Health

Course Description:

This course includes the development of the students’ knowledge, skills, and abilities to make successful decisions that lead to a healthy lifestyle physically, mentally, and emotionally. Topics covered include: Mental Health, Healthy Relationships, Preventing Violence, Nutrition, Fitness, Personal Care and Infectious Diseases, Alcohol, Tobacco, Illegal Drugs, Eating Disorders, Reproductive Health, Sexually Transmitted Infections, and HIV/AIDS.

Course Details:

Course Title (District): Health
Course Title (NCES SCED) : Health Education
Course Provider : Davison Community Schools
Content Provided By : Davison Community Schools
Online Instructor Provided By : Davison Community Schools
Standards Addressed : MMC
Academic Terms : Semester
NCES SCED Code :
Subject Area : Physical, Health, and Safety Education
Course Identifier : Health Education
Course Level : (G) General or Regular
Available Credit : 0.5
Sequence : 1 of 1

How To Enroll:

Email : [email protected]
Phone : 8105167598

Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.

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Additional Course Information:

Standard 1: Core Concepts – Apply health promotion and disease prevention concepts and principles to personal, family, and community health issues.
Standard 2: Access Information – Access valid health information and appropriate health promoting products and services.
Standard 3: Health Behaviors – Practice health enhancing behaviors and reduce health risks.
Standard 4: Influences – Analyze the influence of cultural beliefs, media, and technology on health.
Standard 5: Goal Setting – Use goal setting skills to enhance health.
Standard 6: Decision Making – Use decision-making skills to enhance health.
Standard 7: Social Skills – Demonstrate effective interpersonal communication and other social skills which enhance health.
Standard 8: Advocacy – Demonstrate advocacy skills for enhanced personal, family, and community health.
4.1 Identify the characteristics of positive relationships, and analyze their impact on personal, family, and community health.
4.5 Demonstrate the ability to express emotions constructively, including use of anger management skills.
4.6 Develop short-term and long-term personal goals and aspirations.
4.7 Apply decision-making and problem-solving steps to generate alternative solutions regarding social situations that could place one’s health or safety at risk.
4.8 Predict the potential short- and long-term effects of each alternative on self and others, and defend the healthy choice(s).
4.9 Demonstrate the ability to apply listening and assertive communication skills in situations that may involve parents, family members, other trusted adults, peers, boyfriends/girlfriends, and health professionals.
4.10 Demonstrate how to respond constructively to the anger of others.
4.11 Describe the impact of showing empathy for another person’s emotions and point of view.
4.12 Assess one’s personal behavior and how one demonstrates character traits.
4.13 Develop a personal plan for maintaining or improving one’s demonstration of character traits.
3.1 Explain the effects of violence on individuals, families, communities, and our nation.
3.2 Describe the characteristics of situations which are dangerous, and those that must be reported to the authorities
3.3 Define and describe bullying, sexual violence, and sexual harassment, and their effects on individuals and communities.
3.4 Describe the Michigan laws regarding bullying, sexual violence, and sexual harassment.
3.5 Locate resources in one’s community and on the Internet for information and services regarding harassment, violence, and abusive relationships; and assess the validity of these resources.
3.6 Apply strategies to access and get help for self or others
3.7 Apply strategies to avoid and report dangerous situations, including conflicts involving weapons and gangs.
3.8 Demonstrate strategies to stay safe in a violent situation.
3.9 Apply skills and strategies for avoiding and dealing with sexual harassment and exploitation, including when using the Internet.
3.10 Assess characteristics of hypothetical relationships for warning signs of harm or abuse.
3.11 Analyze social pressures to refrain from telling on others or reporting dangerous situations.
3.12 Analyze the role of friends and peers in the escalation of conflicts and the promotion of violence.
3.13 Demonstrate the ability to use conflict resolution skills.
3.14 Evaluate the characteristics of a conflict which must be managed rather than resolved.
3.15 Evaluate the impact of media on the prevalence of violence.
3.16 Apply strategies to stop or de-escalate a conflict
3.17 Apply strategies to hypothetical situations involving abusive relationships.
4.1 Identify the characteristics of positive relationships, and analyze their impact on personal, family, and community health.
4.2 Describe the warning signs, risk factors, and protective factors for depression and suicide.
4.3 Locate resources in one’s community and on the Internet for information and services regarding depression and suicide prevention; and analyze the validity of these resources.
4.4 Demonstrate how to seek help for self or others when suicide may be a risk.
4.5 Demonstrate the ability to express emotions constructively, including use of anger management skills.
4.9 Demonstrate the ability to apply listening and assertive communication skills in situations that may involve parents, family members, other trusted adults, peers, boyfriends/girlfriends, and health professionals.
4.10 Demonstrate how to respond constructively to the anger of others.
4.11 Describe the impact of showing empathy for another person’s emotions and point of view.
4.12 Assess one’s personal behavior and how one demonstrates character traits.
4.13 Develop a personal plan for maintaining or improving one’s demonstration of character traits.
1.1 Distinguish between unhealthy and healthy ways to manage weight.
1.5 Assess one’s personal nutrition needs and level of physical activity according to the federal dietary guidelines.
1.6 Assess one’s personal preferences regarding healthy eating and physical activity.
1.7 Assess personal barriers to healthy eating and physical activity, and develop practical solutions to remove these barriers.
1.8 Develop a personal plan for improving one’s nutrition, incorporating physical activity into daily routines, and maintaining a healthy weight.
1.9 Predict the health benefits of eating healthy and being physically active; and the potential health consequences of not doing so.
1.10 Advocate for nutritional food choices and physical activity at school.
1.11 Distinguish between facts and myths regarding nutrition practices, products, and physical performance.
1.13 Demonstrate proper use of safety gear during physical activity.
1.14 Demonstrate strategies for protection from cold, heat, and sun during physical activity.
5.1 Describe how common infectious diseases are transmitted.
5.2 Explain the importance of regular health screenings or exams.
5.3 Analyze the importance of rest and sleep for personal health.
5.4 Demonstrate the ability to access valid information and resources in one’s community and on the Internet related to personal health issues and concerns.
5.5 Demonstrate the ability to access accurate information about personal health products.
5.6 Describe health practices that can prevent the spread of illness.
5.7 Apply knowledge about symptoms of illness to determine whether medical care is required.
5.8 Describe personal strategies for minimizing potential harm from exposure to the sun.
5.9 Analyze the social influences that encourage or discourage a person to practice sun safety.
5.10 Assess personal rest and sleep practices and create a personal plan to incorporate rest and sleep in daily routines.
5.11 Describe the dangers of exposure to UV light, lead, asbestos, pesticides, and unclean air and water, and strategies for avoiding exposure.
5.13 Analyze the influence of media on selection of personal health care products.
2.1 Describe the short-term and long-term health consequences of alcohol, tobacco, and other drug use.
2.2 Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents.
2.3 Locate resources in one’s community and on the Internet for information and services regarding alcohol and tobacco use prevention and cessation; and assess the validity of these resources.
2.4 Apply strategies to access and get help for self or others.
2.5 Demonstrate skills to avoid tobacco exposure and avoid or resist using alcohol, tobacco, and other drugs.
2.6 Describe financial, political, social, and legal influences regarding alcohol, tobacco, and other drugs.
2.7 Analyze internal and external pressures to use alcohol, tobacco, and other drugs.
2.8 Apply decision-making and problem-solving steps to hypothetical problems related to alcohol, tobacco, and other drug use.
2.9 Demonstrate ways to support others who want to stop using alcohol or tobacco.
2.10 Advocate for ways schools and communities can promote a tobacco-free environment.
2.11 Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youth.
2.1 Describe the short-term and long-term health consequences of alcohol, tobacco, and other drug use.
2.2 Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents.
2.3 Locate resources in one’s community and on the Internet for information and services regarding alcohol and tobacco use prevention and cessation; and assess the validity of these resources.
2.4 Apply strategies to access and get help for self or others.
2.5 Demonstrate skills to avoid tobacco exposure and avoid or resist using alcohol, tobacco, and other drugs.
2.6 Describe financial, political, social, and legal influences regarding alcohol, tobacco, and other drugs.
2.7 Analyze internal and external pressures to use alcohol, tobacco, and other drugs.
2.8 Apply decision-making and problem-solving steps to hypothetical problems related to alcohol, tobacco, and other drug use.
2.9 Demonstrate ways to support others who want to stop using alcohol or tobacco.
2.10 Advocate for ways schools and communities can promote a tobacco-free environment.
2.11 Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youth.
2.1 Describe the short-term and long-term health consequences of alcohol, tobacco, and other drug use.
2.2 Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents.
2.3 Locate resources in one’s community and on the Internet for information and services regarding alcohol and tobacco use prevention and cessation; and assess the validity of these resources.
2.4 Apply strategies to access and get help for self or others.
2.5 Demonstrate skills to avoid tobacco exposure and avoid or resist using alcohol, tobacco, and other drugs.
2.6 Describe financial, political, social, and legal influences regarding
alcohol, tobacco, and other drugs.
2.7 Analyze internal and external pressures to use alcohol, tobacco, and other drugs.
2.8 Apply decision-making and problem-solving steps to hypothetical problems related to alcohol, tobacco, and other drug use.
2.11 Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youth.
1.12 Describe nutrition practices that are important for the health of a pregnant woman and her baby.
5.4 Demonstrate the ability to access valid information and resources in one’s community and on the Internet related to personal health issues and concerns.
7.3 Describe routine medical screening and examinations for maintaining reproductive health, and medical tests for pregnancy, HIV, and other STIs: who should be tested, the procedures used, and the importance of early detection and care.
7.4 Identify resources that provide information, counseling, and testing related to relationships, sexual violence, pregnancy, and contraception, including options for teens who are unable to care for a baby; analyze the validity of these resources; and describe how to access valid resources.
7.5 Apply strategies, including refusal and assertiveness skills to avoid, manage, and escape situations that are high risk for pregnancy, HIV, and other STIs.
7.7 Evaluate the physical, social, emotional, legal, and economic impacts of teen pregnancy, teen parenting, HIV infection, or other STIs on personal lifestyle, goal achievement, friends, and family members.
6.1 Analyze the rates of sexually transmitted infections (STIs) among teens
6.2 Summarize the symptoms, modes of transmission, consequences, and methods to prevent HIV and other STIs, and conclude that abstinence is the most effective way to avoid HIV or other STIs.
6.3 Summarize the criteria for who should be tested and the advantages of early diagnosis and treatment of HIV and other STIs.
6.4 Identify services and trustworthy adults that provide health information and testing regarding HIV and other STIs, analyze the validity of such resources, and describe how to access valid services.
6.5 Analyze common behaviors and situations to eliminate or reduce risks related to HIV and other STIs
6.6 Evaluate one’s personal perception of risk for HIV and other STIs.
6.7 Demonstrate communication, negotiation, and refusal skills to protect oneself from situations that could transmit HIV or other STIs.
6.8 Demonstrate acceptance for individuals living with HIV.
7.1 Summarize and explain laws related to the sexual behavior of young people.
7.2 Compare and contrast the pros and cons of methods used for pregnancy and disease prevention, including abstinence and use of contraception.
7.3 Describe routine medical screening and examinations for maintaining reproductive health, and medical tests for pregnancy, HIV, and other STIs: who should be tested, the procedures used, and the importance of early detection and care.
7.4 Identify resources that provide information, counseling, and testing related to relationships, sexual violence, pregnancy, and contraception, including options for teens who are unable to care for a baby; analyze the validity of these resources; and describe how to access valid resources.
7.5 Apply strategies, including refusal and assertiveness skills to avoid, manage, and escape situations that are high risk for pregnancy, HIV, and other STIs.
7.6 Explain how stereotypes, norms, peer influence, alcohol and other drug use, media, and personal responsibility can impact sexual decision making and the consequences of such decisions.
7.7 Evaluate the physical, social, emotional, legal, and economic impacts of teen pregnancy, teen parenting, HIV infection, or other STIs on personal lifestyle, goal achievement, friends, and family members.
7.8 Develop personal goals and a specific plan for using the best contraceptive or disease-prevention method, including abstinence, for individual circumstances.
7.9 Apply decision-making skills to avoid situations that are high risk for pregnancy, HIV, and other STIs.
7.10 Demonstrate the ability to establish positive relationships, communicate caring and love without sexual intercourse, and communicate personal, sexual limits and values to a girlfriend or boyfriend.

INACOL Online Course Quality Standards

Academic Content Standards and Assessments Rating Comments
The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. Fully Met
The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. Fully Met
The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. Fully Met
Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. Fully Met
Multiple learning resources and materials to increase student success are available to students before the course begins. Fully Met
Course Overview and Introduction Rating Comments
Clear, complete course overview and syllabus are included in the course. Fully Met
Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. Fully Met
Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. Fully Met
Legal and Acceptable Use Policies Rating Comments
The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. Fully Met
Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. Fully Met
Privacy policies are clearly stated. Fully Met
Instructor Resources Rating Comments
Online instructor resources and notes are included. Fully Met
Assessment and assignment answers and explanations are included. Fully Met
Instructional and Audience Analysis Rating Comments
Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. Fully Met
Course, Unit and Lesson Design Rating Comments
The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. Fully Met
Instructional Strategies and Activities Rating Comments
The course instruction includes activities that engage students in active learning. Fully Met
The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. Fully Met
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. Fully Met
The course provides options for the instructor to adapt learning activities to accommodate students’ needs. Fully Met
Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. Fully Met
Communication and Interaction Rating Comments
The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. Fully Met
The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. Fully Met
The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. Fully Met
Resources and Materials Rating Comments
Students have access to resources that enrich the course content. Fully Met
Evaluation Strategies Rating Comments
Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. Fully Met
The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. Fully Met
Feedback Rating Comments
Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. Fully Met
Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. Fully Met
Assessment Resources and Materials Rating Comments
Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. Fully Met
Grading rubrics are provided to the instructor and may be shared with students. Fully Met
The grading policy and practices are easy to understand. Fully Met
Course Architecture Rating Comments
The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. Fully Met
The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. Fully Met
User Interface Rating Comments
Clear and consistent navigation is present throughout the course. Fully Met
Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. Fully Met
Technology Requirements and Interoperability Rating Comments
All technology requirements (including hardware, browser, software, etc...) are specified. Fully Met
Prerequisite skills in the use of technology are identified. Fully Met
The course uses content-specific tools and software appropriately. Fully Met
The course is designed to meet internationally recognized interoperability standards. Partially Met
Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. Fully Met
Accessibility Rating Comments
Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). Fully Met
Data Security Rating Comments
Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). Fully Met
Accessing Course Effectiveness Rating Comments
The course provider uses multiple ways of assessing course effectiveness. Fully Met
The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. Fully Met
Course Updates Rating Comments
The course is updated periodically to ensure that the content is current. Fully Met
Certification Rating Comments
Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. Fully Met
Instructor and Student Support Rating Comments
Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. Fully Met
The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. Fully Met
Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. Fully Met
Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. Fully Met
The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. Fully Met
Students are offered an orientation for taking an online course before starting the coursework. Fully Met

Review Conducted By : Davison Community Schools
Date of Review : 09/07/2018

Making Health Decisions
Self Esteem & Building Healthy Relationships
Depression, Suicide, & Preventing Violence
Eating Disorders & Nutrition
Exercise & Lifelong Fitness
Personal Care & Infectious Diseases
Alcohol
Tobacco
Preventing Drug Abuse
Reproductive Health
STIs & HIV

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 09/01/2020 10/01/2020 09/08/2020 01/29/2021 32 $300.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Courses must be dropped by the drop date for the course. Students dropping the course after the drop date will be charged the full fee for the course. Course must be completed by the course end date. Semester 09/01/2020 10/01/2020

Messaging me through Schoology is the preferred source of contact. I will do my best to reply within 24 hours. I can also be reached through email at [email protected] as well as by phone at 810-591-3531 ext: 1329

A computer with Internet access.