| (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) 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; and
(B) discuss how the use of suicide prevention resources
such as the National Suicide Prevention Hotline reduces the likelihood
of suicide.
(6) 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) evaluate food labels and menus to determine the
nutritional content and value of foods and make healthy decisions
about daily caloric intake;
(B) compare and contrast the impact of healthy and
unhealthy dietary practices; and
(C) describe how a personal dietary plan affects overall
health and how a plan might differ over the lifespan.
(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:
(A) analyze the relationships between nutrition, physical
activity, and quality of life as they relate to mental, physical,
and social health benefits; and
(B) analyze the relationships between body composition,
diet, and physical activity, including how to balance caloric intake
and physical activity.
(8) 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) evaluate the nutritional differences between preparing
and serving fresh or minimally processed food versus serving commercially
prepared or highly processed foods; and
(B) evaluate the connection between physical activity
and dietary choices as they relate to the prevention of chronic conditions.
(9) 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
how to perform cardiopulmonary resuscitation (CPR) and choking rescue
and how to use an automated external defibrillator (AED).
(10) 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) formulate strategies for avoiding violence, gangs,
weapons, and human trafficking; and
(B) assess the dynamics of gang behaviors.
(11) 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; and
(B) identify appropriate responses to situations in
which digital and online safety are at risk, including identity protection
and recognition of predators.
(12) 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) research and analyze how exposure to family violence
can influence cyclical behavioral patterns;
(B) create a personal action plan, including identifying
areas of support, for use when encountering bullying, cyberbullying,
or harassment; and
(C) describe the ramifications of bullying behavior.
(13) 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) examine examples of drug labels to determine the
drug category and intended use;
(B) identify and describe the importance of the safe
storage and proper disposal of prescription and over-the-counter drugs;
and
(C) develop strategies for preventing the misuse of
prescription and over-the-counter drugs, including recognizing the
negative effects of combining drugs.
(14) 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 describe the interrelatedness of alcohol and other drugs
to health problems.
(15) 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) investigate and identify treatment options for
substance abuse and addiction and misuse, including prescription drugs;
and
(B) explain how to report suspected abuse of drugs
to a parent, school administrator, teacher, or another trusted adult.
(16) 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) compare and contrast physical and social influences
on alcohol, tobacco, and other drug use behaviors;
(B) design materials for health advocacy such as promoting
a substance-free life; and
(C) discuss ways to participate in school-related efforts
to address health-risk behaviors.
(17) 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) analyze the relationship between the use of refusal
skills and the avoidance of alcohol, tobacco, and other drugs; and
(B) analyze the role that alcohol and other drugs play
in unsafe situations, including sexual abuse and assault.
(18) Reproductive and sexual health--healthy relationships.
The student understands the characteristics of healthy romantic relationships.
The student is expected to:
(A) analyze how friendships provide a foundation for
healthy dating/romantic relationships;
(B) identify character traits that promote healthy
dating/romantic relationships and marriage; and
(C) describe how a healthy marriage can provide a supportive
environment for the nurturing and development of children.
(19) 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) describe the characteristics of sex trafficking
such as grooming, controlling behavior, exploitation, force, fraud,
coercion, and violence;
(B) analyze the characteristics of harmful relationships
that can lead to dating violence;
(C) analyze healthy strategies for preventing physical,
sexual, and emotional abuse;
(D) analyze how a healthy sense of self and making
and respecting decisions about safe boundaries and limits promote
healthy dating/romantic relationships;
(E) explain and demonstrate how refusal strategies
can be used to say "no" assertively to unhealthy behaviors in dating/romantic
relationships;
(F) examine factors, including alcohol and other substances,
that increase sexual risk and that affect setting, perceiving, respecting,
and making decisions about boundaries;
(G) examine and discuss influences and pressures to
become sexually active and why it is wrong to violate another person's
boundaries and manipulate or threaten someone into sexual activity;
and
Cont'd... |
