antibiotics may cure bacterial diseases, but don't prevent them. It doesn't help to take antibiotics before you are infected.
  • Vaccines can prevent you from getting a disease, but once you have the disease, the vaccine won't cure it. Vaccines should be used before you are exposed to a disease. (The rabies vaccine is an exception to this rule.)
  • Many bacteria are becoming resistant to antibiotics. The more we use antibiotics, the more bacteria will become resistant. This is one important reason you should only take antibiotics if they are prescribed by your doctor, and also why you should finish the entire course that was prescribed, even if you feel better. Taking only part of the antibiotics helps more resistant bacteria survive. Diseases like tuberculosis and staph infections that were easily cured by antibiotics forty years ago are now becoming harder to treat.
  • Vaccines can prevent many infectious diseases, especially childhood diseases, but only if people use the vaccines! Some people just don't get around to immunizing their children; some people figure they don't need to immunize their children because everybody else is, so their children won't be exposed to the diseases; some people have heard false rumors about vaccines causing problems like autism, so they choose not to immunize their children; some people don't use vaccines because it is against religious beliefs. In poorer countries, vaccines may be unavailable or too expensive for most people. In the United States, most people vaccinate their children, but there is still a significant percentage of children who are not vaccinated.
  • Some modern 'conveniences' like sewer systems or septic tanks, and clean water from wells or municipal water systems, are actually more important in preventing infectious diseases than in making our lives more pleasant.

06.03 HIV and AIDS (Health II)

HIV is a virus that is mainly transmitted by intimate, sexual contact. AIDS is illness that eventually results from an HIV infection. Everyone with AIDS carries HIV. However, not everyone positive for HIV has AIDS.
When a pregnant woman has HIV, the virus may be transmitted to her baby during pregnancy, delivery and breast-feeding. When hypodermic needles are shared with someone who carries HIV, the virus can be transmitted to other people using the same needles. Theoretically, you could get the virus from a blood transfusion infected with HIV, but most blood supplies are now screened to be sure they are not contaminated; it would also be possible to get HIV if you had an open wound and got blood from an HIV-positive person into your cut. However, by far the most common way to contract HIV is to engage in sexual contact with someone who is carrying the virus.
HIV cannot be spread by hugging, shaking hands, being in the same room, mosquito bites, or other casual contact.
Read the information at the links below.

06.03 HIV and AIDS quiz (Health II)

both teacher- and computer-scored 25 points possible 30 minutes

You may take this quiz multiple times, but you must score at least 90% to pass. Go to the link in Topic 3 of the main class page to take your quiz.

Pacing: complete this by the end of Week 4 of your enrollment date for this class.


06.04 STD's (Health II)

Sexually transmitted diseases affect those who come into contact with the carriers. Besides HIV/AIDS, there are many other STD's you should be aware of. The ONLY way to completely protect yourself from STD's is to abstain from sexual activity. Read the material at the following links for information specific to these diseases and infections.

All of the above links are required reading.

06.04 STD's quiz (Health II)

computer-scored 30 points possible 30 minutes

Use the information from lesson 06.2.3 and its links to complete the attached chart (above) and take the quiz. To take the quiz, go to Topic 3 on your class topic outline page. Refer to your answers on the chart as you take the quiz. You may take the quiz multiple times, but you must score at least 90% to pass.

Pacing: complete this by the end of Week 4 of your enrollment date for this class.


06.04.02 Unit 6 (Disease prevention) quiz (Health II)

computer-scored 30 points possible 30 minutes

Go to Topic 3 on your class topic outline page to take this quiz. Questions on this quiz will cover both chronic and infectious diseases, and disease prevention. You may take the quiz multiple times, but you must score at least 90% to pass.

Pacing: complete this by the end of Week 4 of your enrollment date for this class.


07.00 Human Development and Healthy Relationships (Health II)

Standard 6: Students will demonstrate knowledge of human development, social skills, and
strategies that encourage healthy relationships and healthy growth throughout life.


Objective 1: Describe the physical, mental, social, and emotional changes that occur throughout
the life cycle.

a. Review the anatomy and physiology of the male and female reproductive systems.
b. Identify physical, mental, social, and emotional changes that occur from adolescence
through late adulthood.
c. Explain genetic influences on growth and development.
d. Describe fertilization, fetal development, the birth process, and personal choices that may
affect the fetus (e.g., nutrition, the use of alcohol, tobacco, other drugs).
e. Describe how the developing brain impacts choices and behaviors.

Objective 2: Describe the interrelationship of physical, mental, social, and emotional health.

a. Identify characteristics necessary for healthy relationships (e.g., communication,
empathy, confidence, trust, mutual respect).
b. Describe how personal relationships evolve over time, focusing on changes in
friendships, family, dating relationships, and marriage.
c. Develop and use effective communication skills including being able to discuss questions
on sexuality with parents and/or guardians.
d. Develop strategies for preventing sexual harassment.
e. Identify people, resources, and services that may help with personal or relationship issues.

Objective 3: Establish guidelines that promote healthy and positive dating relationships.

a. Analyze how personal values impact dating behaviors.
b. Identify skills for maintaining healthy relationships, and discuss unhealthy behaviors in
dating and other personal relationships (e.g., violence, coercion, selfishness, manipulation,
aggression, drug use).
c. Demonstrate refusal skills as they apply to situations involving pressure to be sexually
active, and identify alternative strategies that support the decision to abstain from sexual
behavior.
d. Evaluate messages about sexuality from society, including the media, and identify how
those messages affect attitudes and behaviors.
e. Explain how laws relate to relationships and sexual behavior.
f. Analyze how societal norms, cultural differences, personal beliefs, and media impact choices, behavior, and relationships.

Objective 4: Understand the importance of abstinence, the responsibilities related to sexual
development, and the challenges associated with teen and/or unintended pregnancies.

a. Describe how sexual abstinence before marriage and fidelity after marriage contribute to
overall wellness (e.g., physical, mental, social, emotional).
b. Analyze the responsibilities, joys, demands, and challenges of parenthood.
c. Identify means of prevention of early and/or unintended pregnancy and sexually
transmitted diseases (e.g., abstinence, disease prevention, contraception/condom use).
d. Identify adoption as an option for unintended pregnancy, and discuss the Newborn Safe
Haven Law.
e. Explain the importance of an annual physical examination as well as breast and testicular
self-examinations.

07.01 Influences on human development (Health II)

Read this introduction, and then read at least the required links below.

When a baby is conceived, it inherits roughly half its genetic material from its mother, and half from its father. Those inherited genes will determine certain characteristics (gender and eye color, for instance) and will strongly influence the person that baby becomes. Your genes play a role in determining your height, weight, personality, and susceptibility to certain diseases. However, many other factors also play important roles. Both your physical environment and your 'social environment' (family, culture, friends, etc), as well as your own choices and preferences, shape you all through your life.

Genetic influences on human development

A quick review of basic genetics: All the cells in the human body (EXCEPT eggs or sperm) contain PAIRS of chromosomes, which carry the genes. During the production of eggs and sperm, the pairs separate, so that each egg or sperm contains one member of each pair. Then, when an egg is fertilized by a sperm, the single chromosomes pair up with their partners, so that the resulting baby ends up with the normal pairs. (On rare occasions, a mistake occurs in this process, so that the baby has one missing or one extra chromosome. This often causes problems. Down's syndrome is caused by an extra chromosome; Turner's syndrome is caused by a missing chromosome.)

There are a few genetic diseases/disorders (such as color-blindness, sickle-cell anemia, and cystic fibrosis) that are genetically determined: If you have the genes (usually, a matched pair of recessive genes), you will have the disease. Many other diseases (such as diabetes or schizophrenia) are genetically influenced: If you have the gene(s), you will be more likely to get the disease--but you might not. Much current research is looking at why some people with a certain gene develop problems, but other people with the same gene don't.

Physical environmental influence

When a baby is first conceived, the baby's environment is the mother's uterus. Anything the mother breathes, eats, drinks, or absorbs through her skin becomes part of the baby's environment. Notice that this would include second-hand smoke, prescription medications, and any chemicals, fumes or contamination the mother encounters. Unfortunately, the first few weeks of pregnancy, when the mother probably doesn't even know she is pregnant, are the most critical for the baby's healthy development. If you are a woman, what does this mean for you? It means that if there is ANY chance you are pregnant (ie, if you have had sex even one time since your last regular period), you should behave as if you are pregnant: no drinking, no drugs, no smoking, just good, healthy food and exercise. If you are a man? It means that if there is ANY chance your wife/girlfriend is pregnant ((ie, if you have had sex even one time), you should treat her as if she is pregnant--don't offer her alcohol, drugs or cigarettes.

The physical environment (before and after birth) can have both positive and negative influences on the developing child. Some of this is common sense--with good nutrition, a child will be better able to reach his/her potential. A child who has a serious injury or illness, a child who is exposed to radiation or meth lab chemicals, or a child who is frequently hungry, cold, or thirsty, will be less likely to reach his/her potential. Some things are more complex and not so obvious--for instance, if you were somehow able to raise a child in a totally clean, sterile environment, that child's immune system would not develop normally. Two hundred years ago, children were often permanently damaged by too much hard physical labor when they were too young. Today, children are damaged by not having enough exercise.

Social environment influence

If genetics and the physical environment seem complex, the social environment is even more so! From the time a baby is born, it will begin learning about its environment through its senses--touch, taste, smell, hearing and vision. How often is it picked up and held? What happens when it cries? Is the world loud and busy, or quiet and still? First the young child is mostly with family or daycare. How much do people around the child talk? What kind of vocabulary do they use, talking to each other or to the child? How do people dress? How do they treat each other and the child? What are the norms and expectations of the culture, the everyday sights and sounds of the city, town, or area they live in? As the child grows up, makes friends, goes to school, church, parents' workplaces, sports, music lessons, etc, the social environment just gets more complicated.

Moreover, everyone reacts differently. Most children who are told they can't become, say, a doctor, an artist, or a jockey when they grow up will give up on it, but a few will just become more determined to do what they were told they couldn't. If you know you have a difficult test tomorrow, are you going to study hard tonight and then get a good night's sleep? Blow it off and pretend you don't care? Tell your parents you have a stomach ache in the morning and can't go to school? stay up till midnight cramming and then lay awake worrying about it? Completely space it off till you walk into the room tomorrow? Gripe to your friends about how the class is too hard, and it isn't fair to expect you to learn all that stuff by tomorrow?

What we spend our time doing ends up having a major impact on who we become. When you were very young, your parents had the major control over how you spent your time. Now that you are older, you can make more choices about what to practice doing, based on who you want to become. If you recognize the influences your social environment has on you, you can make better decisions about how to respond.

07.01 Influences on human development assignment (Health II)

teacher-scored 30 points possible 30 minutes

Copy and paste the section between the lines of asterisks into a word-processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment. *************************************************************************** Using personal experience and the INFORMATION PROVIDED IN THE UNIT 07.1 LESSON and links, answer the following questions in paragraph form: Part I: Genetic influences

1. Explain at least three genetic influences on you. 2. Explain how a genetic influence has had a positive or negative impact on someone else you know.

Part II: Physical environment influences

1. Explain at least three influences your physical environment (before or after birth) has had on you. 2. Explain at least three responsibilities of a parent in managing the physical environment (before and after birth) for their children.

Part III: Social environment: Gender stereotypes

1. Do cultural and societal norms regarding gender roles impact you personally?

A. If yes, how? B. If no, why do you think that is the case?

2. Which do you believe has the greatest impact on gender roles: societal norms, cultural beliefs, or media representation? Support your answer.

3. How might gender-specific messages impact your education, career choices, job, and relationships?

4. The article on gender stereotyping was written as part of a study about why there are not more women in science and engineering schools/jobs, so it focused on the problems that affect women. In what ways can gender stereotypes cause difficulties for men?

*********************************************************************** (Up to three points possible per question, with three more bonus points for particularly well-thought-out, in-depth answers.)

Pacing: complete this by the end of Week 5 of your enrollment date for this class.


07.02 Healthy relationships (Health II)

Relationships with other people are a big part--maybe the most important part--of your life, and will continue to be important as long as you live. Although when people ask "are you in a relationship?"-- they usually mean, "do you have a boyfriend/girlfriend?" However, romantic relationships are only one kind of relationship. There are parent/child relationships, sibling relationships, and relationships between friends, co-workers, classmates, relatives, neighbors, employers, teachers, students, and more.

Although sometimes a new relationship seems effortless, on-going relationships require work and maintenance to stay strong and positive. As a general rule, the closer and more important a relationship is, the more stressful problems in that relationship will seem. Fortunately, you don't need to learn different skills for every kind of relationship. The same basic skills of communication, respect, trust, empathy, patience, forgiveness, courtesy, and the sharing of time will improve any relationship. On the flip side, bad relationships all tend to have elements of manipulation, aggression, secrecy, selfishness, coercion, and/or scorn.

Read the required links below.

07.02 Healthy relationships assignment (Health II)

teacher-scored 36 points possible 45 minutes

Copy and paste the section between the lines of asterisks into a word-processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment.

************************************************************************

Please do the following and record your answers:

  1. Make your own lists of characteristics of a healthy family, a good friend and a good date (six points possible - two points per list). Include at least five characteristics on each list.
  2. Interview a parent or guardian. Ask him/her to list the characteristics of a healthy family, the characteristics of a good friend, and the characteristics of a good date. These need to be three separate lists, NOT one all-inclusive list (15 points possible - five per list).
  3. Tell what you can do to make sure you are doing your part to be a good family member, friend and date (six points possible - two each for family, friend and date). Give specific examples (don't just repeat the same characteristics from the previous lists).
  4. Refer back to the "Talk to Parents" article in the required link above. Tell what you learned from the article in paragraph form (enough that you make it clear that you…
    • read the article,
    • applied it to your own experience talking to your parents, and
    • what you can do better to help the relationship you have with your parents/guardians)…(9 points possible)

**************************************************************************

Pacing: complete this by the end of Week 5 of your enrollment date for this class.


07.03 Managing unhealthy or dangerous relationships (Health II)

Relationships can be the source of our greatest joy, and of our greatest sorrow. Healthy relationships make you stronger and more resilient, building your self-esteem and encouraging you to take positive steps in your life, but even good relationships can bring grief. Your best friend may move away. Your parent or child may die. Still, you have good memories and can feel grateful that the person you lost was part of your life.

Unhealthy relationships, on the other hand, come with more stress and grief than they are worth. Bad relationships tear you down and wear you out. Sadly, most murders are committed by someone in a relationship with the victim. It's easy to recognize unhealthy relationships in someone else's life. You probably know people who are being 'used' by someone they think is a friend. It can be harder to recognize an unhealthy relationship in your own life. If you are in a relationship where you are manipulated, put down, harassed, abused, or pushed to do something you feel is dangerous or wrong, you should probably be looking for a way to end that relationship. Hardest of all is recognizing whether you, yourself, are being manipulative or negative in your relationships with others.

Read the material from the required links below.

07.03 Managing unhealthy relationships assignment (Health II)

teacher-scored 20 points possible 30 minutes

Copy and paste the section between the lines of asterisks into a word-processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment. **************************************************************************** Answer the following questions. Be specific and go into detail. Specify HEALTHY ways you could respond if...

1. You are a woman and your boss always notices what you wear and makes comments about how you look.

2. You see a female friend walking down the hall and a group of guys are whistling at her and making obscene gestures. She is telling them to stop, but they are not listening to her. 3. Your coach places her arm around you every time you are near her. You are uncomfortable with the physical contact and want her to stop.

4. During class you overhear two students telling dirty jokes and making fun of another student.

5. You go into the bathroom and find a sheet of paper titled "the 20 easiest dates in the school." The name of your best friend is on the list.

6. You are at a party when a group of your friends grabs a guy, ties his hands together, and pulls his pants down to his ankles. Your friends laugh while the guy is embarrassed.

7. You hear rumors being spread around the school that two people you know are gay because they spend so much time together.

8. Your younger sister is upset every time your friends come over. When you ask her what is wrong, she tells you that two of the guys keep telling her they want to have sex with her.

9. You are assigned a group project for a class in school. One of the group members keeps asking you out. You have said "no" several times, but this person keeps asking you.

Continue to answer the following questions based on what you’ve learned FROM THE LESSON MATERIAL:

10. According to the readings in the links above, what is the main difference between flirting/joking and sexual harassment?

11. Where might you seek help if you are being harassed? If you are raped or know someone who has been raped? Concerned that you are involved in a relationship that may become violent?

12. What behaviors in a date might warn you of potential aggression?

13. How might you insure that you are never guilty of date rape?

14. How might you decrease the chances of being a victim of date rape?

15. Give at least three examples from your own observations or experiences of unhealthy friendships, families or other unhealthy relationships.

16. Why do YOU think people stay in unhealthy friendships or relationships?

*************************************************************************************************************************

Pacing: complete this by the end of Week 5 of your enrollment date for this class.


07.04 Sexual development and responsibility (Health II)

As you mature from a child to an adult, your body changes--from a little girl into a woman, or from a little boy into a man. With that physical maturity comes the possibility that you may bring a new child into the world--a responsibility that you should take more seriously than nearly any other decision you may ever make.

Most cultures and religions have moral codes that censure sexual activity outside of marriage, but even apart from morality, there are many practical reasons to abstain from sex outside of marriage. As soon as a person is sexually active, s/he is vulnerable to catching and spreading sexually-transmitted diseases and/or becoming pregnant. Drug or alcohol use can permanently harm the fetus even before the mother is aware she is pregnant--yet drug or alcohol use makes people more likely to engage in sex irresponsibly.

A single person raising a child is much more likely to live in poverty. The financial, physical and emotional stress of parenthood are more difficult for one person, alone, than for two working together. Babies born to teen mothers are more likely to be premature or have low-birth-weight, need expensive medical care at birth and experience health or learning problems later. Teen parents are less likely to finish high school or college, putting them and their children at greater risk of poverty even if they marry and the marriage lasts.

Adoption is one option for teen parents--allowing their baby to be raised by more mature and financially stable parents--but that is a very difficult emotional decision. A teen who chooses adoption for her or his child must usually go against peer pressure and norms. Many teens also see a baby as someone who will 'belong' to them and will always love them, or a fast track to adulthood and adult privileges, or even a ticket for welfare benefits. And at least at first, a new parent gets a lot of attention from friends, relatives and peers with everyone admiring the baby and congratulating the parents. However, to consider adoption, a teen parent must be willing to give up all of those things for the abstract belief that the child will be better off with other parents: a difficult decision for anyone. By the time reality sets in, a single teen parent is experiencing all the unglamorous work of buying and changing diapers, and being responsible for a completely helpless (but demanding) baby 24/7. By then, there is a bond between parent and child, and a strong social expectation that the decision has already been made. But statistically, the baby in such a situation has a higher-than-average risk of being neglected or abused and being placed in foster care than a child born to parents who are over twenty years old with high school diplomas.

One simple choice can protect you from being in these difficult situations: Choose to abstain from sex till you are a married adult.

When you click the link to watch the videos below and you are prompted to enter a username and password, use the Pioneer Library username and password. They are listed on the right side of your main class page, when you are logged into EHS.

07.04 Sexual development and responsibility assignment (Health II)

teacher-scored 35 points possible 60 minutes

Copy and paste the section between the lines of asterisks into a word-processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment. *************************************************************************

1. List the FUNCTION of the following reproductive organs. This means, tell what they do and what their purpose is, NOT their definition or location (1 point per answer, 11 points possible):

Vas Deferens, Prostate Gland, Testicles, Epididymis, Scrotum, Seminal Vesicle, Vagina, Fallopian Tubes, Uterus, Ovary, Cervix

Answer the following questions:

2. Why must men and women have yearly medical exams?

3. Why are self-exams so important?

4. How might being sexually active at an early age impact the following? (1 point per each type of health, 4 points possible)

Physical health - Mental/Emotional health - Social health - Spiritual health -

5. What are the benefits of abstaining from intimate sexual contact until marriage? Explain at least three.

6. What is the only 100% effective method of preventing unwanted pregnancies and sexually transmitted diseases?

7. What are the extra responsibilities and burdens of parenting? Explain at least three.

8. Under what circumstances might adoption be in a baby's best interests?

9. In a paragraph, discuss the circumstances you believe parents should be able to provide before they have a child. (Three points possible)

10. If you became a parent right now, what would you have to give up to take care of your child? List at least six things.

Questions about Nathan's Story video:

11. What is a typical day like for Nathan and Jennifer?

12. List the positives and negatives of the situation Jen and Nathan have created for themselves.

13. What factors or barriers do Jennifer and Nathan experience that may keep them from fulfilling their relationship?

14. What does Jennifer say about how her emotional issues and treatment affected her relationship with her child?

15. What advice do their parents share that could help Nathan and Jennifer’s relationship?

16. How has Nathan’s Story helped you decide about choices you might make in your own future?

Questions about Utah Safe Haven video:

17. Briefly summarize Utah's Newborn Safe Haven law.

18. Which of the three commercials in the video clip impacted you the most? Why?

***************************************************************************

Pacing: complete this by the end of Week 6 of your enrollment date for this class.


07.05 Your life, your choices? (Health II)

Who makes your choices? You do, of course--but your choices, behavior and relationships are influenced by everything around you. Some of these influences are obvious, and others are more subtle.

Law
Our elected representatives have passed laws that penalize certain kinds of behavior. If you drink and drive, if you speed, or if you steal, and you get caught, you can expect to pay fines and/or spend time in prison. If a person beats someone up to settle a disagreement, if an adult has sex with a child, if anyone forces someone to have sex, if a man marries more than one woman--there are legal penalties for that behavior. The law itself cannot physically stop you from engaging in an illegal behavior, but most people try to obey the law, either because they believe it is right, or to avoid the possible penalties.

Societal Norms
Societal norms are the ways most people in your life behave, and vary from place to place or group to group. Most people in the United States do not have tattoos, so in general, the societal norm is not to have a tattoo. However, among some groups, tattoos are the norm--most people do have at least one. We get used to the societal norms for relationships as we grow up. Before 1940, women staying home to raise children and take care of the household was the norm. Few women worked outside the home, and young people growing up assumed that the boys would get jobs and support a family financially, but the girls would not. Now it is the norm for women to have jobs outside the home although often they may work part time or stay home for a few years while children are young. We also pick up attitudes from societal norms--how men, women, children, blacks, whites, Mexicans, Moslems, Mormons, non-Mormons, gays, hippies, cowboys, police, politicians, skaters, rich or poor people, are valued and treated.
Societal norms differ for different groups of people. Gender norms, for instance, are a major influence on our relationships. Girls who cry get sympathy. Boys who cry get scorn. Little girls who hit their friends see horror on their parents' faces. Little boys who hit are more likely to see amusement, tolerance, or even approval. There are also age, race, and culture norms, among many others.

Cultural differences
Culture is related to societal norms, but comes from different traditional roots. Different cultures have different traditions about food, dress, music, art, religion--and also relationships. In a strongly 'patriarchal' culture (where men are the leaders and make most important decisions), women are likely to have fewer choices. They may be required to dress a certain way, forbidden to drive, or married to someone of their parents' choosing. In a culture where personal honor is highly valued and easily offended, there is more violence. Culture may affect the way children are disciplined and educated, as well as friendships, dating/courting relationships, business transactions, and countless other aspects of life.

Family and friends
Your family and friends may be similar to the general culture around you, or very different. For the first few years of your life, your family norms were the main influence on you. As a teenager, your friends' norms have probably become more important. The way your friends or members of your family treat each other will have a major impact on your relationships and choices.

Media
What you see on in different media--television, movies, magazines, games, internet, books or newspapers--becomes part of your 'norms.' Advertisers are paying big bucks to influence your decisions about how to spend your money, votes, and time. "The media" is a tool, neither good nor bad of itself, but sex, violence, racism, sexism, pornography, and consumerism portrayed or promoted in the media can become negative influences on your behavior. On the other hand, accurate news and information, the open flow between cultures, and examples of ethical or courageous behavior in the media can become positive influences on your behavior and relationships.

Personal beliefs
Your personal beliefs are influenced by society, family, friends, media and culture, but they are your own. Personal beliefs may be kept private, but when you make choices based on your beliefs, people may be able to infer what you believe. If/when you make choices that go against your personal beliefs, you will feel uncomfortable or guilty about it. As a teenager, you are still working on your personal beliefs. Your current beliefs may be different from what they were when you were in elementary school, and some of them may change or develop when you are older. Your beliefs will have a strong impact on your relationships as an adult.

07.05 Your life, your choices? Factors that impact your choices (Health II)

teacher-scored 20 points possible 60 minutes

Copy and paste the section between the lines of asterisks into a word-processing document on your computer. Complete your work, and save a copy for yourself. Then, submit your work using the assignment submission window for this assignment. Answer the following questions and respond to the scenarios in complete sentences or paragraphs. *******************************************************************************************************************

A. First scenario: A sixteen-year-old girl, not married or in a permanent relationship, gets pregnant and must decide what to do. How would each of the following impact her decision, and why, if she were a member of your family, friends, or culture?

1. Societal norms

2. Your cultural norms

3. Your family

4. Your friends

5. The media

B. Second scenario: Someone your own age who has been a casual acquaintance says something extremely insulting about your mother or sister. What reaction would each of the following suggest, and why?

6. Societal norms

7. Your cultural norms

8. Your family

9. Your friends

10. The media

11. Your personal beliefs C.

Third scenario: You are grown up and married. Your six-year-old son asks for candy at the store, and you tell him no. After you get home, you discover he stole a candy bar and ate it (the wrapper is in his pocket, and he has chocolate on his face). He says he didn't, but you know he is lying. You and your spouse disagree about how to deal with this. How would each of the following suggest you deal with the disagreement with your spouse, and why?

12. Societal norms

13. Your cultural norms

14. Your family

15. Your friends

16. Your personal beliefs D.

Describe a situation when your personal beliefs were in conflict with each of the following, and why. You may use a different situation for each, or you may use the same situation for several, but be specific about each case, why there were conflicts, and how you were affected.

17. Your personal beliefs conflicted with societal norms

18. Your personal beliefs conflicted with your cultural norms

19. Your personal beliefs conflicted with your family

20. Your personal beliefs conflicted with one of your friends' beliefs ******************************************************************************************************************

Pacing: complete this by the end of Week 6 of your enrollment date for this class.


07.06 Unit 7 quiz (Health II)

computer-scored 25 points possible 30 minutes

Go to Topic 3 to take this quiz. If you do not score at least 90%, you will need to take the quiz again.

Pacing: complete this by the end of Week 6 of your enrollment date for this class.


08.00 Community Service Project (Health II)

Introduction: CONSUMER AND COMMUNITY HEALTH OBJECTIVES

-Create and implement an advocacy plan to address an unmet health need
-Identify various professions that contribute to, or advocate for, health
-Identify health needs, opportunities to be proactive, related community resources, and available services.
-Practice advocacy skills and methods
-Reflect on results of the action plan.

08.01 Final project (Health)

Create a health-related service learning project that will allow you to provide six or more hours of service to an individual, group, or community.

As you finish this class, you will plan and carry out a service learning project to benefit others in your community.

08.01 Final project: community health service project (Health II)

teacher-scored 50 points possible 420 minutes

Create a health-related service learning project that will allow you to provide six or more hours of service to an individual, group, or community. Your service learning project must relate to a topic you have studied in this health course. You must be able to relate how your project improved the mental, physical, social, environmental and/or spiritual health of the individual(s) you served. It must be a project that you wouldn’t normally do and must be one that you’re not already doing for another class or project (i.e. an Eagle Scout project, helping around the house like you should already be doing, and a service project that you have already done for another class are not acceptable for this project). Note that while you are working on this project (before you finish), you may also complete the last two assignments in the class. Projects might include, but are not limited to:

Food bank collections Service to people with chronic illnesses Service to the elderly or young Service, or care, to the environment Service to school and/or students Service to family, neighborhood, or community.

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment.

************************************************************************************

PART I: Complete the following planning chart. (You must type this out and answer each of the questions, 3 points per question, except questions 2 and 7 are worth 5 points…25 points total).

1) Identify need or issue.

2) Specify core learning objective (how does this project relate to your health course?)

3) What do you need to do to prepare for the project?

4) What materials do you need?

5) Do you need any training to complete the project?

6) What will you be doing?

7) How will you measure your success? **************************************************************************************************

PART II: Upon completion of your project, WRITE A REFLECTION PAPER (an essay, not just a simple question and answer, but a thoughtful paper in paragraph form, at least 450 words, worth 25 points) including the following information.

Why did you pick the project that you did? How does your project benefit the social, mental, physical or spiritual well being of others? Explain your project (what did you do?) Share three positive outcomes of your project. If you were to do the project again, what might you do differently? If you had more time, and/or resources how might you better meet the needs of the people you served?

Pacing: complete this by the end of Week 7 of your enrollment date for this class.


08.02 Community Health Resources (Health II)

As long as we are fit and healthy, we tend to take health for granted. It's when we, or people we love or depend on, get sick, that we realize that health is one of the most important aspects of our life, enabling us to work, play, take care of others, and enjoy ourselves. When wild animals are sick or injured, they often die because they are helpless to feed themselves or escape from predators. The same could be true for us if we did not help each other. One of the responsibilities of belonging to a community is to help take care of others who may not be able to take of themselves.

Historically, people have banded together as neighbors, tribe members, families, or religious groups to help the sick or injured. When a farmer had a broken leg, the neighbors might pitch in to harvest the crops. When the Plague struck in Europe, often monks and nuns tried to nurse the sick. Many hospitals were originally built by churches or religious groups. In modern times, there are still hospitals supported by religious groups. Wealthy benefactors may donate money to hospitals or clinics (for instance, the Huntsman Cancer Institute in Utah). Corporations that run hospitals or clinics are sometimes expected to provide some care even to patients who can't afford to pay. Clubs like the Lions or the Rotary Club raise money for projects like the prevention of polio or blindness.

Because health is so important to the strength and success of a country and economy, and because some factors affecting health are beyond the control of individuals, governments have taken important roles, especially in preventing infectious diseases. Laws require everyone in most wealthy countries (which includes the United States) to have their houses hooked up to a septic tank, sewer system or some kind of waste treatment option. Why can't I just dump my sewage into the river or out on the ground? Because my sewage could contaminate my neighbors' water supplies, making them sick. As a democracy, we have decided that one person's freedom to do whatever they want with their sewage is not as important as everyone's chance to have clean, disease-free water. For similar reasons, there are laws about how dead bodies may be disposed of, what chemicals must be controlled, how food is handled and stored, mosquito control, and many other aspects of life you may not immediately associate with health. Free or low-cost vaccinations are offered by government agencies to help prevent epidemics of diseases like measles, tetanus, and whooping cough.

You may not be aware of all the community resources available in your area. Public health nurses are often available through your school district or county government. You probably know where the nearest hospital is. What about doctor's offices, clinics, dentists, optometrists, chiropractors, gyms, water testing, mental health clinics, physical therapy, counseling, support groups, home health services, hospice care, nursing homes, assisted living, services for the deaf or blind, and classes for pre-natal care or diabetes?

These are supplemental links for your information.

08.02 Community Health Resources assignment (Health II)

teacher-scored 20 points possible 90 minutes

For this assignment, you will create a Google Earth Tour for one of the options listed below. Follow these instructions, and refer to the links below and the attachment. You will need to download Google Earth if you don't already have it on your computer. (See link below for the download.) See "Sample Horse History Tour" in the attachment below. Click on the attachment to download. Launch/Open Google Earth, then open the sample KMZ Tour called Horse History Three Events-PatLambrose. Use this sample KMZ Tour as an example when you build your Google Earth Tour. Geospatial Assignment: (For ideas about why these skills are important, view the Geospatial Revolution Episode 1 Video in links list below.) Choose one of the following options:

a. Locate at least six health-related resources in your community: hospitals, clinics, gyms, parks, recreation facilities, etc. Write a paragraph in each placemark explaining why you chose these resources and how they can promote health.

b. Choose one chronic or infectious disease, and locate six states in the US, or counties in Utah, or countries in the world that have a high incidence of that disease. Write a paragraph in each placemark explaining why the disease may be a particular problem in that area.

c. Choose one chronic or infectious disease, and locate six places that have been significant in the origin, spread, cure, or prevention of the disease, or have been in the news because of the disease. Write a paragraph in each placemark explaining why that place is significant for the disease.

HOW TO CREATE THE GOOGLE EARTH TOUR:

1-Launch/Open Google Earth

2-How do I locate each event? Use the Search box in the top left to type in each place's name, address, state, or country. Zoom into each search result and create your own Placemarks. Do not use the placemarks that are returned from your Search.

3-How do I add my own placemarks? Locate the yellow push pin on the top menu bar. Click it to Add Placemark. You will create six placemarks in this tour.

4-In each Placemark pop-up form, you need to include the following information:

1-Change Untitled Placemark to the name of the event or resource. 2-In the Description section add the following:

a-Include an image about the resource or event for at least two of the Placemarks. (See the link “Using Placemarks with Google Earth-How to Add Images.” You may use Wikimedia Commons for your images, or take your own pictures.) b-Give credit for each image by adding the following text below each image: (Wikimedia Commons, public domain) - or your name if they are your images. c-Write the paragraph in each placemark (as described above, in the three options).

5-Next you need to add a Folder. Go to the top menu bar and select Add. Next select Folder. Name this folder the following: CommunityHealth-YourFirstName YourLastname. In the Description section add your name as the creator, such as:by Pat Lambrose.

6-Drag your six placemarks into this new CommunityHealth(FirstLast) folder.

7-Highlight this CommunityHealth(FirstLast) folder, right click on it and choose Save Place As

8-Save this .KMZ file somewhere on your hard drive where you will REMEMBER!

9-Submit your saved Google Earth .KMZ file of your Community Health tour, to your teacher as an assignment. Note: The saved file name is the name of your folder so DO NOT CHANGE the file name. Refer to the links below for additional tutorial help on how to add Placemarks and create Google Earth Tours.

Pacing: complete this by the end of Week 8 of your enrollment date for this class.


08.03 Health Careers (Health II)

Want a job where you can feel like you are doing something that matters to help other people? There are hundreds of possible careers in health-related areas. Just a few are listed below. If you think you might be interested, prepare yourself by taking all the science and math classes you can, improving your writing and communication skills, keeping your grades up, and volunteering in situations related to your interests.

A short list of some health-related occupations:

Doctor, physician's assistant, dentist, nurse, nurse practitioner, dental hygienist, medical assistant, veterinarian, chiropractor, pharmacist, psychiatrist, physical therapist, lab technician, xray/ultasound/MRI technician, dietitian, meat inspector, geneticist, EMT, medical billing, clinic manager, optometrist, speech therapist, medical forensics, biochemist, designer of prosthetics, health research, teaching, sports medicine, personal trainer, dance teacher, pest control, public safety officer... see the websites listed below for more ideas.

08.03 Health Careers assignment (Health II)

teacher-scored 10 points possible 45 minutes

Pick three health-related careers that might interest you, and answer the questions below. See the links above for ideas. Copy and paste the section between the lines of asterisks into a word-processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment. **********************************************************************************************************************

1. Name the first career:

2. What is it about this career that interests you?

3. What are the education requirements for this career?

4. Name the second career:

5. What is it about this career that interests you?

6. What are the education requirements for this career?

7. Name the third career:

8. What is it about this career that interests you?

9. What are the education requirements for this career?

10. Which of these three careers would you prefer, and why? **********************************************************************************************************************

Pacing: complete this by the end of Week 8 of your enrollment date for this class.


20.04 Sexual development and responsibility (Health II)