| (4) Mental health and wellness--risk and protective
factors. The student recognizes the influence of various factors influencing
mental health and wellness. The student is expected to formulate strategies
for combating environmental factors that have a detrimental effect
on mental health.
(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) describe the impact of positive stress on building
resiliency and promoting mental health and wellness;
(B) discuss the impact of choosing healthy self-management
strategies for stress, anxiety, depression, trauma, loss, and grief
on mental health and wellness;
(C) research and explain the behaviors associated with
eating disorders and their impact on health;
(D) discuss how the use of suicide prevention resources
such as the National Suicide Prevention Hotline reduces the likelihood
of suicide; and
(E) research and discuss data on and prevalence of
local, state, and national suicide rates among various groups.
(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 design a realistic, long-term
personal dietary plan that promotes individual and family health.
(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) compare and contrast the impact of active and sedentary
lifestyles on overall health; and
(B) develop a physical fitness profile using appropriate
technology.
(8) Healthy eating and physical activity--nutrition
and physical activity literacy. The student will obtain, process,
and understand basic physical activity and nutrition information needed
to make health-promoting decisions. The student is expected to:
(A) analyze the progress of short- and long-term goals
in achieving appropriate levels of physical activity, improving personal
physical fitness levels, and making healthy personal food choices;
and
(B) analyze marketing and advertising techniques in
health product and service promotion.
(9) 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) research and discuss the social and economic impact
of chronic conditions, including obesity, heart disease, and diabetes;
and
(B) create a plan for accessing community and digital
resources that can assist in developing healthy eating and physical
activity behaviors.
(10) 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 discuss risk-taking behaviors, including driving
under the influence and distracted driving, and their associated consequences.
(11) 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 evaluate ways to respond to harmful
situations that involve weapons; and
(B) develop educational safety models for children
and adults for use at home, school, and in the community.
(12) 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 and analyze consequences resulting from
inappropriate digital and online communication such as sending and
receiving photos, sexting, and pornography; and
(B) assess the legal and ethical ramifications of unacceptable
behaviors in digital and online environments.
(13) 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 and respond to situations requiring intervention
for victims of bullying, cyberbullying, or harassment; and
(B) promote strategies for prevention and intervention
of all forms of bullying and cyberbullying such as emotional, physical,
social, and sexual.
(14) 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) analyze how substance misuse and addiction to alcohol,
tobacco, drugs, and other substances impact family and community health;
(B) analyze the importance of alternative activities
to drug and substance misuse and abuse; and
(C) identify individual and community protective factors
and skills that prevent substance misuse and substance use disorders.
(15) 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
evaluate the impact of laws relating to the use and misuse of prescription
and over-the-counter drugs, alcohol, tobacco, and other substances
on self and community.
(16) 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 identify ways to support and assist someone who shows
signs and symptoms of alcohol, tobacco, or drug use and misuse.
(17) 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) discuss risk-taking behaviors such as drinking
and driving with their associated legal, social, and physical consequences;
(B) analyze physical and social environmental influences
on the misuse and abuse of prescription drugs in places such as school,
sports, or entertainment; and
(C) design a public health information campaign related
to safe havens, where to go for help, or reporting drug-related behaviors.
(18) 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 strategies for preventing
use or misuse of alcohol, tobacco, and other drugs, including opioids.
(19) Reproductive and sexual health--healthy relationships.
The student understands the characteristics of healthy romantic relationships.
The student is expected to:
(A) compare and contrast effective and ineffective
methods of communicating emotions in healthy dating/romantic relationships
and marriage;
(B) analyze behaviors in romantic relationships that
enhance dignity and respect; and
(C) examine how a healthy marriage can provide a supportive
environment for the nurturing and development of children.
(20) 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 community resources to support individuals
who have experienced sexual harassment, sexual abuse, sexual assault,
dating violence, and sex trafficking;
(B) evaluate the importance of reporting to a parent
or another trusted adult sexual harassment, sexual abuse, sexual assault,
and dating violence involving self or others;
(C) discuss how refusal skills can be used to set limits
and boundaries to avoid behaviors that increase sexual risk;
(D) analyze factors, including alcohol and other substances,
that increase sexual risk and that affect setting, perceiving, respecting,
and making decisions about boundaries; and
Cont'd... |
