Health READY® Units of Study

The Health READY® curriculum is aligned to the National Health Education Standards (NHES) to help establish, promote and support health-enhancing behaviors.

The following 9 units are addressed in Health READY®:

Units are presented in the recommended order of instruction.

Mental, Social, and Emotional Health

Body Systems

Substance Abuse Prevention

Injury Prevention and Safety

Violence Prevention

Nutrition

Disease Prevention and Health Promotion

Community and Environmental Health

Reproductive Health

Health READY® Overview: Health READY® is a skills-based health curriculum providing student learning experiences to deepen their knowledge, attitudes, and skills using a variety of participatory methods. Health READY® personalizes instruction for all learners by providing a variety of “student choice and voice “assignments aligned with national and state health education standards.

“The point of school is not to simply excel in each class, but to be able to

use one’s learning in other settings.”

Health READY® curriculum is aligned to the following National Health Education Standards (NHES):

STANDARD 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

STANDARD 2 Students will analyze the influence of family, peers, culture. Media, technology, and other factors on health behaviors.

STANDARD 3 Students will demonstrate the ability to access valid information and products and services to enhance health.

STANDARD 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

STANDARD 5 Students will demonstrate the ability to use decision-making skills to enhance health.

STANDARD 6

Students will demonstrate the ability to use goal-setting skills to enhance health.

STANDARD 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

STANDARD 8 Students will demonstrate the ability to advocate for personal, family, and community health.

Health READY® Curriculum Design: Why a Skills-Based Learning Approach? The skills-based approach extends traditional methods of teaching about health, which tend to be knowledge based and didactic in approach. In contrast, skills-based health education focuses upon the development of knowledge, attitudes, values, and skills (including life skills such as interpersonal skills, critical and creative thinking, decision making and self-awareness) needed to make and act on the most appropriate and positive health-related decisions.

How was the course designed? 1. To deepen student understanding and transfer of learning.

2. To allow students make sense of and apply their learning through authentic

experiences.

3. The curriculum is planned backwards from long-term, desired results through a

3-stage design process.

4. Teachers serve as “coaches of understanding.” They are more than purveyors of

content knowledge, skill, or activity.

The Three Stages of Backward Design:

Step 2

Step 3

Step 1 Identify Desired Results

• What students should know, understand, and be able to do?

Determine Assessment Evidence • How do you know if students achieved the

desired results?

Plan Learning Experiences and Instruction

• What activities and resources are best suited to accomplish learning goals?

SAMPLE “What Will I Learn?”

Unit Goals:

1. I can comprehend concepts related to health promotion and disease prevention to enhance health.

2. I can analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

3. I can demonstrate the ability to access valid information and products and services to enhance health.

4. I can demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

5. I can demonstrate the ability to use decision-making skills to enhance health. 6. I can demonstrate the ability to use goal-setting skills to enhance health. 7. I can demonstrate the ability to practice health-enhancing behaviors and avoid or

reduce health risks. 8. I can demonstrate the ability to advocate for personal, family, and community

health.

Student Understandings:

1. A positive body image is important for your health and overall wellbeing. 2. Body image issues can lead to depression, anxiety, anger, and even self-

loathing. 3. To “know thyself” is important for self-awareness. 4. Belonging to groups requires the development of positive skills and dispositions. 5. Some behaviors contribute to the ability of a group to function productively; other

behaviors distract from the group’s mission. 6. Effective communication is important to get along with others. 7. Active listening is one of the best ways to demonstrate consideration and respect

for others. 8. Effective stress management can lead to a healthier, happier and more

productive life.

9. Identifying limits in relationships is the first step in maintaining healthy boundaries.

10. Setting personal boundaries establishes how you want to be treated. 11. Personal boundaries are basic guidelines people create to establish how others

are able to behave around them. 12. We feel uncomfortable around people who violate our personal boundaries.

Essential Questions:

1. What does it mean to have a positive body image? 2. How does culture, media and other external factors influence one’s body image? 3. Why is it important to understand personal strengths and areas for growth? 4. How do you set and monitor a personal goal to improve an area of growth? 5. Why is it important to understand the feelings and perspectives of others? 6. What are some strategies to show respect for individual differences and

opinions? 7. How do you define mental health? 8. What are mental illnesses? 9. What are protective and risk factors for mental illnesses or mental challenges? 10. What strategies can someone apply to work through adversity and challenges? 11. What personal, family, and community resources are available to help oneself or

others with a mental illness or mental challenge? 12. What skills/behaviors are productive and counter-productive in a group? 13. What are effective and ineffective verbal and non-verbal communication? 14. What are positive and negative responses to stress and criticism? 15. How can someone create a plan to manage stress? 16. How do internal factors, such as responses to criticism or stress affect our

emotional and social health? 17. Why is setting personal boundaries important for our physical, emotional and

social health? 18. How can someone set and communicate personal boundaries and respect the

boundaries of others? 19. What skills and behaviors are needed to communicate personal boundaries for

privacy, safety and expression of emotions?

SAMPLE “Get READY” Assignment

Student Mission: To Collect Health Content

Define the Following Words: stress anticipate mental health mental illness resilient

self-esteem cope stressor perception therapy Choose ONE of the following options and submit for credit: Option 1: Picture it!

1. Define each vocabulary word. 2. Create illustrations representing each vocabulary word.

Option 2: Post It!

1. Define each vocabulary word. 2. Create 10 fake social media posts using each vocabulary word in the correct

context.

Option 3: Sentence Sleuth

1. Define each vocabulary word. 2. Create 10 sentences using each vocabulary word correctly.

Scoring Rubric:

Each Correct Definition 1 point Each Correct Context (appropriate use of

illustration/text/post) 1 point

Total Assignment Points 20 Points

Student Mission: To Apply Health Content

Choose ONE of the following options and submit for credit:

Option 1: Create an infographic on one of the following topics:

1. positive and negative stressors in middle school 2. positive and negative effects of stress

3. being mentally healthy means... 4. importance of a positive body image and how to develop a positive body image

Option 2: Using the S.M.A.R.T goal method create a personal plan to help yourself adopt a lifestyle habit that focuses on your mental health.

1. Define your specific goal: What do you want to do?

2. Make it measurable: How will you know when you have achieved it?

3. Is it achievable? Is it in your power to accomplish it?

4. Is it realistic? Can you realistically achieve it?

5. Make it timely: When do you want to accomplish it?

Option 3: Create a slideshow/video on one of the following topics:

1. positive and negative stressors in middle school 2. positive and negative effects of stress

3. being mentally healthy means... 4. importance of a positive body image and how to develop a positive body image

Scoring Rubric:

Comprehension of Concepts: Contains at least 10 facts on the topic as it relates to health promotion and disease prevention to enhance health 10 points

Accessing Resources: Evidence of 3+ credible, valid and reliable sources of information 10 points

Advocacy: Message and product is persuasive and advocates for personal, family and/or community health

10 Points

Total Assignment Points 30 Points

Student Mission: To Evaluate & Synthesize Health Content

Choose ONE of the following options and submit for credit:

Option 1: Dear Future Me... What advice would you give your "future self" on one of the following topics:

1. Refusal skills: How can you avoid the pressure to use alcohol, tobacco, and other drugs?

2. Reasons why you should avoid drugs and alcohol. 3. Why you should stay away from secondhand smoke and the benefits of

living in a tobacco/nicotine-free environment. 4. Why should you refrain from smoking?

5. How to avoid media influences on substance use. 2. Provide at least 10 “pieces of advice” to your "future self." 3. Be sure your writing style matches the assignment option.

Option 2: Stall Street News

1. Pretend you are writing an article for your school newspaper. 2. What information would you give the editor on one of the following topics:

1. Teen to teen advice: “Refusal skills you can use to avoid pressure to use alcohol, tobacco, and other drugs.”

2. Reasons why teens may or may not choose to use drugs and alcohol. 3. What is substance abuse? How is substance abuse harmful to one's

health? 4. What is secondhand smoke and is it harmful to our health?

5. How does smoking impact our health?

6. What are the benefits of living in a tobacco/nicotine-free environment?

7. How does the media influence teen substance abuse? 3. Provide at least 10 facts on the topic. 4. Be sure writing style matches the assignment option.

Option 3: Instructional Pamphlet

1. Create an instructional pamphlet on one of the following topics. 1. Teen to teen advice: “Refusal skills you can use to avoid pressure to use

alcohol, tobacco, and other drugs.”

2. Reasons why teens may or may not choose to use drugs and alcohol. 3. What is substance abuse? How is substance abuse harmful to one's

health? 4. What is secondhand smoke and is it harmful to our health?

5. How does smoking impact our health?

6. What are the benefits of living in a tobacco/nicotine-free environment?

7. How does the media influence teen substance abuse? 2. Provide at least 10 facts on the topic. 3. Be sure writing style matches the assignment option.

Scoring Rubric:

Comprehension of Concepts: Contains at least 10 facts on the topic as it relates to health promotion and

disease prevention to enhance health 10 points

Accessing Resources: Evidence of 3+ credible, valid and reliable sources of information 10 points

Advocacy: Message and product is persuasive and advocates for personal, family and/or community health

10 Points

Interpersonal Communication: Evidence of 3+ personal feelings and/or intent to enhance health and

avoid or reduce health risks 10 POINTS

Total Assignment Points 40 Points

Teacher Frequently Asked Questions:

1. Is Health READY® evidence or research based? a. To ensure effective health curricula and practices, Health READY®

curriculum was developed with the guidance of the Centers for Disease Control and Prevention Health Education Curriculum Analysis Tool (HECAT): https://www.cdc.gov/healthyyouth/hecat/index.htm

b. Teachers can feel confident that the strategies and activities included in Health READY® were developed based on the best researched based practices.

2. Is Health READY® a skills-based health curriculum? a. Health READY® is a skills-based health curriculum providing student

learning experiences to deepen their knowledge, attitudes, and skills using a variety of participatory methods.

b. A Health READY® classroom provides numerous solutions to increase student attention, recall information and practice health related skills for a lifetime.

3. How many units are in Health READY? a. Health READY® consists of an introduction plus nine health content units

aligned to national health standards.

4. How many lessons are included in a Health READY curriculum? a. Health READY® curriculum consists of lessons, resources, and content to

cover at least 90 days of instruction.

5. How are the Health READY® Units designed? a. A Health READY® curriculum was designed to be taught as “units.” Each

unit contains the three stages of backward design to ensure teachers and students understand the: (1) desired results, (2) assessment evidence and (3) learning plan activities.

6. “How are students graded?” a. Students will be given formative and summative assessments. b. Formal assignments include unit quizzes and end of course/semester final

exam. c. Informal assignments include student reflection questions (Get Ready

conversation cards), and level I, II, III, student led projects.

7. What is the maximum number of points for each unit?

Get READY conversation cards 5 points each/50 points per unit Level I assignment 20 points Level II assignment 30 points Level II assignment 40 points Unit Test 50 points Exit Ticket 10 points

Total Points 200 points

8. What are Level I, II, III assignments? a. Level I, II, III, assignments were designed to reflect the revised Bloom’s

taxonomy levels of questioning. i. Level I questions: gathering content ii. Level II questions: applying content iii. Level III questions: reflecting on content

9. What is a mindmap? a. A mindmap is a graphic organizer helping students organize, clarify, and

simplify health content. b. Mindmaps are colorful, contain images, and information is arranged

purposefully on a page to help students understand health concepts.

10. What is my daily lesson plan?

a. Each daily lesson should contain the following three tasks: i. GET READY: students complete a daily conversation card ii. SET: teacher provides direct instruction on a content mindmap

while students copy the mindmap into their sketchpad, notebook, or digital folder

iii. GO: students work on their level I, II, III assignment

Personalized Learning Personalized learning aims to develop the whole child and empower them to take ownership of their learning by providing them with multiple pathways to demonstrate mastery learning in order to be successful and productive 21st century citizens in an ever-changing world. Health READY® curriculum was designed to personalize learning by providing student choice and voice” using a backwards design framework.

Personalized Learning Scholars Strive to Be:

Creative and Critical Thinkers

Open-Mined, Receptive & Reflective to Feedback

Effective Communicators & Collaborators

Flexible, Adaptable & Self-Directed Learners

Academic Risk Takers

Future-Ready Leaders and Entrepreneurs