HA. HEALTH CONCEPTS
Students will understand health promotion and disease prevention concepts. Knowledge of how disease and injury affect the body and learning about the health benefits of preventive care, timely treatment, and appropriate personal behaviors are at the heart of health education. Students who protect their health have a better chance of remaining healthy and productive throughout their lives. Students will be able to:
SECONDARY GRADES
1. Analyze the relationship between personal health practices and individual well-being.
2. Describe the interrelationship of physical, mental, emotional, and social health throughout the stages of life.
3. Evaluate the short- and long-term effects of risky behavior.
4. Analyze the impact of personal health behaviors on body systems.
5. Analyze how the environment relates to personal and community health.
6. Describe health issues common at different stages of life.
7. Analyze how public health policies and laws influence health promotion and disease prevention.
8. Analyze how the prevention and control of health problems are influenced by research and medical advances.
9. Describe how disease-causing microorganisms, family history, nutrition and other factors relate to the cause or prevention of disease and other health problems.
10. Describe how stress management relates to disease prevention.
11. Demonstrate in-depth understanding of complex health concepts.
EXAMPLES
Analyze how particular health practices prevent the transmission of communicable diseases.
Evaluate the short- and long-term effects of the use of tobacco, alcohol, and other drugs.
Discuss how personal hygiene practices affect physical and social well-being.
Analyze the possible negative and positive impacts of industrial development on the environment of a community and the health of local residents.
HB. HEALTH INFORMATION, SERVICES, AND PRODUCTS
Students will know how to acquire valid information about health issues, services, and products. People need good information about prevention, early detection, and treatment of health problems. An important step in learning to protect health is developing the skills to find and analyze information about health issues. Students will be able to:
SECONDARY GRADES
1. Provide evidence to support the validity of health information, products and services.
2. Evaluate factors that influence personal selection of health products and services (e.g., cost and accessibility).
3. Access school and community health services (e.g., school nurse, family physician, emergency care).
4. Analyze various health problems and identify those that require professional health care services (e.g., dental cavities, sports injuries).
EXAMPLE
Compare and contrast ingredients, packaging, and cost of three commonest products.
HC. HEALTH PROMOTION AND RISK REDUCTION
Students will understand how to reduce their health risks through the practice of healthy behaviors. In taking responsibility for personal health, students lay a foundation for a healthy, productive life. Many diseases and injuries can be prevented by avoiding harmful behaviors and taking fewer risks. More importantly, students can take steps to improve their health, such as eating better foods, exercising regularly, and paying attention to preventive care. Students will be able to:
SECONDARY GRADES
1. Analyze the extent to which individuals are responsible for enhancing health and safety in the community and the workplace.
2. Demonstrate strategies to avoid, change, and report unsafe situations.
3. Design, implement, and evaluate a plan of stress management.
EXAMPLES
Using computer technology or other media, create a brochure that outlines healthy strategies for the workplace.
Analyze the school's sexual harassment policy and recommend ways to inform school staff and students about the prevention and consequences of inappropriate behavior.
HD. INFLUENCES ON HEALTH
Students will understand how media techniques, cultural perspectives, technology, peers, and family influence behaviors that affect health. Students receive an almost constant stream of information about their health and behavior. As a first step to making decisions that protect health, students need to recognize how different messages influence their actions. Students will be able to:
SECONDARY GRADES
1. Analyze how different cultures affect health beliefs and practices (gender equity).
2. Evaluate the effect of media and other factors on personal, family, and community health.
3. Evaluate the impact of technology on personal, family, and community health.
4. Analyze how the family, peers, and community influence the health of individuals.
EXAMPLE
Use critical thinking skills to analyze marketing and advertising techniques and their influence on alcohol and tobacco use, eating habits, and sexual behaviors.
HE. COMMUNICATION SKILLS
Students will understand that skillful communication can contribute to better health for them, their families, and the community. Students need effective communication skills to develop and maintain healthy personal relationships. The ability to organize and convey information, beliefs, opinions, and feelings is a skill that can reduce and avoid conflict. Communication skills enable individuals to be advocates for a healthy school, home, workplace, and community. Students will be able to:
SECONDARY GRADES
1. Demonstrate healthy ways to listen and communicate effectively with family, peers, and others.
2. Demonstrate strategies that can be used to prevent or solve conflicts without harm.
3. Analyze the possible causes of conflict in schools, families, and communities.
4. Evaluate the effectiveness of various communication methods for accurately delivering health information and ideas.
5. Utilize strategies to overcome barriers when communicating information, ideas, feelings, and opinions about health issues.
6. Demonstrate the ability to work cooperatively as an advocate for healthy individuals, families, schools, and communities.
7. Adapt health messages and communication techniques to the characteristics of a particular audience.
EXAMPLE
Translate health information (e.g., risks of using drugs, how to prevent transmission of colds and flu) from a secondary health text to language and format understandable to elementary students.
HF. DECISION-MAKING AND GOAL SETTING
Students will learn how to set personal goals and make decisions that lead to better health. Knowledge of good health practices will not help students unless they have the foresight and discipline to act on that knowledge. The practical application of knowledge requires students to develop skills such as goal setting and decision making. Students who have the right combination of knowledge and skills can begin to contribute to their own good health, to healthy families, and to safer communities. Students will be able to:
SECONDARY GRADES
1. Demonstrate various decision-making strategies that can be used to address behaviors which lead to trouble.
2. Analyze health concerns that require collaborative decision making.
3. Predict the immediate and long-term impact of health decisions on the individual, family, and community.
4. Implement a plan and evaluate progress in attaining personal health goals.
5. Formulate an effective long-range personal health plan.
EXAMPLE
Discuss how a local school board could use a collaborative decision-making process to develop a tobacco-free-school policy.
PA. PHYSICAL FITNESS
Students will acquire the knowledge needed to be physically fit and take part in healthful physical activity on a regular basis. Students who develop healthful patterns of physical activity and enjoyment are more likely to stay physically fit and active in their adult lives. Students will be able to:
SECONDARY GRADES
1. Design and implement a personal fitness program based on an accurately assessed fitness profile applying the principles of training.
2. Participate in a variety of health-enhancing physical activities.
3. Demonstrate an understanding of how patterns of participation change throughout life, and develop strategies to deal with those changes.
4. Demonstrate the knowledge, skills, and behaviors needed to maintain or modify levels of fitness.
5. Analyze and compare physical fitness activities for their health-enhancing potential and benefits.
EXAMPLE
Develop a personal fitness portfolio which may contain:
a) Reports on their own health-related fitness status over a period of one year.
b) Personal fitness goals.
c) Records of physical activity, eating, and other behaviors that affect physical fitness.
d) An end-of-the-year assessment of physical fitness.
PB. MOTOR SKILLS
Students will develop motor skills and apply these to enhance their movement and physical performance. Successful development of motor skills provides an opportunity to enjoy participation in physical activities, and reach advanced levels of performance, which in turn, increases the likelihood of continued participation. Students will be able to:
SECONDARY GRADES
1. Demonstrate competency (basic skills, strategies, and rules) in more complex versions of different types of movement forms (e.g., team sports, individual and dual sport, outdoor pursuits, dance).
2. Demonstrate proficiency in a few movement forms (e.g., passing the requirements of the Red Cross intermediate swimmer level).
3. Use bio-mechanical concepts and principles (concepts and principles related to the mechanics of the body) to develop skills for specific activities.
4. Apply bio-mechanical concepts and principles to analyze and improve their own performances and the performances of others (e.g., view a video tape of themselves performing a physical activity and analyze the performance).
5. Evaluate risk and safety factors that may affect physical activity preferences.
6. Design appropriate practice sessions to improve performance.
7. Analyze time, cost, and accessibility factors related to regular participation in physical activities.
EXAMPLE
Create a line dance or gymnastics routine; choosing the music (if needed), developing the moves (steps), and sharing the routine with others.
PC. PERSONAL AND SOCIAL INTERACTIONS
Students will demonstrate responsible personal and social behaviors in physical activity settings. Whether working alone, with another individual, or with a group, students engaged in physical activities are expected to demonstrate self-respect and consideration of others as they seek to meet a challenge or solve a problem. Students will be able to:
SECONDARY GRADES
1. Describe personal and group conduct necessary to participate cooperatively and ethically in both competitive and noncompetitive physical activities.
2. Accommodate for the differences in skill and performance levels of participants by adapting activities to encourage individual success.
3. Initiate independent and responsible personal behavior in physical activity settings.
4. Identify potentially dangerous consequences and outcomes of participation in physical activity.
5. Identify opportunities to share and learn from others through physical activity.
6. Demonstrate appropriate etiquette, ways of interacting, care of equipment, and safety in the setting of an activity.
7. Apply a decision-making process to their safety and that of others in activity settings.
EXAMPLES
Organize and conduct a sport or game adapted for physically challenged individuals. Invite non-disabled individuals to participate with the purpose of gaining insights into the challenges that persons with disabilities face while participating in physical activity. Interview participants after the activity and report (orally or in writing) insights gained from the experience.
Demonstrate weight room etiquette, policies, and procedures and identify the potential dangers in not following the rules.