Lifetime Wellness

 

Lifetime Wellness

Preface

As required by the Tennessee State Board of Education’s Rules, Regulations, and minimum standards, Lifetime Wellness instructors across Tennessee evolved the Tennessee LifetimeWellness Curriculum Standards for grades 9 through twelve. The Lifetime WellnessCurriculum Standards consist of Course Level Expectations (CLE), Checks for Understanding, and Student Performance Indicators (SPI).

Philosophy

Lifetime Wellness is a holistic approach to health and lifetime bodily sports in Tennesseeexcessive colleges. This technique to total wellbeing encompasses the physical, mental, social, and emotional nicely-being of the person. Globalmarketingbusiness

Course Description

The content material of the path includes seven standards: Disease Prevention and Control, Nutrition, Substance Use and Abuse, Mental/Emotional/Social Health, Sexuality, and Family Life, Safety and First Aid, and Personal Fitness. Each content location is addressed in a classroom and physical interest putting. Personal fitness and nutrition need to be emphasized and included at some point in the course. Students are complete with possibilities to explore how content regions are interrelated. Students accumulate the know-how and capabilities essential to make informed choices concerning their health and wellbeing at some point in their lifetime. Nanobiztech

Organization

1. Course Level Expectations (CLE) – Course Level Expectations no longer imply sequence, outline the teaching techniques with the aid of which topics have to be trained or ward off additional subjects from being included in courses. Standards include explicit learning expectancies.

2. Checks for Understanding – Checks for Understanding are targets within every widespread that the pupil must analyze. They remain said unimportant terms to accommodate a range of talents, learning patterns, and assets. Techcrunchblog

3. Student Performance Indicators (SPI) – Student Performance Indicators detail the extent of achievement for each CLE. There are three levels of pupil overall performance signs.

A. Level 1: Prior expertise

b. Level 2: Proficient

c. Level three: Advanced

4. Sample Task – Sample obligations are examples of coaching activities pertinent to the precise

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5. (e.G.) – The abbreviation e.G. Signifies that facts listed within parentheses could be addressed. Examples utilized in getting to know expectations and overall performance signs are not confined to the ones indexed.

6. (i.E.) – The abbreviation i.E. Indicates that every fact indexed within parentheses has to break talked.

7. Linkage – Linkage remains branded as the correlation with different Lifetime Wellness Learning Expectations. Linkage to additional gaining knowledge of expectancies in specific standards will be in parenthesis. Instructors are endorsed to combine learning expectations across the

Lifetime Wellness Curriculum to emphasize total wellbeing.

Example: 1.2 decides heredity, environmental, and lifestyle elements that place college students in danger of an ailment.

 (Linkage 3.Four, three.Five, 3.10, 3.11, 6.10, 6.11, 7.2, 7.Three)

8. Integration – Integration is described as the correlation with different curricular areas.

Standard: Disease Prevention and Control

Course Level Expectation:

The pupil will pick out the reasons, symptoms, treatments, and prevention of communicable and non-communicable sicknesses associated with general wellbeing and health renovation.

Checks for Understanding:

The scholar will:

1.1 differentiate communicable and non-communicable illnesses. (Linkage: 6. Eight)

1.2 determine heredity, environmental, and lifestyle elements that place the scholar at risk for disorder.=(Linkage: 3. Four, three.5, 3.10, three.11, 6.10, 6. Eleven, 7.2, 7.3)

1.3 describe extraordinary kinds of pathogens and the way they affect health. (Linkage: 6. Eight, 6.12, 7.2, 7. Three)

 1. Four explains causes, modes of transmission, symptoms and signs and symptoms, treatments, and prevention of Communicable diseases (e.G., STIs, HIV/AIDS, mononucleosis).

 (Linkage: 6.Eight, 6.10, 6.12, 7.2, 7.Three) 1.5 explain causes, symptoms and symptoms, treatments, and prevention of non-communicable sicknesses (e.G., obesity, Type I and Type II diabetes, asthma, heart disorder).

(Linkage: three. Four, three.11) 1.6 pick out suitable community companies presenting sources for ailment remedy, data, and aid (e.G., local fitness department, American Red Cross,

American Lung Association, American Heart Association, American Cancer Society, local Crisis Pregnancy Center).

(Linkage: 7.4) 1.7 understand the want for annual physical assessments. (Linkage 3. Four, 3.5, three.Eleven, 4.6, 6. Five)

1.8 become aware of the medical doctor as a community resource and talk methods to find a physician. (e.G., nearby health departments, insurance company lists, hospitals, clinics)

Student Performance Indicators:

At Level 1, the student will:

• assessment vocabulary (e.G., disorder, infectious ailment, non-communicable sickness, weight problems, pathogens, diabetes, bronchial asthma, high blood pressure, hepatitis, immunity, vaccine, STI,

HIV/AIDS).

• list common communicable and non-communicable illnesses.

• describe behaviors and preventative measures to govern the spread of infectious diseases.

At Level 2, the student will:

• listing and outline the types of pathogens that cause communicable ailment (e., G., virus, microorganism, fungi).

• describe how a person can guard themself against the spread of pathogens.

• differentiate the signs and symptoms of the not unusual bloodless, hypersensitive reactions and the flu.

• discover modes of transmission, signs, and signs, and remedy of STIs.

• talk about healthy behaviors for heading off STIs.

• differentiate HIV and AIDS.

• describe danger factors and caution signs and symptoms of most cancers, heart disorder, high blood pressure, diabetes, and weight problems.

• determine when to seek hospital therapy.

• studies to remain had network health resources.

• describe the role of immunizations in preventing various diseases (e.G., flu,

hepatitis, meningitis, measles, mumps, rubella).

At Level Three, the scholar will:

• define immune machine, T-cells, B-cells, and antibodies.

• outline the immune gadget’s reaction to a pathogen.

• categorize STIs as bacterial, parasitic, or viral pathogens.

• discuss chance elements associated with a wrong way of life.

• speak the results of STIs on overall health. Sample Task #1:

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