Invasion sports involve an offensive team working to maintain possession of an object while attacking (or invading) a defensive team’s goal or target area. Development of specific skills and skill combinations that involve passing, receiving, shooting, and defending are targeted learning outcomes. Classic invasion sports include soccer, basketball, football, hockey, ultimate, and rugby. This module provides lead-up activities aimed at developing the motor skills, movement patters, and strategic knowledge commonly associated with invasion sports.

This module includes activities that use the GenMove MultiGoal. This piece of equipment is recommended because it is versatile and provides for developmental adaptions that enhance student learning. However, it’s important to remember that any activity can be modified to work with equipment that you have on hand.

The Health Information Technology for Economic and Clinical Health (HITECH) Act of the American Recovery and Reinvestment Act (ARRA) legislated incentives for the meaningful use of health information technology. This unit describes the meaningful use program of HITECH, eligibility for incentive payments, and the criteria for achieving those payments in Stage 1 of the program. It also describes the standards specified for Stage 1 of meaningful use, including those devoted to privacy and security.

This unit describes the concepts of quality measurement and performance improvement. The unit begins by setting the context of known quality problems in healthcare and then describes how quality is measured and efforts to improve it. The unit also discusses the role of information technology, incentives for quality improvement, and quality measurement under meaningful use.

This lesson covers the topic of muscles. Students learn about the three different types of muscles in the human body and the effects of microgravity on muscles. Students also learn how astronauts need to exercise in order to lessen muscle atrophy in space. Students discover what types of equipment engineers design to help the astronauts exercise while in space.

This document provides distance learning adaptations for the My Future-My Choice program lessons.

Previous lessons in this program stress the importance of setting boundaries, sticking to them and respecting the boundaries of others. This helps create a culture of consent. It also lays the groundwork for an examination of consent in general, and sexual consent specifically. In defining sexual consent, this lesson emphasizes the importance of paying attention to both a person’s words and actions. This helps young people recognize when full consent is present. It is also critical for young people to learn how to accept being told no and figure out how to handle rejection, a universal life experience, in a way that is healthy and respectful to themselves and others. Students will explore this important skill through group discussion.

This lesson provides a basic understanding of reproductive anatomy and functioning, and changes related to puberty. This helps in learning about relationships, sexual decision-making, pregnancy and sexually transmitted infection (STI) prevention. By middle school, most young people have had at least one lesson regarding puberty. This lesson, therefore, acts as a basic review. It normalizes changes young people experience during this period by showing that most changes are universal to all genders and sexes.

This lesson helps explain to students the most common sexual identity terms. It also explores how culture plays a part in our attitudes about gender roles and expectations. An understanding of these concepts is vital in any discussion about sexual feelings, attractions, relationships, behaviors and decision-making. This lesson sets the tone for an inclusive environment and affirms all young people. It also acknowledges the range of ways that people experience their sexuality.

This lesson contributes to anti-bullying and anti-harassment efforts by teaching about respect and support. There is a particular need to address these topics for those whose identities have been historically oppressed, such as: LGBTQIA+ (Lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual and (+) other sexual and gender minorities), BIPOC (Black, Indigenous, and other People Of Color), and people with disabilities. The Oregon Health Education Standards require respect and support to be covered.
This lesson provides an opportunity for students to:
• Consider identity specific harassment and bullying among their peers.
• Reflect on how they felt when they were disrespected.
• Examine the school’s climate of safety and support.
Working together in small groups, students are asked to suggest ideas for change and improvement to promote a safe and inclusive environment for all.

Many young people have heard of abstinence related to pregnancy and sexual transmitted infection (STI) prevention but do not fully understand the concept. This lesson clarifies that abstinence is the choice to avoid a behavior for a period of time, and that people can decide to abstain from sex even if they have engaged in previous sexual behaviors. After defining the behaviors that put a person at risk for a pregnancy or an STI, Teen Leaders facilitate an activity exploring reasons young people might choose to have sex. Students then analyze these reasons and examine the risks involved to conclude that abstinence is the best choice for middle schoolers. Students will also identify the many ways affection can be expressed in a romantic relationship that do not include sexual involvement.

Puberty brings a natural curiosity and growing sexual interest. Yet, young people are bombarded with various and often conflicting messages about sex and sexual behaviors. Some of the messages likely come from parents, guardians, schools and other responsible sources. However, they can often be drowned out by competing messages from media, peers and society. These often inaccurate, unrealistic and, in many cases, developmentally inappropriate views of sex can create pressure on young people to become sexually involved
with another person before they are ready. This lesson helps students differentiate among the many competing messages and messengers. It helps them become critical media and popular culture consumers. It also considers both the positive and negative impact social media can have on relationships and examines the risks of sexting.

Peers take on a growing importance in a young person’s life during adolescence. Young teens feel an increasing need to fit in, have friends, be liked and appear grown-up. All these developmental qualities put this age group at risk of succumbing to peer pressure to engage in behaviors that may not be healthy or align with their values. This lesson explores the influence of positive and negative peer pressure and helps students develop skills to resist pressure to engage in sexual behaviors for which they are not ready. Teen Leaders enact role-plays to help students identify the effectiveness of assertive communication. The students then practice using assertive communication skills and techniques to resist pressure to engage in unhealthy behaviors.

Being able to identify characteristics of healthy and unhealthy relationships and recognize when someone might be in an unhealthy situation are important. This helps young people sustain good and nourishing friendships, family relationships, and romantic and sexual relationships. This lesson asks students to identify traits they look for in a relationship and qualities they can bring to a healthy relationship. It uses age-appropriate examples they may recognize from their own and their peers’ experiences to help them differentiate the sometimes blurry lines between healthy and unhealthy relationship traits. Finally, the lesson identifies different kinds of abuse. It encourages students to identify trusted adults they might turn to for help if they are in an unhealthy or abusive relationship, or if they are unsure if their relationship is healthy.

Just as classroom teachers have a responsibility to promote physical activity and advocate for physical education programs, physical educators must also infuse STEM subject areas into our outcomes-based instructional schedule. OPEN’s Next Gen Connections Modules are designed to incorporate STEM concepts using the Next Generation Science Standards to guide our planning and instruction. www.nextgenscience.org

Just as classroom teachers have a responsibility to promote physical activity and advocate for physical education programs, physical educators must also infuse STEM subject areas into our outcomes-based instructional schedule. OPEN’s Next Gen Connections Modules are designed to incorporate STEM concepts using the Next Generation Science Standards to guide our planning and instruction. www.nextgenscience.org

This book is designed as an OER text and learning resource for undergraduate students enrolled in FN 225 Nutrition at Lane Community College in Eugene, Oregon. The book covers basic nutrition and metabolism, information literacy, energy balance, nutrition across life stages, dietary supplements, an in-depth look at each of the macronutrients, and major functions of vitamins and minerals

COURSE DESCRIPTION: Nutrition is a study of how the body takes in and uses the nutrients from food. Food sources, functions, and requirements of the following are discussed: carbohydrates, proteins, fats, vitamins, minerals and water. In addition, digestion, absorption and metabolism of all nutrients are covered. Skills are developed for improving personal eating habits and for evaluating nutrition information in the mass media.

Student Learning Outcomes: Upon successful completion of this course, students will be able to:
1. Define and classify the six classes of nutrients.
2. Identify where the six classes of nutrients are found in foods.

3. Explain how the six classes of nutrients are digested, absorbed, metabolized, and utilized.
4. Distinguish between adequate nutrient intake, deficiencies, and toxicities and how these levels impact body systems and health outcomes.

5. Acknowledge the importance of a moderate approach when it comes to nutrition and weight management, recognizing all foods can fit into a healthful diet.
6. Recognize that nutrition and its effect on our physical body is only one dimension of health and others are equally important, including exercise, sleep, finding purpose, freedom from excessive stress and community relationships.

7. Apply scientific reasoning to evaluate the evidence base and validity of nutrition information in the media.
8. Record and evaluate personal dietary intake using the Recommended Dietary Allowances, Dietary Guidelines, and various food guides and identify behavior change strategies for improvement if necessary.

9. Critically evaluate and compare nutrition labels and determine the nutrient density of each food.
10. Summarize factors that facilitate or constrain lifestyle choices that impact health outcomes.

11. Identify guidelines and recommendations for choosing nutrition supplements and appropriate use.
12. Describe how diet, prior training, duration and intensity of activity impact fuel use before, during, and after exercise.

Ready Schools, Safe Learners
Resiliency Framework for
the 2021-22 School Year

This introductory unit discusses some of the underlying concepts of health, culture, and how health informatics applications can be used to study culture.