| (H) explain the difference between assertive behavior
and aggressive behavior.
(4) Mental health and wellness--developing a healthy
self-concept. The student develops the capacity for self-assessment
and evaluation, goal setting, and decision making in order to develop
a healthy self-concept. The student is expected to:
(A) discuss ways to help build self-esteem of self,
friends, and others, including areas for one's personal growth and
ways to gather constructive feedback;
(B) explain the advantages of setting short- and long-term
goals; and
(C) explain the importance of time management with
respect to a goal.
(5) Mental health and wellness--identifying and managing
mental health and wellness concerns. The student develops and uses
appropriate skills to identify and manage conditions related to mental
health and wellness. The student is expected to:
(A) describe methods for managing concerns related
to long-term health conditions for self and others;
(B) differentiate between positive and negative stress;
(C) define sources of stress, including trauma, loss,
and grief;
(D) discuss ways to promote a healthy body image; and
(E) identify ways to express and manage overwhelming
emotions without harming oneself, others, or property such as calming
strategies or talking to a parent or another trusted adult.
(6) Healthy eating and physical activity--food and
beverage daily recommendations. The student identifies and explains
healthy eating strategies for enhancing and maintaining personal health
throughout the lifespan. The student is expected to:
(A) explain why the body needs each of the six major
nutrients contained in foods;
(B) identify nutritional information on menus and food
labels;
(C) determine appropriate portion sizes when eating
out, including at fast food restaurants;
(D) identify the recommended guidelines for added sugar
consumption and explain how excess sugar consumption can impact health,
including causing dental cavities and obesity; and
(E) identify healthy fast food choices such as ordering
smaller serving sizes and substituting salads for fries and grilled
foods for fried foods and their associated impacts on health.
(7) Healthy eating and physical activity--physical
activity. The student identifies, analyzes, and applies strategies
for enhancing and maintaining optimal personal physical fitness throughout
the lifespan. The student is expected to identify the physical, mental,
and social benefits of physical fitness.
(8) Healthy eating and physical activity--nutrition
and physical activity literacy. The student obtains, processes, and
understands basic physical activity and nutrition information needed
to make health-promoting decisions. The student is expected to:
(A) describe the importance of goal setting and set
a goal for making healthy food choices; and
(B) gather data from a variety of credible sources
to help make informed nutritional and physical activity choices.
(9) Healthy eating and physical activity--risk and
protective factors. The student identifies and explains risk and protective
factors related to healthy eating and physical activity. The student
is expected to:
(A) describe the connection between physical activity
and the prevention of obesity, heart disease, and diabetes; and
(B) differentiate between healthy and unhealthy eating
habits and demonstrate refusal skills in dealing with unhealthy eating
situations.
(10) Injury and violence prevention and safety--safety
skills and unintentional injury. The student identifies and demonstrates
safety and first aid knowledge to prevent and treat injuries. The
student is expected to identify and demonstrate strategies for preventing
and responding to injuries.
(11) Injury and violence prevention and safety--healthy
relationships and conflict-resolution skills. The student differentiates
between healthy and unhealthy relationships and demonstrates effective
strategies to address conflict. The student is expected to explain
the importance of using refusal skills such as saying "no" when privacy,
personal boundaries, or personal space are not respected.
(12) Injury and violence prevention and safety--healthy
home, school, and community climate. The student understands that
individual actions and awareness can impact safety, community, and
environment. The student is expected to:
(A) identify strategies for avoiding violence, gangs,
and weapons;
(B) identify characteristics of gang behavior;
(C) identify strategies that can be used to promote
safety in homes, schools, and communities; and
(D) create a personal safety plan.
(13) Injury and violence prevention and safety--digital
citizenship and media. The student understands how to be a safe and
responsible citizen in digital and online environments. The student
is expected to:
(A) differentiate between appropriate and inappropriate
ways to communicate in digital and online environments;
(B) explain what information is appropriate to share
and who it is appropriate to share information with in digital and
online environments; and
(C) discuss the consequences of cyberbullying and inappropriate
digital and online communication in relation to home and school environments.
(14) Injury and violence prevention and safety--interpersonal
violence. The student understands the impact of interpersonal violence
and the importance of seeking guidance and help to maintain personal
safety. The student is expected to:
(A) analyze distinguishing characteristics of cyberbullying;
(B) describe the negative impact bullying, including
cyberbullying, has on both the victim and the bully;
(C) explain the importance of seeking guidance from
parents and other trusted adults on critical personal safety issues;
and
(D) identify types of abuse and neglect and ways to
seek help from a parent or another trusted adult.
(15) Alcohol, tobacco, and other drugs--use, misuse,
and physiological effects. The student understands the difference
between the use and misuse of different substances and how the use
and misuse of substances impacts health. The student is expected to:
(A) explain why some drugs require a prescription;
and
(B) identify the differences between prescription drugs,
over-the-counter drugs, other drugs, and dangerous substances, including
inhalants, vaping products, and household products.
(16) Alcohol, tobacco, and other drugs--short- and
long-term impacts. The student identifies and analyzes the short-
and long-term impacts of use and misuse of alcohol; tobacco; drugs,
including prescription drugs; and other substances. The student is
expected to:
(A) describe the short- and long-term harmful effects
of alcohol, tobacco, other drugs, and dangerous substances such as
inhalants and household products on mental and social health; and
(B) describe the legal consequences of the misuse of
alcohol, tobacco, other drugs, and dangerous substances.
(17) Alcohol, tobacco, and other drugs--treatment.
The student understands how to seek emergency help for self and others
in poisoning and overdose situations. The student is expected to describe
the signs of poisoning or overdose and identify how to respond, including
who to contact for help.
(18) Alcohol, tobacco, and other drugs--risk and protective
factors. The student understands how various factors can influence
decisions regarding substance use and the resources available for
help. The student is expected to:
(A) distinguish between positive and negative peer
influences and their effects on a person's decision to use or not
use alcohol or drugs; and
(B) identify methods available to report unsafe situations
related to alcohol, tobacco, and other drugs.
(19) Alcohol, tobacco, and other drugs--prevention.
The student demonstrates refusal skills to avoid substance use and
misuse. The student is expected to:
(A) demonstrate refusal skills using assertive communication
related to alcohol, tobacco, and other drugs; and
(B) identify ways to avoid drugs and discuss healthy
alternative activities to the use of drugs and other substances.
(20) Reproductive and sexual health--anatomy, puberty,
and reproduction. The student identifies adolescent development. The
student is expected to:
(A) explain changes that occur in males and females
during puberty and adolescent development; and
(B) define the menstrual cycle.
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