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)

·        Illustrate the respiratory process between heart and lungs.

Physical Activity And Fitness (Fitness/Wellness)

·        Participate in a series of physical fitness activities and explain the healthful benefits.

·        Demonstrate competency in many movement forms and proficiency in a few forms of movement.

Nutrition

·        Explain calories and their importance.

Reproduction/Sexuality (Sensitive Issues)

·        Demonstrate an understanding of concepts related to puberty.

·        Define sexual orientation using the correct terminology (heterosexual, gay, and lesbian).

·        Recognize that diet, exercise, rest, and avoidance of risk behaviors, such as smoking, drinking an other substance use contribute to the health of a mother and a fetus.

Strand 2

Mental Health

Family Life (Family Relationships & Social Behavior)

·        Identify and discuss alternative family structure.

·        Identify and discuss community support-system resources.

Interpersonal Relationships

Strand 3

Disease, Prevention, And Control (Illness Prevention)

·        Explain the value of personal cleanliness.

·        Explain strategies to avoid blood-born illnesses.

Safety And Injury Prevention (Safety)

·        Identify specific safety hazards and describe preventative measures at home, school, and community.

·        Apply appropriate first aid for cuts and bruises.

Tobacco, alcohol, and other substance use/abuse prevention (substance abuse prevention)

·        Describe the effects of illegal substance abuse on the respiratory system.

·        Demonstrate strategies to say “NO.”

·        Identify sources of help for a possible poisoning or overdose.

Violence Prevention

·        List ways to avoid and/or resolve conflict, including conflict mediation.

Strand 4

Consumer Health And Resource Management

·        Identify resources used by individuals to manage their daily lives (physician recommendation, media, time, money, etc.).

·        Name and weigh criteria for selecting a consumer product, and evaluate the product’s safety and health aspects.

Ecological Health

·        Describe how business, industry, and individuals can work cooperatively to solve ecological health problems, such as conserving natural resources and decreasing pollution.

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.