Download Health Core Standards, 6-8

HEALTH CORE STANDARDS, 6-8
Common Curriculum Goals
Health Skills
CCG: Demonstrate ability to use
health skills, to obtain and
interpret information, to manage
personal behaviors and to
advocate for healthy and safety
issues.
Alcohol, Tobacco and Other
Drug Use Prevention
CCG: Demonstrate interpersonal
communication, analyzing
influences, and advocacy skills
while understanding the impact of
drug prevention.
Prevention and Control of
Diseases
CCG: Demonstrate self
management and advocacy skills
while understanding the
relationships among health
behavior and prevention of
disease.
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7
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AI – Access home, school and community resources to meet specific health and safety needs; SI – Use strategies that promote health and prevent unsafe situations; INF – Analyze influences on health and well-being (e.g.,
culture, family, media, technology, peers, body image, emotions, and physical and social environments); IC – Demonstrate effective communication, peer resistance, assertiveness and conflict resolution skills; GS – Use a goalsetting model to set short- and long term goals for healthy living; DM – Use a decision making model that will enhance health and well being; A – Advocate to self, peers, family and community members, the benefits of
health and safety-enhancing practices.
 Recognize differences and effects of: secondhand smoking, passive
smoking (IC)
 Explain short- and long- term effects of ATOD use: social, legal,
economic, cosmetic (A/INF/IC)
 Identify and explain the influences that encourage young people to
abstain from ATOD use (INF)
 Identify effects of ATOD on: athletic performance, academic
performance (INF)
 Demonstrate refusal skills to avoid riding with an ATOD impaired
driver (SI/INF/IC)
 Explain: stages of drug dependence, addiction, effects on the brain
 Identify differences between: stimulants, depressants
 Identify factors that modify drug effects: age, gender, eight, dosage,
purity, tolerance, drug interactions (INF)
 Identify the health risks versus the benefits of the use of steroids
and performance-enhancing drugs
AT.01 – Describe the benefits of a
tobacco and drug-free environment.
AT.02 – Demonstrate refusal skills
around the use of alcohol, tobacco,
inhalant, and other drug use.
 Identify and list: communicable diseases, non-communicable diseases
(SI)
 Identify the differences between: communicable diseases and noncommunicable diseases (SI)
 Understand the chain of infection (A/AI)
 Identify strategies for preventing the spread of communicable
diseases including HIV?AIDS and Hepatitis B and C
DI.01 – Describe personal health care
practices that prevent the spread of
communicable disease including
HIV.AIDS and Hepatitis B and C.
DI.02 – Demonstrate personal health
care practices that prevent the spread
of communicable diseases.
DI.03 – Advocate for personal health
practices that prevent the spread of
HIV/AIDS and Hepatitis B and C.
 Conduct a personal dietary assessment using the UDSA guidelines
(GS/DM)
 Explain the importance of assuming responsibility for personal health
behaviors related to the USDA Food Guide Pyramid
 Demonstrate behaviors to avoid or reduce health risks to self and
others through healthy eating (A)
 Identify and differentiate the link between: diet and health, diet
and chronic disease (DM/INF)
 Explain the importance of variety and moderation in food selection and
consumption
 Identify different causes of stress
 Explain strategies for effectively managing stress
 List factors that positively or negatively impact self-esteem
 Identify how emotions change during adolescence
 Explain the relationship of physical, mental, and emotional health to
wellness
 Identify different types of addictive behaviors (AI/DM)
 Identify school and community resources for support of addictive
behaviors (AI)
 Demonstrate how to ask for assistance to enhance health
HE.01 – Explain the importance of
variety and moderation in food
selection and consumption.
HE.02 – Track progress toward
achieving a short-term personal goal
related to variety and moderation
within healthy eating.
MH.01 – Identify how emotions
change during adolescence.
MH.02 – Identify school, home, and
community resources for mental and
emotional health concerns.
 Analyze the relationship between healthy behaviors and an active
lifestyle
 Access the recommended amount and types of physical activity for
adolescents (AI)
 Describe how family history can affect personal health
 Identify ways to be physically active throughout a lifetime (GS/DM)
 Describe the benefits of and barriers to practicing an active lifestyle
Promotion of Environmental
Health
CCG: Demonstrate analyzing
influences and interpersonal
communication skills while
understanding how the
environment affects health
Promotion of Healthy Eating
CCG: Demonstrate self
management, analyzing influences,
goal setting and advocacy skills
while understanding the
components of healthy eating.
Promotion of Mental, Social and
Emotional Health
CCG: Demonstrate accessing
information and interpersonal
communication skills while
understanding the components of
mental, social and emotional
health.
Promotion of Physical Activity
CCG: Demonstrate accessing
information skills while
understanding the components of
physical activity.
June 2010
Benchmark Standards
 Analyze how the environment affects personal health
Promotion of Sexual Health
Demonstrate accessing
information, interpersonal
communication and decision
making skills while understanding
the components of sexual health.
 Describe and explain physical changes that occur during puberty
 Understand consequences of sexual activity: STD/HIV, Hepatitis B,
Hepatitis C, pregnancy
 Identify possible short and long term consequences of sexual activity,
including what it means to be responsible for the results of one’s
decisions
 Acknowledge and advocate the promotion of abstinence as the safest,
most effective method of protection from: STD/HIV, Hepatitis B,
Hepatitis C, pregnancy (DM/A/SI)
 Define influences that impact decisions around sexual activity: media,
values (INF)
 Explain the importance of assuming responsibility for personal health
behaviors
 Practice effective communication skills to refuse sexual pressures and
communicate the consequences of sexual activity
 Identify methods of protection from STD/HIV, Hepatitis B and C and
pregnancy, including: abstinence, disease reduction, contraception
(DM/SI)
 Access appropriate school, home and community resources to address
issues around sexual health, including testing for pregnancy, STD/HIV
and Hepatitis B and C (AI)
SH.01 – Identify possible short and
long term consequences of sexual
activity, including what it means to be
responsible for the results of one’s
decisions.
SH.02 – Practice effective
communication skills to refuse sexual
pressures and communicate the
consequences of sexual activity.
Unintentional Injury Prevention
CCG: Demonstrate accessing
information, self-management,
interpersonal communication, goal
setting and decision making skills
while understanding the
components of injury prevention.
 Describe ways to reduce the risk of or prevent injuries while
travelling to and from school and in the community (SI/IC?DM/A)
 Examine the likelihood of injury or illness if engaging in unhealthy
behaviors
 Identify proper clothing/attire for a variety of conditions and
activities
 Know your community’s emergency response plan (CERT) and how you
can participate (AI)
 Demonstrate procedures to stabilize injury / emergency situations
until help arrives (AI/IC)
 Describe basic first aid procedures needed to treat: injuries, other
emergencies (A/AI)
 Explain the impact of alcohol, tobacco and other drugs on unintentional
injury (DM/A/SS/INF)
 Determine how alcohol and other drugs can affect behaviors that can
lead to injury (SI/INF/DM)
 Identify rules and laws intended to prevent injuries
Violence and Suicide Prevention
CCG: Demonstrate selfmanagement, analyzing influences
and advocacy skills while
understanding individual,
community and societal factors
that prevent, reduce, and/or
contribute to violence and suicide.
 Identify and describe: triggers for violent behavior, different types
of harassment, including bullying, warning signs of suicide
 Explain how pro-social behaviors may prevent violence: helping others,
being respectful of self and others, cooperation, consideration
(IC/A/INF)
 Demonstrate / advocate for communication skills and strategies
needed to report dangerous situations: violence, suicide, sexual assault
(IC/SI)
 Practice and use a variety of clear communication skills and peer
resistance skills to avoid violent situations (IC)
 Explain how problem-solving, anger management and impulse control
prevent violence (A/INF)
 Demonstrate the steps of: problem-solving, anger management,
impulse control (IC)
 Describe the differences between different types of violence:
physical, verbal, relational, sexual (INF/A)
 Explain how violence, aggression, bullying and harassment affect health
and safety
 Design an advocacy campaign for preventing violence, aggression,
bullying and harassment
IP.01 – Explain ways to reduce risk of
injuries while traveling to and from
school and in the community
IP.02 – Identify rules and laws
intended to prevent injuries.
IP.03 – Demonstrate personal
responsibility to follow safety related
rules.
IP.04 – Use the decision making
process to use safety practices in and
around motorized vehicles.
VS.01 – Explain how violence,
aggression, bullying, and harassment
affect health and safety.
VS.02 – Design an advocacy campaign
for preventing violence, aggression,
bullying and harassment.
June 2010