| (F) identify strategies for using non-violent conflict
resolution skills.
(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) identify how physical and social changes impact
self-esteem;
(B) identify possible health benefits of setting and
implementing long-term personal goals;
(C) create and discuss personal life goals that one
wishes to achieve and consider the financial impact of graduating
from high school, having a full-time job, and waiting until marriage
if one plans to have children; and
(D) explain the steps in the decision-making process
and the importance of following the steps.
(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 and discuss how adolescent brain development
influences emotions, decision making, and logic; and
(B) relate physical environmental factors such as school
climate and availability of resources to individual, family, and community
health.
(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) examine the outcomes of healthy and unhealthy methods
for managing challenges related to long-term health conditions of
self and others;
(B) identify and describe lifetime strategies for managing
conditions that impact learning such as attention-deficit disorder
(ADD), attention-deficit/hyperactivity disorder (ADHD), dyslexia,
dysgraphia, and sensory issues;
(C) identify how to respond positively to develop resiliency;
(D) describe healthy and unhealthy self-management
strategies for stress, anxiety, depression, trauma, loss, and grief;
(E) identify causes and effects associated with disordered
eating and eating disorders such as bulimia, anorexia, and binge eating
disorder and the importance of seeking help from a parent or another
trusted adult for oneself or others related to disordered eating;
(F) discuss the suicide risk and suicide protective
factors identified by the Centers for Disease Control and Prevention
(CDC) and the importance of telling a parent or another trusted adult
if one observes the warning signs in self or others;
(G) explain the role of a healthy self-concept in avoiding
self-harming behaviors that can occur when someone is struggling to
manage overwhelming emotions; and
(H) identify suicide prevention resources such as the
National Suicide Prevention Hotline.
(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) define micronutrients, including calcium and iron,
and their recommended daily allowances;
(B) compare and contrast common food labels and menus
for nutritional content and calories;
(C) describe healthy and unhealthy dietary practices;
(D) explain the importance of a realistic personal
dietary plan; and
(E) evaluate the importance of choosing lower sodium
alternatives to foods that have high levels of sodium such as salty
snacks and canned vegetables.
(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:
(A) identify the CDC guidelines for daily physical
activity throughout the lifespan; and
(B) analyze the benefits of regular physical activity
on mental, physical, and social health.
(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) make a variety of healthy personal food choices
and develop short- and long-term goals to achieve appropriate levels
of physical activity and improve personal physical fitness levels;
and
(B) explain the role of media and technology in influencing
individual and community health related to 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) analyze the impact of moderate physical activity
and dietary choices on the prevention of obesity, heart disease, and
diabetes;
(B) identify strategies to adopt healthy behaviors
to reduce the likelihood of developing chronic conditions such as
obesity, heart disease, or diabetes;
(C) analyze internal and external factors that influence
healthy eating and physical activity behaviors; and
(D) discuss the nutritional differences between preparing
and serving fresh or minimally processed foods and commercially prepared
or highly processed foods.
(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 describe basic first-aid procedures.
(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) discuss and demonstrate strategies for avoiding
violence, gangs, weapons, and human trafficking;
(B) define safe haven and identify dedicated safe haven
locations in the community;
(C) describe the dangers associated with a variety
of weapons;
(D) explain the importance of complying with rules
prohibiting possession of weapons; and
(E) 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) discuss appropriate personal digital and online
communication boundaries;
(B) develop strategies to resist inappropriate digital
and online communication such as social media posts, sending and receiving
photos, sexting, and pornography;
(C) discuss and analyze consequences resulting from
inappropriate digital and online communication such as social media
posts, sending and receiving photos, sexting, and pornography;
(D) discuss strategies and techniques for identity
protection in digital and online environments;
(E) identify how technology is used to recruit or manipulate
potential victims of sex trafficking; and
(F) identify the current legal consequences of cyberbullying
and inappropriate digital and online communication.
(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 how exposure to family violence can influence
behavior and the importance of reporting suspected abuse;
(B) assess healthy and appropriate ways of responding
to and discouraging bullying and cyberbullying, including behavior
that takes place at school;
(C) analyze the impact that bullying has on both victims
and bullies;
(D) identify strategies for prevention and intervention
of all forms of bullying and cyberbullying such as emotional, physical,
social, and sexual; and
(E) discuss ways to seek the input of parents and other
trusted adults in problem solving issues relating to violence and
bullying.
(15) Alcohol, tobacco, and other drugs--use, misuse,
and physiological effects. The student understands the difference
between use and misuse of different substances and how the use and
misuse of substances impacts health. The student is expected to:
(A) describe the misuse and abuse of prescription and
over-the-counter drugs, including combining drugs, and the dangers
associated with each;
Cont'd... |
