Standards
Identify the stages of the life cycle (i.e., birth, infancy, childhood, adolescence, adulthood, late adulthood, death)
Generate resourceIdentify examples of intellectual, emotional, social, and spiritual health during childhood (e.g., friendships, expression of feelings)
Generate resourceIdentify basic human body systems and their functions (i.e., skeletal: gives body support and shape; muscular: helps body move; circulatory: moves blood throughout the body; respiratory: helps the body use the air we breathe; digestive: helps the body use food to make energy; nervous: controls all body actions)
Generate resourceDescribe the effects of healthy and unhealthy foods on the body (e.g., healthy foods provide nutrients for growth and development; unhealthy foods contribute to a lack of energy and obesity)
Generate resourceDescribe how personal health behaviors (e.g., grooming habits, wellness exams, proper nutrition, health fitness) affect individual well being
Generate resourceExplain how the family, school, and community influence personal health (e.g., family promotes personal health, school educates the youth, community provides resources)
Generate resourceDescribe factors related to intellectual, emotional, social, and physical health (e.g., having trusted person to talk to, being physically active every day)
Generate resourceIdentify the differences between communicable and non-communicable illnesses and diseases (e.g., communicable: cold, flu, strep throat; non-communicable: asthma, allergies, cancer)
Generate resourceDescribe the characteristics of threatening situations (e.g., bullying, harassment, internet sites)
Generate resourceExplain personal safety procedures and use of equipment (e.g., life jackets, emergency exit routes, seatbelts)
Generate resourceIdentify different types of healthful community activities (e.g., hobbies, clubs, reading, physical activities, volunteering)
Generate resourceExplain the effects that peer pressure has on personal health (e.g., refusal skills)
Generate resourceDescribe non-violent strategies to deal with conflicts and disputes (e.g., talking out the issue, controlling emotions, seeking a mediator)
Generate resourceExplain how pollution can affect the body (e.g., respiratory diseases, water borne diseases, chemical runoff)
Generate resourceIdentify ways to communicate care, consideration, and respect of self and others (e.g., listening and encouraging others, using positive communication skills, demonstrating trust)
Generate resourceExplain when to communicate with responsible adults about health and safety decisions (e.g., stranger danger, good touch, bad touch, internet)
Generate resourceDescribe how to use goal setting to enhance personal health (e.g., increasing activity, making healthy food choices, improving endurance, flexibility, and strength)
Generate resourceExplain how to use resources from home, school, and community that provide valid health information (e.g., making an appointment with the school counselor, providing pertinent information to health care workers)
Generate resourceIdentify ways to manage money in health-related decisions (e.g., fruit/candy, water/soda, roller blades/motorized scooter)
Generate resourceIdentify ways to promote good health (e.g., positive role model, having a positive attitude about health)
Generate resourceStudents demonstrate the ability to access, use, and evaluate health-related information, products, and services.
Generate resourceStudents demonstrate the ability to use decision making and goal setting skills to enhance health.
Generate resourceStudents demonstrate the ability to advocate for personal, family, and community health.
Generate resourceStudents demonstrate the ability to use communication skills to enhance health.
Generate resourceStudents understand the effect of external factors on the health of individuals, families, communities, and the environment.
Generate resourceStudents understand concepts related to the promotion of health and the prevention of disease.
Generate resource