| (B) explain how media influences buying decisions regarding
physical fitness equipment or nutritional products.
(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 healthy dietary practices in the prevention of obesity, heart
disease, and diabetes;
(B) analyze risk factors that may lead to the development
of chronic conditions and formulate strategies to reduce the likelihood
of developing chronic conditions;
(C) identify community and digital resources that can
assist in developing healthy eating and physical activity behaviors;
and
(D) investigate and compare the nutritional differences
between preparing and serving fresh food or minimally processed food
and serving 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 demonstrate basic first-aid procedures, including
CPR and the choking rescue.
(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) analyze strategies for and the benefits of avoiding
violence, gangs, weapons, and human trafficking;
(B) define safe haven and identify designated safe
haven locations in the community;
(C) evaluate the dangers associated with a variety
of weapons;
(D) evaluate the importance of complying with rules
prohibiting possession of and the improper use 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) develop strategies to resist inappropriate digital
and online communication such as social media posts, sending and receiving
photos, sexting, and pornography;
(B) discuss and analyze the consequences resulting
from inappropriate digital and online communication such as social
media posts, sending and receiving photos, sexting, and pornography;
(C) evaluate strategies and techniques for identity
protection in digital and online environments;
(D) identify how technology is used to recruit or manipulate
potential victims of sex trafficking; and
(E) research 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 forms of family violence, including physical,
mental, and emotional violence;
(B) describe the serious effects of bullying, cyberbullying,
or harassment such as suicidal ideation and other effects on the individual;
(C) explain the responsibility to report bullying behavior,
including cyberbullying;
(D) describe the seriousness of various forms of bullying
such as harassment;
(E) analyze strategies for prevention and intervention
of all forms of bullying and cyberbullying such as emotional, physical,
social, and sexual; and
(F) summarize the advantages of seeking advice and
feedback regarding the use of decision-making and problem-solving
skills related to personal safety.
(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) differentiate between appropriate and inappropriate
use of prescription and over-the- counter drugs, including combining
drugs, and the outcomes of each;
(B) identify and describe the categories of prescription
drugs and their proper uses;
(C) identify and explain the importance of each component
of an over-the-counter drug warning label; and
(D) describe how substance misuse and addiction to
alcohol, tobacco, vaping products, drugs, and other substances, including
prescription drugs, affect the body systems and brain.
(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 and explain the short- and long-term health
consequences of addiction to alcohol and tobacco and prescription
and over-the-counter drug misuse and substance use disorders;
(B) analyze the importance of alternative activities
to drug and substance use and misuse on mental and social health;
and
(C) analyze the legal consequences of the use and misuse
of alcohol; tobacco; drugs, including prescription drugs; and other
substances.
(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 and describe treatment options for substance
abuse and addiction;
(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; and
(C) identify at least one example of who, when, where,
and how to get help related to 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) examine the effects and role of peer influence
on decision making and problem solving regarding the use and misuse
of alcohol, tobacco, and other drugs;
(B) examine physical and social influences on alcohol,
tobacco, and other drug use behaviors;
(C) differentiate among the relationships of alcohol,
tobacco, drugs, and other substances and the roles these substances
play in unsafe situations such as drinking and driving; and
(D) identify support systems and describe ways to report
the suspected abuse of drugs to a parent, school administrator, teacher,
or another trusted adult.
(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 develop and apply strategies, including
demonstrating refusal skills, for avoiding alcohol, tobacco, and other
drugs in various scenarios.
(20) Reproductive and sexual health--healthy relationships.
The student understands the characteristics of healthy romantic relationships.
The student is expected to:
(A) compare and contrast the difference between friendship,
infatuation, dating/romantic relationships, and marriage;
(B) explain how friendships provide a foundation for
healthy dating/romantic relationships;
(C) describe healthy ways to express friendship, affection,
and love;
(D) describe appropriate and effective methods of communicating
emotions in healthy dating/romantic relationships and marriage;
(E) evaluate the importance of mutual respect, trust,
support, honesty, commitment, and reliability in healthy dating/romantic
relationships and marriage;
(F) describe behaviors in dating/romantic relationships
that enhance dignity and respect; and
(G) describe the benefits of healthy marriages, including
companionship and social, emotional, financial, and health benefits.
(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) explain that physical, emotional, and sexual abuse
and exploitation are all forms of abuse;
Cont'd... |
