Westfield, NJ 07090
COMPREHENSIVE FAMILY LIVING, HEALTH & SAFETY,
AND DRUG EDUCATION CURRICULUM
GRADE 8
I. RATIONALE, DESCRIPTION AND PURPOSE
In the eighth grade students in the Comprehensive Family Living, Health and Safety, and Drug Education Program will review the skeletal, muscular and circulatory systems, including the various parts and functions of each system. They will also study other topics including: Nutrition, Consumer Health, Health Careers, Family Life Education, Safety and First Aid, and Drug Education with a continued study of tobacco, alcohol and drugs.
TOPIC I - THE HEALTHY ADOLESCENT (2.1, 7-14)
II. OBJECTIVES
By the end of this unit students will be able to:
A. Describe a healthy adolescent, discuss injuries and illnesses common to this age group, and identify ways to prevent, reduce, or eliminate these health problems.
B. Explain how health is influenced by the interaction of body systems and nutritional intake.
C. Analyze how family, peers, culture, media, technology and the environment affect wellness.
D. Identify and demonstrate health practices that support and enhance personal and family physical and mental health.
E. Analyze a health profile to determine strengths and potential health risks resulting from risk factors and health-enhancing behaviors.
F. Describe situations requiring health services and locate community health care providers, comparing their services, benefits and costs.
G. Examine health product and food labels and advertisements, comparing, accuracy, content, directions and value.
H. Analyze the influence of peers and the media on risk behaviors, injuries and violent behavior.
I. Demonstrate a knowledge, understanding and practical use of the library/media center as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
A. Healthy adolescence
1. Wellness - injuries and illnesses
2. Injuries and illnesses common to adolescents
3. Body systems and nutrition
B. Effects upon wellness
1. Family
2. Peers
3. Culture
4. Media
5. Technology
6. Environment
C. Health practices which support and enhance physical and mental health
D. Analyzing your health profile
1. Strengths
2. Potential health risks
3. Risk factors
4. Health enhancing behaviors
E. Health Services and Community health care providers
1. Services
2. Benefits
3. Costs
F. Health products, advertising and labeling
1. Accuracy
2. Content
3. Directions
4. Value
G. Influence of peers and media
1. Risk behaviors
2. Injuries
3. Violence
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry, questioning, discussion, research, reporting and group work.
V. EVALUATION
Students will demonstrate their understanding and achievement of each of the objectives through:
A. Tests and quizzes
B. Oral discussion in daily work
C. Written projects and analyses
D. Oral descriptions of services and available resources
E. Oral and written comparisons of labels and advertisements
F. Their knowledge and use of the library/media center with the successful completion of appropriate projects and assignments using the school library/media center.
TOPIC II - ANALYZING AND COMMUNICATING - developing health enhancing personal, interpersonal and life skills (2.2, 6-11)
II. OBJECTIVES
By the end of this unit students will be able to:
A. Describe and demonstrate ways to access and present health information and ideas and analyze the information for accuracy and reliability.
B. Describe and demonstrate effective communication skills, decision-making skills, refusal skills, negotiation skills and assertiveness in situations that influence adolescent health and safety.
C. Analyze how health decisions and behaviors are influenced by family, peers, culture, and the media, and develop strategies that support effective decision-making and safe behavior.
D. Describe how health goals are influenced by changes that occur throughout the life cycle.
E. Analyze the causes of conflict and violent behavior in youth and adults, and describe nonviolent strategies for individuals and groups to prevent and resolve conflict.
F. Describe the impact of crisis, stress, rejection, separation, and loss, and developing coping strategies for each.
G. Demonstrate a knowledge, understanding and practical use of the library/media center as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
A. Obtaining health information
1. Sources of sound information
2. Determining accuracy and reliability of information
B. Effective decision-making and communications skills
C. Strategies to support effective decision-making for safe behavior
D. How health goals change through the life cycle
E. Nonviolent strategies to deal with conflict and violent behavior
F. Impact of crisis, stress, rejection, separation and loss
G. Development of coping strategies.
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry, questioning, discussion, research, reporting and group work.
V. EVALUATION
Students will demonstrate their understanding and achievement of each of the objectives through:
A. Tests and quizzes
B. Oral discussion in daily work
C. Written projects and analyses
D. Creation of a health profile
E. Decision-making strategies
F. Discussion of health goals
G. Discussion of coping strategies
H. Their knowledge and use of the school library/media center with the successful completion of appropriate projects and assignments using school library/media center.
TOPIC III - SKELETAL SYSTEM
II. OBJECTIVES
By the end of this unit students will be able to:
A. Describe the human skeletal system and lists its functions
B. Describe the types, locations and functions of various bones and joints
C. Discuss proper procedure for maintaining the health of the skeletal system
D. Be prepared to recognize and respond accordingly to emergency situations
E. Exhibit safety awareness and accident prevention
F. Be able to demonstrate a knowledge, understanding and practical use of the library/media center as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
A. Structure and Function of Skeletal System
1. Classification of bones and joints
2. Function of skeletal system
3. Composition of bones
a. Cartilage
b. Cells
c. Bone marrow
4. Growth
a. Orthopedic conditions
1) Osgood Schlotter's Disease
2) Ostomyelitis
3) Scoliosis
4) Chondromalacia of Patella
5) Sports injuries
5. Maintenance of Health of Skeletal System
a. Nutrition
b. Exercise
c. Adequate rest and sleep
d. Awareness of safety
B. Safety and First Aid
1. Bone and Joint Injuries
a. Definition and causes
1) Athletics
2) Accidents
b. Types
1) Simple fractions
2) Compound fractures
3) Dislocations
4) Sprains
5) Strains
2. Shock
a. Definition
b. Causes
c. Symptoms
d. First Aid
3. Prevention of accidents resulting in skeletal and muscular injuries
a. Environmental
1) Home
2) School
b. Roads/Walkways
1) Automobile
2) Moped
3) Bicycle
4) Skateboard/snowboard
5) Incline skates/roller skates/ice skates
6) Pedestrian
c. Recreation
1) Swimming
2) Boating
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry, questioning, discussion, research, reporting and group work.
V. EVALUATION
A. Students will demonstrate their knowledge and understanding of the skeletal system by completing appropriate worksheets pertaining to the skeletal system and by identifying selected parts of the skeleton model.
B. Students will demonstrate their knowledge and understanding of proper procedures for maintaining the health of the skeletal system and for physical fitness in discussion through tests and quizzes and in written projects.
C. Students will demonstrate their preparedness to recognize and respond to emergency situations by reviewing first aid facts, by discussion, in written tests and quizzes and by exhibiting general awareness of safety education prevention procedures
D. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC IV - MUSCULAR SYSTEM
II. OBJECTIVES
By the end of this unit students will be able to:
A. List and describe the types, functions and locations of the human muscular system
B. Know and describe health habits which maintain good structure and function of the muscular system
C. Know and recognize abnormalities of the muscular system
D. Demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
A. Structure and Function of Muscular System
1. Types
a. Cardiac (involuntary)
b. Skeletal (voluntary)
c. Smooth (involuntary)
2. Functions
a. Movement
b. Support
c. Appearance
d. Energy
3. Locations
a. Biceps
b. Triceps
c. Pectoralis
d. Trapezius
e. Abdominus rectus
f. Other
B. Physical fitness
1. Health habits
a. Nutrition
1) Awareness of effects of anabolic steroids on the body
2) Awareness of the psychological affects of anabolic steroids
b. Physical exercise
c. Adequate rest and sleep
1) Fatigue
2) Stress
d. Awareness of safety
C. Muscular injuries
1. Muscle strain
2. Muscle sprain
3. Hernia
4. Dislocation
5. Muscle cramps
D. Neuro-muscular diseases
1. Bursitis
2. Paralysis
3. Muscular Dystrophy
4. Parkinson's Disease
5. Multiple Sclerosis
6. Polio
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry questioning, discussion, reset, reporting and group work.
V. EVALUATION
A. Students will demonstrate their knowledge of the muscular system by listing and describing its types, functions and locations.
B. Students will demonstrate their knowledge and understanding of good health habits by discussion, tests, quizzes and projects and by demonstrating first aid procedures.
C. Students will demonstrate their knowledge and ability to recognize abnormalities of the muscular system by discussion, tests, quizzes and projects.
D. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC V - CIRCULATORY SYSTEM
II. OBJECTIVES
By the end of this unit students will:
A. Know and describe the various parts of the circulatory system and list their functions
B. Know and describe the composition of blood
C. Know and discuss diseases of the blood
D. Recognize and respond accordingly to emergency situations
E. Exhibit safety awareness for accident prevention
F. Demonstrate a knowledge, understanding and practical us of the library/media center resources as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
A. Structure and Function of Circulatory System (review)
1. Heart
a. Structure
b. Function
2. Blood vessels
a. Artery
b. Vein
c. Capillaries
3. Blood composition
a. Composition
1) Lymph
2) Red cells
3) White cells
4) Platelet
4. Blood pressure
a. Definition
b. Measurement
c. Abnormalities
5. Diseases
a. Heart
b. Anemia
c. Leukemia
d. Sickle cell
e. Hemophilia, etc.
B. Safety and First Aid
1. Wounds
a. Definition
b. Causes
c. Symptoms
d. First aid
e. Bandaging
f. Prevention
2. Shock
a. Definition
b. Causes
c. Symptoms
d. First Aid
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry questioning, discussion, research and reporting and group work.
V. EVALUATION
A. Students will demonstrate their knowledge of the circulatory system by listing its parts, describing its functions, completing worksheets and discussing the system.
B. Students will demonstrate their knowledge of the normal composition of blood and diseases of the blood in tests, quizzes, class discussion and projects.
C. Students will demonstrate their ability to recognize and respond to emergency situations through class simulation activities.
D. Students will demonstrate their knowledge of safety and accident prevention procedures in discussion, tests and quizzes, and simulation activities.
E. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC VI - NUTRITION
II. OBJECTIVES
By the end of this unit students will be able to:
A. Explain how health is influenced by the interaction of body systems and nutritional intake (2.1, 8)
B. Define nutrition and identify nutrients necessary for a balanced diet.
C. Recognize the difference between a balanced and a fad diet.
D. Examine health products and food labels and advertisements, comparing accuracy, content, directions, and value. (2.1, 13)
E. Demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content.
III. CONTENT, SCOPE AND SEQUENCE
A. General review - Interaction of body systems and nutrition (2.1, 8)
B. Nutrients
1. Definition
a. Fats
b. Carbohydrates
c. Protein
d. Vitamins
e. Minerals
2. Food Pyramid
3. Calories and your diet
a. Define calorie
b. Individual calorie needs
4. Planning a healthy diet
a. Influencing factors
b. Maintenance of ideal weight
1) Food
2) Exercises
3) Special dietary needs
a) Diabetes
b) Hypertension
c) Heart disease
d) Anorexia nervosa
e) Bulimia
5. Fad diets
a. Gimmicks
b. Cost
c. Hazards of improper eating habits
6. Health products, advertising and labeling, comparison shopping
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry questioning, discussion, research and reporting and group work.
V. EVALUATION
A. Students will demonstrate their ability to define nutrition and identify necessary nutrients by listing them, in discussion, in written tests and quizzes and in class projects.
B. Students will demonstrate their ability to differentiate between balanced and fad diets by stating differences, giving examples orally and in writing, in discussion and in tests and quizzes and projects.
C. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC VII - CONSUMER HEALTH
II. OBJECTIVES
By the end of this unit students will be able to:
A. Define and explain consumer health.
B. Recognize advertising tactics.
C. Read and understand labels. (2.1, 13)
D. Students will demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the consumer health.
III. CONTENT, SCOPE AND SEQUENCE
A. Consumerism
1. Definition
2. Application to everyday life
3. Advertising
4. Labeling
5. Social pressures
6. Economic factors
B. Health and personal products
1. Definition
2. Advertising
3. Labeling
4. Cost
5. Fallacies
C. Health Services
1. Health professionals
2. Health specialties
3. Community agencies
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry questioning, discussion, research and reporting and group work.
V. EVALUATION
A. Students will demonstrate their ability to define and explain consumer health by discussion, in class activities, recognizing advertising tactics, interpreting labels, in tests, quizzes and projects.
B. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC VIII - HEALTH CAREERS
II. OBJECTIVES
By the end of this unit students will:
A. Be aware of health career opportunities.
B. Be able to demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content.
III. CONTENT, SCOPE AND SEQUENCE
A. Health careers available
1. Medical, dental and mental health professionals
2. Technicians
3. Health journalists and medical artists
4. Nutrition specialists
5. Homeopathic specialists
6. Others
B. Reasons for choosing
1. Diversity of careers
2. Benefits
3. Responsibility
4. Trend
5. Opportunity
C. Preparation
1. Education
2. Financial aspects
3. Capabilities
4. Goals
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry questioning, discussion, research and reporting and group work.
V. EVALUATION
A. Students will demonstrate their awareness of health career opportunities by listing them, in discussion and in written exercises.
B. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC IX - FAMILY LIFE EDUCATION
II. OBJECTIVES
By the conclusion of the grade 8 family life unit students will:
A. Know what sources are available for information about family, family living, or any sensitive area and be encouraged to refer to them (parents, other family members, clergy, physicians, community agencies)
B. Understand the responsibilities of the family in society
C. Recognize the parts and functions of the female and male reproductive systems
D. Know and understand the process involved in normal conception, pregnancy and birth
E. Understand that sexuality is personal, private and special - an integral, wholesome part of one's personality
F. Recognize the importance and need to develop personal standards for responsible behavior
G. Know about some common sexually transmitted diseases
H. Be able to demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
UNIT 1. - The family as the Basic Unit of Structure in Society (review)
A. Relationships within a family
1. Parental relationship-love and affection (2.4, 8)
a. Responsibilities
b. Expectations
c. Mutual respect and trust
d. Communication among family members
2. Impact of parenthood on parents, family members, children (2.4, 10)
3. Teen parenthood and its implications (2.4, 10)
4. Impact of early sexual activity on physical, emotional and social health (2.4, 11)
B. Factors that support family relationships (2.4, 9)
1. Common factors
a. Respect for individual differences
b. Communication with peers
c. Peer pressure
d. Responsible behavior
e. Friendships
f. Dating
g. Social activities
h. Marriage
2. Outside resources and relationships that support special needs
a. Clergy
b. Teachers
c. Medical personnel (physician, nurse, dentist, etc.)
d. Neighbors
e. Community
3. Strategies to support sexual abstinence
4. Comparing and contrasting methods of contraception used to reduce the risk of sexually transmitted diseases, HIV and unintended pregnancy
(2.4, 12)
UNIT 2 - HUMAN GROWTH AND DEVELOPMENT
A. Significant developmental milestones of each stage of human development
1. General
2. Changes of adolescence
a. Physical
b. Emotional
c. Social
B. Reproductive Systems
1. Anatomy (review)
a. Female
1) Ovaries
2) Uterus
3) Vagina
4) Cervix
5) Fallopian tubes
6) Breasts
b. Male
1) Penis
2) Testicles (descended and undescended)
3) Scrotum
4) Sperm (XY chromosome)
5) Urethra
6) Prostate gland
7) Vas deferens
2. Physiology--(Expert personnel as available may be invited as resources to speak on these topics.)
a. Female
1) Ovulation
a) Release of mature ovum into Fallopian tube
b) Takes place approximately every 28 days
c) Ovum takes 3-4 days to move through Fallopian tubes to uterus
2) Menstruation
a) Normal, natural flow of blood, tissue to outside of body from uterus through vagina
b) Begins at about 10-16 years of age
c) Usually last from 3-5 days
d) Warm baths, light exercise may help reduce possibility of cramps
e) Cycle occurs about once each month
f) Irregular periods may occur for several reasons
· during early years of menstruation
· emotional upsets
· physical conditioning, e.g., dieting, nutrition, physical activity
3) Fertilization
4) Implantation
5) Cell division and differentiation
a) Heredity
b) XY chromosomes
c) Multiple births
6) Embryonic development
7) Function of placenta
8) Sexual response or arousal
a) Can occur at any age and at any time
b) Possible reasons
· psychological
· sexual stimulation
· irritation
· full bladder
· self stimulation/masturbation
9) Physiological response
a) Lubrication of vagina
b) Increase of heart beat, respiration
c) Spasmodic movement of other body muscles
10) Pre-natal care
11) Childbirth process
12) Child care
b. Male
1) Sperm development
a) Purpose
b) Characteristics
c) Continuous development
d) Path through reproductive organs
2) Ejaculation
a) Semen is expelled through urethra from seminal duct
b) Increase of heart beat, respiration
c) Spasmodic movement of other body muscles
d) Nocturnal emission
3) Sexual response or arousal
a) Can occur at any age and at any time
b) Possible reasons
· Psychological
· Sexual stimulation/masturbation
· Irritation
· Full bladder
· Self stimulation
UNIT 3. HUMAN SEXUALITY
A. Emotional maturity includes:
1. Understanding of own emotions
2. The ability to deal with emotions
3. Developing high self-esteem and self-discipline
4. Developing respect for self and others
5. The ability to be independent, solve problems, know when to seek help and accept situations that cannot be changed.
B. Sexuality as an aspect of personality
1. Self identity
2. How one feels
3. How one lives
4. How one relates to others
5. Impact of early sexual activity on physical, emotional and social health
C. Relationships with others
1. Standards of behavior are influenced by family, religion, friends and society
2. Being mature means developing personal standards which are appropriate for self and reflect responsible behavior
3. Mutual understanding and respect
4. Differences in readiness and behavior
5. Planned group activities
6. Purpose of dating
7. Going out or going steady (exclusive dating)
D. Sexual Activity and Pregnancy Prevention
1. Affection, love, commitment and sexual attraction
2. Difference between having sexual feelings and acting on them
3. Strategies to support sexual abstinence
4. Compare and contrast methods of contraception used to reduce the risk of sexually transmitted diseases, HIV and unintended pregnancy
5. Sexual messages, images and stereotypes presented in the media
6. Impact of the various media on sexual behavior
UNIT 4 - ABUSIVE SITUATIONS - (Expert personnel, as available, may be invited as resources to speak on these topics.) These topics will be reviewed or referenced each year so that students will remain aware of ways to react or deal with the situations.
A. Neglect
B. Child abuse or abuse of any family member
C. Molestation
D. Sexual assault-rape
1. Date rape
2. Stranger rape
E. Incest
F. Violence
G. Harassment/Sexual Harassment
a. Definition
b. Examples-Gender bias/stereotyping
c. How it could affect you (feelings, thoughts and reactions)
d. What can you do, if you are the one being harassed?
e. What if someone else is being harassed?
f. Legal aspects
g. Where to get help
UNIT 5 - MOST COMMON SEXUALLY TRANSMITTED DISEASES AND THEIR PREVENTION (Expert personnel, as available, may be invited as resources to speak on these topics.)
A. Gonorrhea
1. Cause-bacteria (gonococcus)
2. Prevention
3. Signs and symptoms
a. Discharge from penis or vagina
b. Burning during urination
c. Can cause sterility if untreated
4. Medical treatment required
B. Syphilis
1. Cause-bacteria (Treponema pallidum)
2. Prevention
3. Signs and symptoms
a. First stage-chancre
b. Second stage-fever, rash, muscle pain
c. Third Stage-blindness, insanity, paralysis and death
4. Medical treatment required
C. Genital Herpes
1. Cause-virus (Herpes Simplex II)
2. Prevention
3. Signs and symptoms
a. Genital rash
b. Fever
c. Painful blisters on genital area
4. Seek medical treatment-no known cure
D. HIV/AIDS
1. Causative virus
2. Transmission
3. High risk behaviors
4. Incubation
5. Signs and symptoms
6. Prevention
7. Treatment
8. Community resources
E. Chlamydia
1. Cause
2. Prevention
3. Signs
4. Symptoms
F. Hepatitis
1. Causative virus
2. Transmission
3. Behaviors at risk
4. Incubation
5. Signs and symptoms
6. Prevention
7. Treatment
8. Community resources
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry questioning, discussion, research, reporting and group work.
V. EVALUATION
A. Students will demonstrate their knowledge of sources available for information about family living by:
1. Written and oral tests and quizzes
2. Research reports-oral or written
3. Class participation
4. Listing or naming sources of information on the family
B. Students will demonstrate their knowledge and understanding of objectives B through G
1. By discussing
2. By explaining
3. By quizzes and reports
4. By identifying through tests, quizzes and reports
C. Students will demonstrate the ability to recognize the symptoms of abusive behavior and ways to deal with these by:
1. Identifying abusive behavior
2. Listing and discussing types of abusive behavior
3. Listing and discussing ways to cope with abusive behavior
4. Tests and quizzes
D. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC X - DRUGS AND ALCOHOL
II. OBJECTIVES
By the conclusion of this unit, students will:
A. Describe the sources and properties of tobacco
B. Describe the effects of tobacco on the body
C. Know reasons why some people smoke and others do not
D. Know the nature and source of alcohol
E. Know the effects of alcohol on the body
F. Discuss the essentials of responsibility in relation to alcohol
G. Identify available community resources for dealing with problems concerning drugs and alcohol
H. Differentiate between prescription drugs and over-the-counter drugs
I. Describe the types and effects of drugs on the body
J. Discuss the uses and abuses of drugs
K. Discuss the possible health problems related to anabolic steroid use
L. Discuss the essentials of responsibilities in relation to drugs
M. Demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
A. Classifying chemical substances by their actions on the body, and describing short and long term effects of their use (2.3, 6)
B. Tobacco
1. Properties
2. Effects on the body
3. Diseases
a. Emphysema
b. Bronchitis
c. Cancer
d. Circulatory problems
4. Attitudes
a. Peer pressure
b. Advertisements
c. Media
5. Habituation
6. Community resources
C. Alcohol
1. Properties
2. Effects on the body
a. Depressant
b. Mood modifier
c. Disease of the body
3. Misconceptions associated with alcohol
4. Attitudes
a. Peer pressure
b. Advertisements
c. Media
5. Responsibilities in relation to alcohol
a. Drinking and Driving
b. Legislation
6. Addiction
7. Community resources
a. Al-anon
b. Al-ateen
c. AA (Alcoholics Anonymous)
D. Drugs
1. Definition
a. Prescription
b. Over-the-counter
c. Illegal
d. Laws pertaining to the use, sale and possession of alcohol, tobacco and other drugs (2.3, 11)
2. Appropriate use of medicines, and the dangers of drug interactions (2.3, 7)
a. Physical
b. Emotional
c. Social
d. Tolerance
e. Dependence
f. Synergism
3. The impact of chemical substances on development, behavior and activities. (2.3, 8)
4. Types
a. Depressants
1) Barbiturates and Tranquilizers
2) Narcotics/Heroin
3) Alcohol, etc.
b. Stimulants
1) Amphetamines and Ice
2) Cocaine and Crack
c. Hallucinogens
1) Marihuana
2) LSD
3) PCP
d. Anabolic steroids
1) Classification
2) Use/Abuse
3) Effects
e. Inhalants
1) Glue
2) Butane
3) Propellants
4) Household Products
f. Over-the-counter
1) Classification
2) Effects
g. Others:
1) "Roofies" (Date-Rape Drug)
2) "CAT"
3) Ecstasy
h. Prescription
1) Classification
2) Effects
3) Laws governing
4) Abuses
5. Reasons for using
a. Peer pressure
b. Experimentation
c. Look older
d. Relieve tension
e. Acceptance by friends
f. Increased body strength
6. Reasons for not using drugs
a. Harmful to health
b. Possible addiction
c. Cost
d. Consequences of drug abuse
1) addiction
2) HIV/AIDS/Hepatitis B
3) Birth defects
4) Violence
5) Death
7. Signs and progression of chemical use, abuse, and dependency throughout the life cycle (2.3, 9)
8. Resources for information, support and treatment of problems related to the use and abuse of chemical substances (2.3, 10)
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry questing, discussion, research, reporting and group work.
V. EVALUATION
A. Students will demonstrate their knowledge and understanding of drugs and alcohol, nature, sources and effects by listing, by discussing, by giving examples, in tests and quizzes.
B. Students will demonstrate their knowledge of the essentials of responsibility in relation to drugs and alcohol in class discussion and projects.
C. Students will demonstrate their knowledge of differences between prescription drugs/medicine and over-the-counter drugs/medicine in class discussion and projects.
D. Students will demonstrate their knowledge of available community resources by listing them and being able to identify their services.
E. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
VI. TECHNOLOGY
Teachers of this curriculum will use available CD Roms on topics appropriate to the subject matter taught. As technology becomes more available in the regular classroom students will be encouraged to use the Internet for projects and research.
VII. PROFESSIONAL DEVELOPMENT
Teachers who are not trained or comfortable in using technology in the classroom must participate in appropriate courses or sessions to gain expertise. Regular attendance at conferences scheduled for maintaining skills or learning new information about this field will be expected of all teaching staff.
GRADE 8
101