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)

·        Explain how heredity and environment contribute to human growth and development.

·        Define genes and the concept of heredity.

·        Identify the stages of the human life cycle (prenatal through adulthood).

Physical Activity And Fitness (Fitness/Wellness)

·        List benefits of exercise to healthy lifestyle.

·        Explain the relationship of nutrition and exercise to fitness.

·        Perform a rhythm routine that combines traveling, rolling, balancing, and weight transfer.

Reproduction/Sexuality (Sensitive Issues)

·        Identify coping strategies used to deal with physical, emotional, and social changes brought on by puberty.

·        Define HIV/AIDS.

·        List ways to contract AIDS.

·        Define HIF and hepatitis and how they are transmitted and prevented.

·        Describe how the functions, purposes, and responsibilities of family members change with life events.

·        Explain the family life cycle and recognize that raising a child is one of the most important functions of a family.

·        Describe those whom one can trust and turn to for help in a crisis.  Examples of support systems include relatives, friends, neighbors, community organizations, and faith-based groups.

Strand 2

Mental Health

·        Identify and describe the experience of different feelings and how these feelings affect daily function.

·        State ways to recognize and manage stress and recognize that stress is important to growth and development.

Family Life (Family Relationships & Social Behavior)

·        Summarize the benefits and risks of friendships.

·        Differentiate between teasing and harassment.

Interpersonal Relationships

Strand 3

Disease Prevention And Control (Illness Prevention)

·        List positive and negative factors affecting a person's health.

·        Recognize that heredity, environment, and lifestyle impact a person's health.

·        Discuss how cleanliness and good grooming show consideration for self and others, and ways to promote cleanliness.

Safety And Injury Prevention (Safety)

·        Restate safety rules for equipment, sun, and water.

·        List rules to follow when weapons are present.

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

·        Explain the effects that these substances have on brain and body: alcohol, tobacco, smokeless tobacco, marijuana, stimulants, and steroids.

·        Identify advertising techniques used to attract young people.

Violence Prevention

·        Differentiate between angry feelings and angry behavior.

·        Explain problem-solving and decision-making strategies used to resolve conflicts.

·        Identify the social and emotional consequences of harassment (for example, gender, racial, handicap, sexual in nature, etc.).

Strand 4

Consumer Health And Resource Management

·        Identify ways consumer decisions and actions can influence physical and mental health.

·        Describe the decision-making process when planning a budget to save money for a special purpose.

Ecological Health

·        Describe methods and benchmarks for evaluating the state of the environment.

·        Identify individual and community responsibility in ecological health.

·        Evaluate solutions generated by science, technology/engineering, and individuals regarding ecological health problems.

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.