Guiding Principles

Guiding Principle I

Comprehensive health education teaches students fundamental health concepts and skills that foster healthy habits and behaviors for the individual and others through sequential and coordinated teaching of health education, physical education, and family and consumer sciences education at each grade level, kindergarten through grade 12.

 

Guiding Principle II

Comprehensive health education teaches students to use fundamental health concepts to assess risks, to consider potential consequences and to make health- enhancing decisions.

 

Guiding Principle III

Comprehensive health education teaches skills that assist students to understand and communicate health information clearly for self-management and health promotion.

 

Guiding Principle IV

Comprehensive health education contributes to the capacity of students to work in a positive manner with families, school staff, peers, and community members to enhance personal health and create a safe and supportive environment where individual similarities and differences are acknowledged.

 

Guiding Principle V

Comprehensive health education is strengthened through collaboration and partnerships among all components of the coordinated school health program and other subjects.

 

Content

Strand 1

Growth And Development (Human Body)

·         Identify major body parts and their functions.

·         Explain the function of the heart and blood in the body.

·         List ways to take care of the body.

Physical Activity And Fitness (Fitness/Wellness)

·         Participate in a sequence of physical fitness activities and explain the healthful benefits on bones and muscles.

·         Identify major body parts and their functions related to movement.

Nutrition

·         Identify the food pyramid.

·         Make healthy food choices.

·         Identify heredity, diet, and physical activity as key factors in body shape and size.

Reproduction/Sexuality (Sensitive Issues)

Strand 2

Mental Health

·         Define ways people communicate their feelings.

Family Life (Family Relationships & Social Behavior)

·        Discuss ways in which families are different.

Interpersonal Relationships

Strand 3

Disease Prevention And Control (Illness Prevention)

·         Differentiate between communicable and non-communicable diseases.

Safety And Injury Prevention (Safety)

·         Identify careless behaviors that can result in accidents.

Tobacco, Alcohol, And Other Substance Use/Abuse Prevention (Substance Abuse Prevention)

·         Explain how smoking and pollution affect health.

Violence Prevention

·         Describe ways to interact with others respectfully.

Strand 4

Consumer Health And Resource Management

Ecological Health Community And Public Health

Strands & Standards

Health Literacy

Students will:

1. Understand current concepts of health promotion, disease prevention, and risk assessment.

2. Develop individual competence and versatility in movement skills, understand movement concepts, and relate physical activity to lifelong health.

3. Analyze the impact of social, cultural, economic, and environmental factors on health.

4. Identify, use, and evaluate health information and resources.

Healthy Self-Management

Students will:

5. Assess health beliefs, attitudes, and behaviors in order to set achievable goals, monitor progress, and evaluate outcomes.

6. Demonstrate the ability to assess risk, consider potential consequences, and make health-enhancing decisions.

7. Manage resources and practice behaviors that protect and enhance their physical, intellectual, emotional, and social health.

8. Exhibit a physically health lifestyle to achieve and maintain a health-enhancing level of personal fitness.

Health Promotion

Students will:

9. Communicate health information clearly and accurately.