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)

·        Describe the body’s systems and the role each plays.

·        Differentiate fact from myth for common skin problems such as acne, cold sores, athlete’s foot, and warts.

·        List appropriate ways to treat various skin problems.

Physical Activity And Fitness (Fitness/Wellness)

·        Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance.

·        Explain the roles of four types of exercise in fitness.

·        Design a personal fitness plan.

·        Explain the role of exercise in stress reduction, violence prevention, and a healthier lifestyle.

·        Describe the relationship between diet and exercise and the relationship to future diseases such as obesity and heart disease.

Nutrition

·        Compare student food intake with recommended adolescent guidelines.

·        Correlate diet and a healthy appearance.

Reproduction/Sexuality (Sensitive Issues)

·        Describe reproductive parts of male and female bodies.

·        Define the types of sexually transmitted diseases and how they are prevented.

·        Describe the relationship between HIV/STDS and risky behavior.

Strand 2

Mental Health

·        Define looking good, and list elements that contribute to a healthy appearance.

·        Describe how health habits can influence one’s feelings of well being.

·        Identify the causes and effects of depression and how to seek help.

·        Describe the contribution of a personal support system to positive mental health.

Family Life (Family Relationships & Social Behavior)

·        Describe behaviors necessary for people to cooperate with one another.

Interpersonal Relationships

Strand 3

Disease Prevention And Control (Illness Prevention)

·        Explain the impact of stress, relationships, and food on health.

·        Describe the relationship between overexposure to the sun and skin cancer.

Safety And Injury Prevention (Safety)

·        Demonstrate an understanding of first-aid techniques.

·        Describe the actions and behaviors to protect oneself when alone at home or in the community when caring for small children (such as first aid and rescue breathing).

·        Distinguish among symptoms of bleeding, choking, poisoning, burns, broken bones, and cardiac arrest.

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

·        Recognize that most people in society do not use drugs.

·        List legal and fun activities that are alternatives to drug use.

Violence Prevention

·        Demonstrate strategies that can be used to avoid confrontation or resolve conflicts.

Strand 4

Consumer Health And Resource Management

·        Describe the components of a nutrition label and how to use this information to make healthy, informed decisions regarding food.

·        Evaluate both the physical effectiveness and cost effectiveness of health care products.

·        Identify ways that family and friends can positively and negatively influence consumer choices.

Ecological Health

Community And Public Health

·        Identify how individuals can use their knowledge to actively promote good health habits/routines in their schools and community.

·        Identify the origins and accuracy of facts in social messages that promote healthy and unhealthy behaviors.

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.