| (B) compare and contrast examples of prescription and
over-the-counter drug labels;
(C) identify and describe practices used to safely
store and properly dispose of prescription and over-the-counter drugs;
and
(D) describe substance abuse and addiction to 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 the 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 health consequences
of prescription and over-the- counter drug misuse and substance use
disorders; and
(B) discuss the legal consequences related to the use,
misuse, and possession of drugs, including prescription drugs.
(17) Alcohol, tobacco, and other drugs--treatment.
The student recognizes and understands the options for treatment and
how to seek help related to the use and misuse of alcohol; tobacco;
drugs, including prescription drugs; and other substances. The student
is expected to:
(A) identify ways to report a suspected abuse of drugs
to a parent, school administrator, teacher, or another trusted adult;
(B) identify signs and symptoms of alcohol; tobacco;
drugs, including prescription drugs; and other substance use and misuse
such as using medicine prescribed for someone else or for reasons
other than intended;
(C) identify examples of who, when, where, and how
to get help related to unsafe situations regarding the use and misuse
of alcohol; tobacco; drugs, including prescription drugs; and other
substances.
(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) explain the impact of peer influence on decision
making regarding the use of alcohol, tobacco, and other drugs;
(B) describe methods for differentiating between positive
and negative relationships that can influence alcohol, tobacco, and
other drug use;
(C) identify physical and social influences on alcohol,
tobacco, and other drug use behaviors; and
(D) explain the relationships between alcohol, tobacco,
drugs, and other substances and the role each can play in unsafe situations
such as drinking and driving.
(19) Alcohol, tobacco, and other drugs--prevention.
The student analyzes information and applies critical-thinking skills
to avoid substance use and misuse and recognizes the benefits of delayed
use. The student is expected to:
(A) identify ways such as alternative activities and
refusal skills to prevent or avoid the use of alcohol, tobacco, drugs,
and other substances;
(B) demonstrate refusal skills in various scenarios
where alcohol, tobacco, and other drugs may be present; and
(C) identify and describe strategies for avoiding alcohol,
tobacco, and other drugs, including opioids.
(20) Reproductive and sexual health--healthy relationships.
The student understands the characteristics of healthy romantic relationships.
The student is expected to:
(A) define and distinguish between friendship, infatuation,
dating/romantic relationships, and marriage;
(B) describe how friendships provide a foundation for
healthy dating/romantic relationships;
(C) list healthy ways to express friendship, affection,
and love;
(D) describe characteristics of healthy dating/romantic
relationships and marriage, including sharing, kindness, honesty,
respect, trust, patience, communication, and compatibility;
(E) explain that each person in a dating/romantic relationship
should be treated with dignity and respect; and
(F) describe how healthy marriages can contribute to
healthy families and communities.
(21) Reproductive and sexual health--personal safety,
limits, and boundaries. The student understands how to set and respect
personal boundaries to reduce the risk of sexual harassment, sexual
abuse, and sexual assault. The student is expected to:
(A) identify that physical, emotional, and sexual abuse
and exploitation are all forms of abuse;
(B) identify the social and emotional impacts of sexual
harassment, sexual abuse, sexual assault, and sex trafficking;
(C) list the characteristics of unhealthy or harmful
relationships, including anger, controlling behavior, jealousy, manipulation,
and isolation;
(D) identify ways of reporting suspected sexual abuse
involving self or others such as telling a parent or another trusted
adult;
(E) explain how a healthy sense of self and making
and respecting decisions about safe boundaries and limits promote
healthy dating/romantic relationships;
(F) identify communication and refusal skills and how
they can be applied in dating/romantic relationships; and
(G) explain the importance of clearly communicating
and respecting personal boundaries and using refusal skills related
to physical intimacy such as holding hands, hugging, and kissing.
(22) Reproductive and sexual health--anatomy, puberty,
reproduction, and pregnancy. The student analyzes adolescent development,
the process of fertilization, and healthy fetal development. The student
is expected to:
(A) describe changes in male and female anatomy and
physiology during puberty and how rates and patterns of development
can vary between individuals;
(B) describe the process, characteristics, and variations
of the menstrual cycle;
(C) analyze the role of hormones related to growth
and development and personal health;
(D) describe the cellular process of fertilization
in human reproduction; and
(E) explain significant milestones of fetal development.
(23) Reproductive and sexual health--sexual risk. The
student understands that there are risks associated with sexual activity
and that abstinence from sexual activity is the only 100% effective
method to avoid risks. The student is expected to:
(A) identify teen pregnancy as a possible outcome of
sexual activity;
(B) identify life goals that one wishes to achieve
prior to becoming a parent;
(C) define sexually transmitted infections (STIs) and
sexually transmitted diseases (STDs) as infections or diseases that
are spread through sex or sexual activity;
(D) identify what emotional risks are associated with
sexual activity between unmarried persons of school age;
(E) define abstinence as refraining from all forms
of sexual activity and genital contact between individuals and discuss
the importance of seeking support from parents, other trusted adults,
and peers to be abstinent;
(F) explain why abstinence is the preferred choice
of behavior in relationship to all sexual activity for unmarried persons
of school age;
(G) identify why abstinence from sexual activity is
the only method that is 100% effective in preventing pregnancy; STDs/STIs,
including human immunodeficiency virus (HIV) and acquired immunodeficiency
syndrome (AIDS); and the emotional risks associated with adolescent
sexual activity;
(H) list the benefits of abstinence from sexual activity
such as increased self-esteem, self-confidence, student academic achievement,
and alignment with personal, family, and moral or religious beliefs
and values; and
(I) explain how laws protect victims of sexual harassment,
sexual abuse, and sexual assault.
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