| (B) describe benefits of setting and implementing short-
and long-term goals and perseverance to achieve those goals;
(C) discuss choices and decision making as part of
goal setting; and
(D) identify goals that one wishes to achieve, including
identifying areas for one's personal growth and ways to gather constructive
feedback.
(5) Mental health and wellness--risk and protective
factors. The student recognizes the influence of various factors on
mental health and wellness. The student is expected to:
(A) identify factors such as school climate and safety
measures that affect an individual's physical, emotional, and social
health; and
(B) discuss how brain development during childhood
affects emotions and decision making.
(6) 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) compare and contrast healthy and unhealthy methods
for managing concerns related to long-term health conditions for self
and others;
(B) identify situations in which stress can help to
achieve goals and build resiliency;
(C) examine ways to reduce the impact of stress, trauma,
loss, and grief;
(D) define eating disorders and disordered eating patterns
as mental health concerns and the importance of seeking help from
a parent or another trusted adult for self or others if these patterns
are observed;
(E) describe situations that call for professional
mental health services; and
(F) discuss healthy alternatives to harming oneself,
others, or property and the importance of telling a parent or another
trusted adult when someone is struggling to manage overwhelming emotions
or lacks support.
(7) Healthy eating and physical activity--food and
beverage daily recommendations. The student analyzes and applies healthy
eating strategies for enhancing and maintaining personal health throughout
the lifespan. The student is expected to:
(A) identify foods that are sources of one or more
of the six major nutrients;
(B) examine food labels and menus for nutritional content,
calories, and serving sizes;
(C) identify the amount of sugar in common beverages
and snacks and the daily recommended allowance for added sugar; and
(D) identify caffeine content of common beverages and
health concerns associated with excess caffeine consumption.
(8) 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 explain the physical, mental,
and social benefits of fitness.
(9) 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 achieving appropriate levels of physical activity; and
(B) research and evaluate health products and information
about physical activity and nutritional choices.
(10) Healthy eating and physical activity--risk and
protective factors. The student analyzes and applies risk and protective
factors related to healthy eating and physical activity. The student
is expected to:
(A) describe the connection between dietary choices
and the prevention of obesity, heart disease, and diabetes; and
(B) identify attitudes and behaviors that can reduce
the likelihood of developing chronic conditions such as obesity, heart
disease, or diabetes.
(11) 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 analyze strategies for preventing and responding
to injuries.
(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) explain strategies for avoiding violence, gangs,
and weapons and define human trafficking;
(B) examine characteristics of gang behavior;
(C) identify safety procedures that can be used in
various situations, including violence in the home, school, and community;
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) distinguish between appropriate and inappropriate
boundaries for digital and online communication and research;
(B) explain the benefits of identity protection in
digital and online environments; and
(C) analyze the consequences of cyberbullying and inappropriate
digital and online communication in relation to home, school, and
community 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) identify methods available to report bullying;
(B) identify ways to advocate for self and others to
prevent bullying and cyberbullying behavior; and
(C) explain the impact of abuse and neglect and the
importance of reporting abuse and neglect.
(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 the reasons to avoid the misuse of over-the-counter
and prescription drugs;
(B) identify and explain the importance of each component
of prescription and over-the-counter drug labels; and
(C) describe the physiological effects of alcohol,
vaping products, tobacco, other drugs, and dangerous substances.
(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) analyze the short- and long-term harmful effects
of alcohol, tobacco, other drugs, and dangerous substances such as
inhalants and household products on the functions of the body systems
and mental and social health; and
(B) describe the legal consequences of the illegal
use 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) analyze how positive peer influence can be used
to help a person decide not to use alcohol or drugs; and
(B) describe the importance of seeking help and reporting
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) assess how being assertive, using refusal skills,
and evaluating peer influence can affect decision making and problem
solving;
(B) identify a variety of scenarios and the different
types of refusal skills that can be used to avoid the use of alcohol,
tobacco, and other drugs; and
(C) identify and describe healthy alternative activities
to the use of drugs and other substances.
(20) Reproductive and sexual health--healthy relationships.
The student understands the characteristics of healthy romantic relationships.
The student is expected to
identify characteristics of healthy dating/romantic relationships
and marriage, including sharing, kindness, honesty, respect, trust,
patience, communication, and compatibility.
Cont'd... |
