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)

·        List functions of the skin.

·        Explain how the brain works.

Physical Activity And Fitness (Fitness/Wellness & Nutrition)

·        Explain how diet and exercise affect the heart.

·        Explain how diet and exercise affect overall health.

·        Understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

Nutrition

Reproduction/Sexuality (Sensitive Issues)

Strand 2

Mental Health

·        Relate choices with consequences.

·        Demonstrate appropriate ways to express feelings.

·        Differentiate between real and imagined dangers.

Family Life (Family Relationships & Social Behavior)

·        Describe ways in which members adjust to family changes.

Interpersonal Relationships

Strand 3

Disease Prevention And Control (Illness Prevention)

·        Describe ways to prevent illness and disease (diet, sleep, hygiene, etc.).

Safety And Injury Prevention (Safety)

·        Demonstrate safety procedures for fire, police, and bus emergencies.

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

·        Differentiate between medicinal and illegal drugs.

Violence Prevention

·        Interact positively regardless of individual cultural differences.

Strand 4

Consumer Health And Resource Management

Ecological 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.