Unit Plan

Introduction to Bone Health, Cardiovascular System, Cancer,

and Sexually Transmitted Infections
(Chapters 9, 14, 15, & 16)

High School Physical/Health Education

(Grade 12)
 Georgia Health Education Performance Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to
enhance health
 High school students will demonstrate patterns of health behaviors to prevent or reduce the risk of
injury and/or illness through their lifespan. Students will describe the interrelationships of
emotional, physical, social, and intellectual health and how each aspect of health can be impacted
by their surroundings. Students will evaluate established health behavior theories and models

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors
 High school students will analyze a variety of positive and negative influences within society.
Students will identify the diverse internal and external factors that influence health practices and
behaviors among youth including personal values, beliefs, and perceived norms. Students will
analyze how policies and regulations influence health promotion and risk reduction

Standard 3: Students will demonstrate the ability to access valid information, products and services to
enhance health
 High school students will critique the validity of health information, health promoting products,
and services to prevent and detect health problems. Using critical thinking and analysis skills,
high school students will be able to assess the validity of health information, products, and
services used in the prevention, early detection, and treatment of health problems

Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks
 High school students will demonstrate effective verbal and nonverbal communication skills to
develop and maintain health enhancing relationships. Students will demonstrate the ability to
organize and convey information and feelings as the basis for strengthening interpersonal
interactions and reducing or avoiding contact

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health
 High school students will apply comprehensive decision-making processes in a variety of
situations to enable them to collaborate with others to improve their quality of lives now and in
the future

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health
 High school students will establish short-term and long-term health goals based on personal
needs. In addition, they will design, implement, and evaluate critical steps to achieve these goals

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or
reduce health risks
 High school students will model health-enhancing behaviors to prevent injuries, diseases, and
disorders. Students will practice strategies for reducing harmful and risk-taking behaviors now
and in the future

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health
 High school students will act as a health resource by communicating valid information about
health issues. Students will demonstrate advocacy skills to encourage others to acquire health-
enhancing behaviors
 High School Health Education Curriculum Focus

Standards Addressed
The unit will incorporate the following standards into the lectures:
 Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health
o Students will learn about bone health, cardiovascular disease, cancer, and sexually
transmitted infections. Information will be taught on how to lower the risk of infection or
diagnosis, health related behaviors to protect oneself, and how physical activity and
nutrition through the lifespan relates to better health outcomes in regards to mortality and
morbidity.
 Standard 4: Students will demonstrate the ability to use interpersonal communication skills to
enhance health and avoid or reduce health risks
o Students will learn about sexually transmitted infections and have proper knowledge on
what each is. This will help individuals to know the warning signs, how to protect
themselves, and how to formulate communication skills with partners, health care
providers, and friends.
 Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks
o Students will learn about the different forms of cancers and cardiovascular disease. With
these, individuals will learn that these are the top two causes of mortality in the United
States. Proper health and nutritional practices will be taught on how to reduce the overall
risk of diagnosis
 Includes, but not limited to: Limited alcohol usage, Regular physical activity,
Maintaining a healthy weight, Nutritious diet, No tobacco usage
 Standard 8: Students will demonstrate the ability to advocate for personal, family, and
community health
o Students will learn about health behaviors in regards to prevention and reduction of
diseases and infections. Information on the main causes of mortality in the United States
(cancer and cardiovascular disease) will be discussed in detail, which means individuals
can pass on the associated risky health behavior information to others. Other topics,
including bone health and sexually transmitted infections will be taught in means of
protection and proper health behaviors. This information can be retaught to those in the
social or family circle.

Rationale

Why is this important for high school senior students?

 Students in the 12th grade of high school are reaching a point in their lives where healthy
behaviors are critical for positive outcomes. By learning about all aspects of health, students will
have reduced rates of morbidity and premature mortality. Bone health, cardiovascular disease,
cancer, and sexually transmitted infections are all important topics to cover. Bone health is
important, especially as one ages, due to bones weakening overtime if not properly taken care of.
By teaching health behaviors at an early age that promote bone health, individuals will see
reduced rates of osteoporosis and fractures. Cardiovascular disease and cancer and the two main
causes of death in the United States and are ultimately preventable with the proper health
behaviors. By teaching students about what each is, what they target in the body, and associated
risk factors, there will hopefully be a modification in behaviors. This includes factors such as
 tobacco usage and excessive alcohol usage that is seen in many college students. Also, by
reiterating the fact of physical activity in relation to prevention, students will hopefully
understand its importance when it comes to overall health. Sexually transmitted infections are at
the highest among those aged 15-24. By teaching students about the different types of infections,
how they are spread, and how they are prevented, will hopefully instill healthier sexual behaviors
in their future life.
 The goal of this content is to expand student’s knowledge on very prominent health topics that
impact many, but can be prevented. In order to protect oneself, education is needed. Students
should have a better understanding of what each topic is by the end of the unit and know the main
points in relation to each. This will prepare them for their future as they age, which is when many
of the health practices they engage in now, start to take affect.

Why is the unit organized as so?

 This unit will cover four chapters over a time span of twelve class periods (75 minutes each). By
spending approximately three days on each chapter, students will gather 225 minutes of
information for each chapter. The first three days will focus on cancer, since many students
should have an underlying understanding of the topic. Days four through six will cover
cardiovascular disease since it is another top killer in the United States. Students should also have
a moderate understanding of the topic from other classes, so not as much time will have to be
covered in terms of definitions. Much time on these two first topics will be dedicated to how each
condition spreads, risk factors, and preventive methods. Days seven through nine will cover bone
health. This content covers bone formation and osteoporosis, which impacts many in their older
age. Information covered will include osteoporosis, risk factors, protective measures, and bone
formation. Day ten through twelve will cover sexually transmitted infections. This is a topic that
greatly impacts adolescents and young adults, which is why it is covered last, so that the
information maintains in the student’s heads. The lecture will cover what sexually transmitted
infections are, the types, what an infection is (include information on pathogens and how they
spread) and how women are disproportionately effected.

Topic Covered Days Dedicated

Cancer 1 through 3
Cardiovascular Disease 4 through 6
Bone Health 7 through 9
Pathogens & Sexually Transmitted Infections 10 through 12
Expected Outcome
 By the end of this unit, students should have improved knowledge on the covered topics. The
information learned will be able to be applied to real life, in relation to health and behavior
changes. A healthy lifestyle and better lifestyles start at a young age. Students will be prepared
for future endeavors and challenges faced by having better preventive knowledge in relation to
sexually transmitted infections, cancer, cardiovascular disease, and osteoporosis. Physical health
and nutrition are stressed in majority of the topics covered, along with those covered in the past,
which will reiterate its importance in better overall health outcomes. Students will not only be
able to apply the information learned to their own life style, but can also pass the information on
to family and friends. The goal is to get students knowledgeable in the four main health topics
covered so that overall health, not just for students, but for the population as a whole, is increase
upon.
 Background Information

All topics that are going to be covered during this unit are of importance in their own way. But,
all are very impactful on someone’s life if they are diagnosed with any. Prominence on these four
conditions or infections are very high within the United States and have a great impact on the individuals
with them and also the healthcare field. By learning about warning signs and risk reduction activities
early, the prevalence of the four areas discussed could potentially be lowered.

The National Osteoporosis Foundation states that, about 54 million Americans have osteoporosis
and low bone mass, placing them at increased risk for osteoporosis. Studies suggest that approximately
one in two women and up to one in four men age 50 and older will break a bone due to osteoporosis.
Breaking a bone is a serious complication of osteoporosis, especially with older patients. Osteoporotic
bone breaks are most likely to occur in the hip, spine or wrist, but other bones can break too. In addition
to causing permanent pain, osteoporosis causes some patients to lose height. When osteoporosis affects
vertebrae, or the bones of the spine, it often leads to a stooped or hunched posture. Osteoporosis is
responsible for two million broken bones and $19 billion in related costs every year. By 2025, experts
predict that osteoporosis will be responsible for approximately three million fractures and $25.3 billion in
costs annually.

According to the World Health Organization (2017), cardiovascular disease is the number 1 cause
of death globally: more people die annually from CVDs than from any other cause. An estimated 17.9
million people died from CVDs in 2016, representing 31% of all global deaths. Of these deaths, 85% are
due to heart attack and stroke. The Centers for Disease Control (2020) states that About 647,000
Americans die from heart disease each year—that’s 1 in every 4 deaths. Heart disease costs the United
States about $219 billion each year from 2014 to 2015. This includes the cost of health care services,
medicines, and lost productivity due to death. The World Health Organization (2017) also states that,
most cardiovascular diseases can be prevented by addressing behavioral risk factors such as tobacco use,
unhealthy diet and obesity, physical inactivity and harmful use of alcohol using population-wide
strategies. People with cardiovascular disease or who are at high cardiovascular risk (due to the presence
of one or more risk factors such as hypertension, diabetes, hyperlipidemia or already established disease)
need early detection and management using counselling and medicines, as appropriate.

Cancer is something that everyone in their life has heard of or has been impacted by. The
importance with this lecture is to learn the background of what cancer is and steps that can be taken to
protect oneself and their loved ones. According to the American Cancer Society (2020), cancer is a group
of diseases characterized by the uncontrolled growth and spread of abnormal cells. If the spread is not
controlled, it can result in death. More than 1.8 million new cancer cases are expected to be diagnosed in
2020, with 606,520 of Americans expected to die of cancer in 2020. A substantial proportion of cancers
could be prevented, including all cancers caused by tobacco use and other unhealthy behaviors.
According to a recent study by American Cancer Society researchers, at least 42% of newly diagnosed
cancers in the US – about 750,000 cases in 2020 – are potentially avoidable, including the 19% of all
cancers that are caused by smoking and the 18% caused by a combination of excess body weight, alcohol
consumption, poor nutrition, and physical inactivity.

Sexually transmitted infections severely impact those of younger ages. By teaching protective
factors at a younger age and the proper related knowledge on the different types of sexually transmitted
infections, students will be more prepared for adult life. The Centers for Disease Control (2014) describes
sexually transmitted infections as diseases that are passed from one person to another through sexual
contact. These include chlamydia, gonorrhea, genital herpes, human papillomavirus (HPV), syphilis,
and HIV. Many of these sexually transmitted infections do not show symptoms for a long time. Even
without symptoms, they can still be harmful and passed on during sex. Sexually transmitted infections are
common, especially among young people. There are about 20 million new cases of STDs each year in the
United States. About half of these infections are in people between the ages of 15 and 24.

Performance Objectives

Based off of Blooms Taxonomy Wheel

1. Students will remember the information taught by taking definitions, key terms, listening to
lectures, and partaking in mini quizzes to prepare them for the final exam.
Students will define the highlighted terms in the lecture, draw out different structures and diagrams
showing the process of development for cancer, cardiovascular disease, and bone formation.
Students will also be able to duplicate important information from the lecture in their own words to
properly remember.

1. Students will understand the information by outlining key facts from the lecture from their notes.
Along with occasional small quizzes, post activity journal entries (1-2 paragraphs) may be asked
of students for them to reiterate what they have learned.

2. Students will be able to apply the information learned to real life scenarios, by learning of risk
factors and preventive factors that can be retaught to others. Students may be stated with a
problem statement (someone that is at high risk for development of one of the conditions) and ask
to apply the learned information to discuss preventive factors that could be taught to lower the
risk.

3. Students will evaluate the taught content by learning proper statistics and helpful preventive tips
and lifestyle changes to be able to properly prove and defend information taught when in
discussion with others. Self evaluations will also be done on lifestyle changes that one may have
that are considered to be high risk for the certain conditions and to then evaluate the changes
that could/should be made.
 Outline of Content Covered

12 Day Outline Plan

Time Dedication Topic Covered Content Covered

Day 1 Cancer What is Cancer?
Types of Cancer
Origin of Cancer
Day 2 Cancer Cancer Risk Factors
Levels of Prevention
Day 3 Cancer In Depth Risk Factors (tobacco,
obesity, nutrition, physical
activity, alcohol)
Treatment
Early Detection
Day 4 Cardiovascular Disease What is Cardiovascular Disease?
Atherosclerosis
Coronary Heart Disease
Day 5 Cardiovascular Disease Stroke
High Blood Pressure
Classification of Blood Pressure
Day 6 Cardiovascular Disease Risk Factors (That can Change)
Blood Lipid Levels
Diabetes
Day 7 Bone Health Bone Health/Disease
Osteoporosis
Day 8 Bone Health Bone Cells
Bone Formation
Day 9 Bone Health Risk Factors
Nutritional Recommendation
Prevention/Detection
Day 10 Sexually Transmitted Infections What are pathogens?
Chain of infection
Body’s Defense Mechanism
Day 11 Sexually Transmitted Infections What are STIs?
Risk Factors – Failure to Inform,
Multiple Sex Partners, Women
More Susceptible
Day 12 Sexually Transmitted Infections Sexually Transmitted Infections
Types (HIV/AIDs, Herpes,
Warts, Hepatitis, Chlamydia,
Gonorrhea, Syphilis)
Modes of Transmission
Protection
Lecture 1 – Cancer Days One -
Three

Day 1 – Background of Cancer

Objective The objective of this lecture is to look deeper at what cancer is. Many
students have heard of cancer, or know someone that has been impacted by
cancer. But, by understanding the medical development of cancer and the
different types, students will leave the lecture with a better overall
understanding of the condition. This will pave the path for going through
different risk factors and preventive factors that should be taken early in life
to decrease ones risk of developing cancer.
Introduction The course will start out by stating some fast facts on cancer. Not
necessarily a scare tactic. But, by introducing the large scale of the
prevalence of cancer in the United States will hopefully allow students to
understand the scope of the issue. It will be explained that some cancers are
preventable with lifestyle changes, which is why it is important to learn all
the details about cancer, what it is, the types, and prevention. There will
also be an outline about what will be covered over the three days dedicated
to the topic.
Information Taught  Students will learn the formal definition of cancer:
The term given to a complex group of diseases characterized by the
uncontrolled growth and spread of abnormal cells
 Students will learn statistics on cancer to fully understand the
severity of its impact. There will also be an introduction on how
some forms of cancer are preventable and that early detection is
key.
More than 1.6 million Americans will be diagnosed with cancer yearly and
more than half a million will die from some form of cancer
 Students will learn the four major types of cancer, including what
they are and how many people are affected
Including: Carcinomas, Sarcoma, Lymphoma, and Leukemia
 Students will learn the origin of cancer, including what a tumor is
and its different forms. Students will also understand how cancer
forms and spreads within the body (they will be asked to
recreate the drawing shown for their notes)
Includes: tumor, benign, malignant; spread of cancer through the skin
(epithelium, bloodstream, capillaries, organs)

Assessment Following the lecture, students will be asked to put away their notes and
answer a quick five question true/false assessment that will be done at the
end of the PowerPoint. This will allow students to reengage with the
information they just learned. Questions will include information on: types
of cancer, statistics on cancer, first sign of cancer origin, and the proper
cancer definition.
Day 2 – Risk Factors and Prevention

Objective After learning about what cancer is and its severity, students will now be
taught about the main risk factors and prevention of cancer. Students will
learn ways to properly protect themselves at an early age, but will also be
able to take the learned information and pass it on to family and friends. By
learning about risk factors and preventions, the prevalence of cancer will
hopefully continue to be on the decline, especially since almost half of all
cancer cases can be prevented with lifestyle changes.
Introduction Students will be introduced to the topic by doing a slight recap on the
information learned the prior day (types of cancers and cancer definition).
This will hopefully get students to better remember the information taught.
From here, students will be explained that cancer is not something that has to
happen to everyone. That with proper lifestyle behaviors, early detection,
and knowing the risk factors, one can properly protect themselves. There
will be a background on what information will be covered and that students
are encouraged to take notes on the information.
Information Taught  Cancer Risk Factors will be taught in relation to the type of
cancer (lung, breast, prostate, colorectal, and skin).
The slides will include the different types of cancer, what they are, and the
associated risk factors. Students will be asked to point out which of the risk
factors could ultimately be changed to decrease one’s risk
 Students will learn about the levels of prevention
Includes information on primary prevention, secondary prevention, and
tertiary prevention
Assessment With this lecture being shorter in length, students will be asked to do a
lengthier assessment. This will not be a quiz, but a way for students to create
something based off the information learned. Students will be given
construction paper and will be asked to create a flip chart. The flip chart will
include the different types of common cancers on the outside, with the
associated risk factors on the inside. From here, students will be able to
highlight or bold the risk factors that could be changed in relation to lifestyle
habits to lower the risk of developing that type of cancer. This assessment
will hopefully allow students to rewrite in a more creative way the
information learned and to understand that primary prevention is key for
lessening the development of cancer.
Day 3 – Risk Factors, Treatment, Early Detection

Objective The goal of this final lecture for the chapter is to introduce students more in-
depth to the risk factors and for them to gain an understanding on how to
protect themselves. From here, students will learn about the importance of
early detection and treatment options available for those who do develop
cancer. This lecture, along with the ones prior, will have hopefully given
students a better understand of what cancer is, its types, and that many of the
associated risk factors for developing cancer can be lessened with behavior
changes. Students can then take the learned information and apply it to their
lifestyles at an earlier age to hopefully prevent from certain types of cancers,
such as lung cancer, that is very preventable.
Introduction Students will be introduced to the topic by stating that this is a more in-depth
lecture of yesterday. After the assessment, they should have a better
understanding of many of the risk factors. The one’s discussed today will be
more of the lifestyle changes (primary prevention) that can be taken to
reduce the likelihood of cancer development. Students will be told that early
detection and treatment options will also be discussed as the final part of the
lecture. An outline will be produced to show students what will be covered
today and are encouraged to take notes.
Information Taught  In-depth information on the risk factors of cancer will be taught.
These are the more primary preventive measures that could be
changed and lessen the risk with lifestyle changes
Includes information on tobacco usage, diet, and obesity. The risk factors
will be taught but throughout the lecture students will be asked of different
lifestyle changes they or others could take to lessen these risk factors, such
as, better diet, not smoking, including more physical activity
 Cancer screen and its importance will be taught. Information on
what cancer screening is will be included, the different types,
and the cancer warning signs
Includes breast cancer screening, cervical cancer screening, colorectal
cancer screening, colonoscopy.
CAUTION Acronym: Change in bowel or bladder habits
A sore that does not heal
Unusual bleeding or discharge
Thickening or lump
Indigestion or difficult swallowing
Obvious changes in a wart or mole
Nagging cough or hoarseness
 Information on treatment options will also be taught to students
in a shorten form
Assessment After the lecture, students will be asked to write a two to three paragraph
response on the lecture. As in what they felt they learned, what the most
important idea to them was, and why cancer screening is important. This
should allow students to look back on their notes and what they learned. It
will also allow me as the teacher to figure out where more information
should be placed in future lectures
Lecture 2 – Cardiovascular Disease Days Four
– Six

Day 4 – What is Cardiovascular Disease?

Objective The objective of this lecture is to discuss what cardiovascular disease is, to
give students a better understanding of the severity of the disease.
Information will also be taught on Atherosclerosis, which is the main cause
of majority of the cardiovascular disease. Lastly, students will learn about
coronary heart disease, which is one of the main causes of death in the
United States. This will allow students to begin to start thinking about
different preventive factors and lifestyle changes to reduce the risk. The
hope of the lecture is to give students a better understanding of what
cardiovascular disease is and the prominence it plays on the United States
due to certain factors.
Introduction Students will be introduced to the topic by firstly understanding what
cardiovascular disease is. This will provide an opening into the impact that it
has on the United States in a negative way. The introduction will hopefully
get students minds prepared for what causes cardiovascular disease and what
could potentially be done to prevent it. Students will be told to take notes for
the final exam and to follow along properly with the lecture, while keeping
an open mind about why cardiovascular disease is so prevalent in our
society.
Information Taught  What is cardiovascular disease?
Explain the systems it targets (heart and blood vessels) and how
cardiovascular disease is not just one disease, but a group of disease.
Students will also learn that coronary heart disease is the most prevalent
forms of CVD and that it accounts for almost half of the associated deaths
 Atherosclerosis will be explained in a sense of what it is and how
it targets the body
Will be explained that this is a disease that clogs the arteries and what the
potential contributing causes are. Students will also learn about the
advanced form of atherosclerosis, Fibrous Plaque and what it is. Diagrams
will be present for students to redraw in their notes for better understanding
 Coronary Heart Disease will be the first type of CVD covered in
the lecture. With this being the most prominent, it will be the
only one covered today to go into more detail
What causes coronary heart disease? Its prevalence in the United States.
What can be done to prevent this form of CVD (better diet, more physical
activity, not smoking?) Students will also learn about angina and ischemia
to understand the potential warning signs of coronary heart disease
Assessment Instead of performing some sort of quiz post lecture today, students will
have the opportunity to have a discussion with me. I will have prepared five
questions (these may appear on the test) and allow students an opportunity to
do a back and forth conversation. Questions will include things such as:
Why is CVD so high in the United States? What are preventive factors?
Why is exercise important in relation to heart health?
Day 5 – Stroke, High Blood Pressure, Blood Pressure Classification

Objective The goal of this lecture is to better inform students of the different form of
cardiovascular disease, such as stroke. But, to also start looking at one of the
main risk factors, such as high blood pressure. This information will then be
able to be connected back to lifestyle changes that could lower one’s blood
pressure and put them at a reduced risk for CVD. High blood pressure is
something that is commonly seen in the United States as one ages, especially
due to the more sedentary lifestyle and poor nutritional habits seen. By
teaching students at a younger age the different forms of CVD, plus ways it
can be prevented, there will hopefully be a decrease in the future generations
on deaths as a cause of cardiovascular disease.
Introduction Students will be introduced to the lecture by explaining that this is a
continuation of yesterday. That we are continuing to dive into the different
forms of cardiovascular disease, including stroke and high blood pressure.
Students will be asked if they know someone with high blood pressure or
who has suffered a stroke. This will hopefully allow individuals to see that
these are issues that impact many, but that could ultimately be prevented
with proper lifestyle changes.
Information Taught  Stroke will be covered in a sense of what it is and what the
difference between a stroke and a heart attack is. Students will
also be taught the different warning signs of someone suffering
from a stroke and what to do in those situations.
Myocardial Infraction = heart attack (damage to heart muscles), stoke =
brain attack (deprived blood supply to the brain resulting in damage)
 High blood pressure will be taught as the third leading cause of
death, will discuss the people affected, and that is very
dangerous because there are no symptoms. Students will also
learn about what could happen to someone if high blood
pressure is not controlled.
Affects around 1 to 3 adults, around 60 million people suffer from
prehypertension. If uncontrolled, can lead to heart attack/stroke/heart
failure/blindness/etc.
 Classification of blood pressure will be taught to allow students
a better understanding of what hypertension is and how it
relates to high blood pressure. Students will be asked what
behavior changes they think can be added to lower the risk of
hypertension
Primary hypertension (90-95% cases): cause is known / secondary
hypertension (5-10% cases): caused by a specific disorder of a particular
organ or blood vessel
Assessment Students will be given a matching assignment to go through the bulk of
definitions learned today. Including: Primary/Secondary hypertension,
myocardial infraction, stoke, prehypertension. Definitions from yesterdays
lecture will also be included: cardiovascular disease, coronary heart disease,
atherosclerosis
Day 6 – Risk Factors, Blood Lipid Levels, Diabetes

Objective This lecture is to cover the associated risk factors for cardiovascular disease
and how they can be changed or alleviated to protect oneself or family
members in the future. The important part of this content is for students to
understand that just like the previous lecture on cancer, that many of these
causes of cardiovascular disease can be changed with simple life style
behaviors. Students will get back ground information by learning different
terminology that will hopefully leave them feeling more informed for future
doctors visits or warning signs to watch for. Diabetes will also be covered
since it is very prominent in the United States along with the different forms
of diabetes and the warning signs and how to prevent them. The goal of this
lecture is to round out students understanding of cardiovascular disease and
the different types. The hope is that the information will be retained and
students will make necessary lifestyle changes early.
Introduction Students will be told that this is the final lecture within the content of
cardiovascular disease. They will be explained what will be covered today.
Also, because the content is very large, they will be provided with a fill in
the blank follow along. This will allow for better note taking for the
students, but also allow us a larger amount of time to cover all the content.
Students will be told to retain this page for their notes as it will be covered
on the final exam. It will be explained that by now, students should have a
through understanding of certain lifestyle behaviors that add to disease risk.
They will be asked to list these (sedentary lifestyle, poor nutrition, smoking)
Information Taught  Risk factors will be explained to students in a sense of which ones
can be changed in order to help reduce the risk of cardiovascular
disease. This information should already be known as it is along the
same lines of those for cancer. Students will also learn how each risk
factor is connected to cardiovascular disease and how these can be
changed
Includes: Cigarette smoking, physical inactivity, abnormal blood lipid
levels, high blood pressure, being overweight, and diabetes
 Blood lipid levels will be better explained in sense of what the
information stated in the previous sections means. It will firstly be
explained as a risk factor, but terminology will be better explained in
this content.
Includes: hyperlipidemia, cholesterol, lipoprotein, low-density lipoprotein,
high-density lipoprotein
 Lastly, diabetes will be covered in detail since it is very prominent
in the United States now. Students will better understand what
diabetes is, the different type, and warning signs and risks associated
with diabetes.
Includes content on: risks associated with diabetes (heart disease/stroke),
difference between pre-diabetes and diabetes (how pre-diabetes can be
solved), the difference between type 1 and type 2 diabetes
Assessment Assessment will be considered note taking. Will be checked upon as ticket
out
Lecture 3 – Bone Health and Osteoporosis Days
Seven –Nine

Day 7 – Bone Health, Bone Disease, and Osteoporosis

Objective The goal of this lecture is to teach students the importance of bone health as
it pertains to future life. Students will be introduced to the what osteoporosis
is and how it impacts many people above the age of 55. The lecture will
introduce students to have taking necessary lifestyle changes at an early age,
including strengthen bones through exercise and good nutrition, can decrease
the risk of osteoporosis and fractures as they age. This information learned
can also be passed on to family members. By learning about the different
types of bone diseases and what can be done to contribute to better bone
health, students can hopefully take necessary protection steps.
Introduction Students will be introduced to the topic by asking if they have any family
members or grandparents that have osteoporosis or have suffered any sort of
fracture (or have been close to one by falling). This will hopefully allow
students to see the impact from a classroom standpoint and will allow them
to see the importance of the lecture. The topics covered will be stated to
students to allow them to have proper headings for their notes. They will be
told that since the lectures on bone health are shorter, there will be
assessments at the end of the class to provide them with a better
understanding and remembering of what the content was.
Information Taught  The main focus of this lecture will be on understanding the focus
of what bone does and that they can be attacked by certain
disease that are harder to avoid. These will be listed out and
explained in definition and prevalence
Includes: Paget’s Disease, Osteogenesis Imperfecta, and Rickets
 Osteoporosis introduction is the main concept covered in this
lecture, since the next two lectures will cover more information
on the topic. Students will learn what osteoporosis is, what it
does to the body, and who is most susceptible (women and older
individuals)
 Bone health and its importance to a healthy, disease free life
style will be discussed. The contributing factors will be covered:
Nutritious foods, physical activity, appropriate medical screenings
Assessment This lecture is more so used as an introduction to the topics that will be
covered in the following lectures. Students will be given a small five
question quiz at the end of the class to make sure that they have a proper
understanding on osteoporosis so that the following content will be better
understood. There will also be an opportunity for questions. Students will
also be reminded that the quiz questions seen post lecture will more than
likely be on the final
Day 8 – Bone Cells & Bone Formation

Objective The goal of this lecture is for students to understand how bone forms and the
different cells that play a role in forming and maintaining bone. Bones are
what keep our bodies together and should be viewed with just as much
importance as other things in the body. Bone health tends to be overlooked,
but in order to partake in everyday activities and to be more productive in
future life, students need to have an understanding of its importance. The
hope of this lecture is that students will have a better understanding of how
bone forms and how it heals and is a continuous cycle. This will then
reiterate why it is important to protect and take care of bones so that a
healthy lifestyle can be achieved.
Introduction Students will be introduced to the topic by watching a quick video on how
bones form. This will hopefully give a nice visual representation of what is
going to be taught in the lecture. After the video, students will be asked how
many of them have broken or fractured a bone. They will be explained that
the bone obviously healed at some point and that this is due to the bone
formation process and the bone cells that go along with it. Students will be
asked to take notes and maintain these for the final.
Information Taught  Bone Cells will be covered in a sense of terminology so that
understanding bone formation will be easier. Students will be
taught what each part does and will have a visual representation
to go along with the process and each part
Includes: osteoblasts, osteoclasts, osteocytes, cartilage, and collagen
 Bone formation will be covered more in-depth, with students
learning about the different stages, how they reached their
height (capping off epiphyseal plate) and the different cells that
are required for the formation.
 Bone remodeling will also be covered and that this is something
that will continue through life. Students will learn how bone is
remodeled (through osteoclasts) and how long the process takes

Assessment Students will be asked to create a flow chart to represent the stages of bone
formation. They will be able to take their notes to do a step by step guide of
how bone is formed. This will allow them a good study guide to figure out
the different steps and the associates cells that goes with each.
Day 9 - Risk Factors, Nutritional Recommendation, Prevention/Detection

Objective The goal of this lecture is to introduce students to certain risk factors, how
these can be prevented, and nutritional recommendations for healthier bones
and a reduced risk of disease. The hope is that this lecture will further
prepare students for their future and to understand the importance that
physical activity and nutrition have not only on outside appearance, but also
for interior functioning of the body itself. By now, bone health should be
understood by students and should be able to be reiterated to others. By
further looking to the risk factors and nutritional recommendations, students
will be able to take this learned information and apply it to real life
situations.
Introduction Students will be introduced to the topic by doing a quick recap on bone
diseases, as osteoporosis being the main topic. A quick three question recap
will be done as the introduction. From here, students will be told that they
will be learning about ways to protect themselves from these and will learn
about prevention and nutritional recommendations for better bone health.
Students will be told that all of these should be acted upon as soon as
possible and that the dietary recommendations are more than likely things
they are already doing.
Information Taught  Students will learn about the nutritional recommendations for
better bone health. They will be told that taking these into action
will not only strengthen their bones, but will also but them at a
reduced risk as they age.
Will cover content based on calcium and vitamin D, the recommended
amounts, and how students can achieve these (dairy products, sunlight,
supplements)
 Students will also be taught about the associated risk factors for
osteoporosis and will be asked which ones can be changed to
prevent the risk. Not all of the risk factors can be changed, since
some are hereditary based, but the ones that can will be focused
on and on open discussion will take place on what changes
students think can be made to decrease the risk
Will cover content: genetic factors, hormonal factors, nutritional factors,
and lifestyle factors (sedentary, obesity, cigarettes, alcohol, etc).
 Lastly, students will learn about the prevention and detection of
osteoporosis. Students will be able to relate back to the risk
factors to figure out which ones can be changed to prevent
osteoporosis. Students will also learn about the tests performed
to test for osteoporosis
Will cover information based on bone mineral test and t-scores
Assessment An open discussion will be done after the lecture to firstly ask students if
they have any questions in relation to the information covered the past few
days. There will then be a few question prompts to get students thinking
about why osteoporosis is so prominent if it can potentially be prevented
with proper diet, physical activity, and bone strength. The three questions
will be passed out to students. There is no right or wrong answers.
Lecture 4 – Infections Disease & Sexually Transmitted Infections Days Ten –
Twelve

Day 10 – Pathogens, Infection, & Body’s Defense

Objective This will be the last lecture in the twelve days. It has been saved for last due
to the prevalence that sexually transmitted infections seem to have on the
younger generation. By firstly learning about what pathogens, infections,
and how the body reacts to them is, will hopefully allow students a better
understanding of why they need to take proper steps to protect themselves.
Not just in relation to safer sex practices, but in overall life. Infections will
always be around, but by students knowing the different ways they travel
and the body’s defense, they will hopefully understand behaviors that need
to be taken – such as proper hygiene (washing hands during cold season),
using condoms when having sex, or covering their mouths when they
sneeze. This information will further be applied to sexually transmitted
infections in the following lectures
Introduction Students will be presented with a short crash course video on what a
pathogen is. This will allow students to know that pathogens are what cause
illness and that there are many different types. Students will be asked how
many people have had a cold or had the flu. They will be explained that this
is caused by a pathogen entering and taking over the body. This is why
proper protection techniques are needed in order to keep the body from
illness. Students will be explained what will be covered in this lesson and
that what is learned will be applied to the following content in this lecture.
Information Taught  Students will be explained what the definition of pathogen is and
the five different types
A biological agent that cause disease or illness in its host
Bacteria, viruses, fungi, protozoa, and helminths
 The chain of infection (how a pathogen enters and “takes over
the body”) will be explained in detail with examples of each.
Students will be given a handout of these and will be asked to
use it for the assessment
(1) Present pathogen (2) reservoir (3) portal of exit (4) transmission (5)
portal of exit (6) new host
 The body’s defense mechanisms will be broken down into non
specific and specific. Descriptions of each of these will be
presented along with what happens during each response
Nonspecific – operates against many different pathogens (main defense
against disease) ; Specific – targets particular pathogens for destruction
Assessment Students will be asked to create a flowchart of sorts based off of the handout
on the chain of infection. It will be a step by step guide for their notes on
how the chain works and what happens during each. The six chains will be
asked to be listed out on the test, so by getting students to do their own
formation will hopefully allow for better remembering.
Day 11 – What are Sexually Transmitted Infections? What are the Risk Factors?

Objective The goal of this lecture is to more in detail introduce students to what
sexually transmitted infections are and why they are called so. Students will
learn how to properly protect themselves by being taught the risk factors.
Students will be taught that their age group along with college age students
have the highest rate of STIs in the United States. Hopefully, by being taught
the background of each and how to protect oneself, will hopefully reduce the
risk of the students contracting one in the future. Proper education on the
subject is key.
Introduction Students will be introduced with key facts on the matter as a sort of scare
tactics, because sexually transmitted infections are scary. They are
something that do not receive enough attention in school systems which
contributes to the high rates among adolescents and young adults. Students
will watch a short video that discusses communication if one does have a
sexually transmitted infection in the future and the importance of testing if
sexually active. Students will be told that this information will flow into the
content covered tomorrow and to please take notes on the topics.
Information Taught  Students will learn about what a sexually transmitted infection
is, how they are typically contracted, and the different types
(which will be discussed in detail tomorrow). Prevalence of each
will also be discussed in relation to the United States.
Spread primarily through sexual contact; many have no symptoms, more
than 25 different types (most common – trichomoniasis, genital warts,
chlamydia, herpes, gonorrhea, syphilis, HIV/AIDs)
 Students will also learn about the associated risk factors of
potentially contracting a sexually transmitted infection and how
women are more impacted by them than men.
Includes things such as: multiple sex partners, failure to disclose status, not
getting tested, risky sexual behaviors
Women more impacted due to female anatomy, puts them at risk for
reproductive health and cancers
Also explained that for both sexes, many of the common STIs do not have
symptoms, which is why it is important to get tested regularly if one is
partaking in “risky” sexual behaviors
Assessment Students will be given an assignment that has all of the associated risk
factors with contracting a sexually transmitted infection. They will be asked
to write out steps they could take to protect themselves from these risk
factors. This information will be compared with a list that I have composed
and will allow for an open discussion on the topic, since protection is key in
prevention.
Day 12 – Types of Sexually Transmitted Infections, Modes of Transmission & Protection

Objective This is the final lecture in the content, which will be focused mainly on the
different types of sexually transmitted infections, what they are, how they are
spread, and steps to protect oneself. This lecture will prepare students for
proper education on each type of infection and the different warning signs. As
stated prior, many of the infections do not have symptoms, which is why the
importance of regular testing will also be stressed through the lecture.
Education is important and students should have a proper background on
what each major type of STI is in order to protect themselves in the future.
Introduction Students will be introduced to the topic by explaining that this is the last
content covered in the lecture. I will explain that it was saved for last due to
its importance. Majority of the rises in sexually transmitted infections have
been seen in adolescents and young adults, which means the impact is seen in
their age group now. Students will be told that the information will be
covered in-depth to give them a proper understanding of each of the topics.
Photos will not be present in the lecture due to some of them being deemed
inappropriate by some parents, but symptoms will be discussed in detail.
Information Taught  The main sexually transmitted infections will be taught. These
are the ones that appear most commonly, especially among those
of young adult age that partake in “risky” sexual behavior.
Information covered will also include how each infection is
transmitted, what the associated symptoms (if any) are, and how
to protect oneself.
Topics covered: HIV/AIDs, Herpes, Human Papillomavirus, Chlamydia,
Gonorrhea
 Students will also learn about different clinics in the area they
can go to for testing that is confidential and also that many
college campuses allow for free or very low cost testing at their
health clinics
 Students will further be taught protective measures such as
condom usage and safer sex behaviors as the only way to fully
prevent against sexually transmitted infections
Assessment A chart will be formulated by students that discuss the different sexually
transmitted infections, their symptoms, and what each bacterium or virus
associated is. This chart will be completed as the lecture goes on and students
will be provided paper that already has the chart drawn out. This will allow
for easier studying for the test when all the different sexually transmitted
infections are laid out next to each other.
Sources:

(World Health Organization) https://www.who.int/news-room/fact-sheets/detail/cardiovascular-

diseases-(cvds)

(Centers for Disease Control) https://www.cdc.gov/heartdisease/facts.htm

(American Cancer Society) https://www.cancer.org/content/dam/cancer-org/research/cancer-facts-and-

statistics/annual-cancer-facts-and-figures/2020/cancer-facts-and-figures-2020.pdf

(Centers for Disease Control) https://www.cdc.gov/std/life-stages-populations/stdfact-teens.htm

(National Osteoporosis Foundation) https://www.nof.org/patients/what-is-osteoporosis/

(Georgia Department Of Education)

https://www.georgiastandards.org/Standards/Pages/BrowseStandards/HealthEd.aspx

(Bloom’s Taxonomy) http://www.officeport.com/edu/blooms.htm