K 12healthcontinuum11 05 PDF

Aurora Public Schools
K-12
Health Curriculum
Division of Instruction
November 2005
Copyright 2005
All Rights Reserved
K-12 Health Curriculum Council

Vision Statement
To provide current and relevant information for students
that promotes physical and mental health, develops
healthy decision-making skills, and reflects the priorities
of the Aurora Community.
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Draft
Health Education Philosophical Assumptions
Aurora Public Schools health education occurs in multiple arenas. It is essential for students to
acquire knowledge and skills that demonstrate healthy attitudes and behaviors.
The health curriculum is sequential, age appropriate, comprehensive, and will enable students to
become health literate and develop the knowledge and skills to make healthy choices regarding:
Communicable diseases including, but not limited to, acquired immune deficiency
syndrome (AIDS) and human immunodeficiency virus (HIV) related diseases;
Health promotion and disease prevention;
Environmental and community health;
Health-enhancing skills;
Behaviors and risk;
Tobacco, alcohol, and other drug use and abuse;
Consumer health;
Dental health;
Nutrition and physical fitness; and
Injury prevention, safety, and emergency care.
The student will receive age appropriate instruction on child development, family roles and
expectations; and acquire appropriate balance among personal, emotional, mental, and social
health.
Students will be able to access and evaluate health information and services that are continuously
changing, choose abstinence and self-protection from high-risk behaviors, and apply knowledge
and skills for a healthy and productive life.
Procedural Considerations for Dealing with Sensitive Topics

1. Using Board Adopted Materials
The APS Board of Education has clearly indicated that all materials used to teach human growth
and development must be Board approved. The APS Policy IJJ reads:
The Board of Education shall determine the basic instructional materials for all courses
of instruction including all materials used in the human sexuality portion of any curriculum.
Therefore, please remember that Board approval must be secured for any instructional resources,
including videos, DVDs, software and guest speakers, that address human sexuality. These
resources are listed on the basic and supplemental adopted materials list on the APS Intranet
(http://www.aps.k12.co.us/instruct/Standards&Curriculum/AdoptedCurriculum/adopted_curr_.htm) and
as a hard copy in the APS K-12 Health Curriculum Program Notebook.
It is required that you review the policy and get principal approval prior to addressing
controversial issues within your instruction. Sensitive issues related to human growth and
development may include human sexuality, loss and grief topics such as death, suicide, divorce,
and abusive relationships.
2. Parents removal of Students from the Health Education Curricula

By Colorado law {CCHEA, 22-25-106-(I)}, parents may remove students from any or all
components of the health class. APS policy requires that students return a permission form to
participate in any human growth and development instructional unit at any grade level. Districtapproved parent permission forms for 5th 8th grades and high school are available in English,
Spanish, and other languages. These forms may be ordered through Document Imaging; please
do not photocopy the samples from the Health Notebook. Special care must be taken by
science teachers, who have the responsibility to teach human body systems, to NOT extend
the lesson to human growth and development, unless permission forms are collected and
APS policy is followed carefully.
Sample letters to parents can be found on the Division of Instruction web site:
Elementary
http://www.aps.k12.co.us/instruct/Standards&Curriculum/elmletterstoparentsenglish03-17-03.pdf
Middle School
http://www.aps.k12.co.us/instruct/Standards&Curriculum/msletterstoparentsenglish03-17-03.pdf
High School
http://www.aps.k12.co.us/instruct/Standards&Curriculum/hsletterstoparentsenglish04-06-04.pdf
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3. Reporting Abuse
By law, educators must report even suspected abuse to Social Services. Topics addressed in the
health curriculum may elicit emotions and non-verbal behavior from students that may be an
indication of physical, sexual or emotional abuse. Be sensitive to this possibility and maintain
confidentiality. However, the Colorado child protection act of 1987 states that any school
employee who has reasonable cause to know or suspect that a child has been abused or
neglected, are required to make an immediate oral report (or cause a report to be made) to the
Department of Human Services or local law enforcement. It is not the responsibility of school
personnel to make a determination if abuse or neglect has occurred. The legal responsibility of
the individual school employee who suspects abuse is not satisfied by reporting that suspicion to
other school personnel. If the school employee is uncertain as to whether reasonable cause
exists, the employee should nevertheless make a report to Human Services or local law
enforcement and allow those agencies to determine whether an investigation is warranted (see
district policies JLF and JLF-R).
Page 3
Instructional Considerations for Dealing with Sensitive Topics

Health education includes many sensitive topics that people often find difficult to discuss.
Finding this information difficult does not excuse us from addressing it. In fact, information in
some of the more sensitive topics is the information many students need the most. The following
ideas and suggestions are for health classes in general, and for sensitive topics in particular.
An open, trusting environment is essential. Teasing, put-downs and killer statements have
no place in any classroom, particularly in a health classroom.
Develop with your students ground rules for the class and remember to address
consequences.
Sensitive issues are usually best addressed towards the end of the term after students have
developed trust in you and their classmates.
Be non-judgmental in your approach and in how students interact in your classroom. Many
people experience strong emotions in regard to some topics based on their religion, family
cultural backgrounds, and other experiences. Expect respect and be respectful.
Use a positive, objective approach. Discuss multiple sides of an issue. Scare tactics are
inappropriate.
Refer students to their parents, religious leaders, school nurse or school counselors for
problems and concerns that go beyond the adopted curriculum. When sensitive issues elicit
unexpected and/or confusing emotions from students refer them to the school counselor or
nurse. The nurse or counselor should not hold open discussions with the entire class, but
should support individual students who have serious questions that are beyond the adopted
curriculum.
DO NOT ask a guest (substitute) teacher to teach a human growth and development lesson.
Page 4
Basic Information about Specific Sensitive Topics
Abstinence (5-12)
By Colorado law and District policy, all of the human growth and development lessons must
state that abstinence is the only way to avoid pregnancy and sexually transmitted disease.
Students should be made aware that even if they have been sexually active in the past, they still
could choose to become abstinent at any point in their life.
Safe Sex (6-12)
Safe sexual practices should be discussed even though our curriculum emphasizes abstinence,
which is the only way to remain 100% safe. The reasons for using condoms and other forms of
protections should be based on the notion that non-protected sex can result in an unwanted
pregnancy or disease, and that the decision to use protection is based on the impact a pregnancy
or disease would have on the students life.
Oral/Anal Sex (6-12)
Many students do not consider oral or anal contact to be risky sexual behaviors and
misconceptions about using oral or anal sex to maintain virginity should be addressed in
grades 6-12. Students need to be taught that oral and anal sex carries the same risks for disease
as vaginal intercourse.
Abortion (6-12)
Because of the variety of religious and moral positions on abortion, students who want
information should be encouraged to talk with parents and others they trust. At the middle
school level, teachers may answer general questions if they feel they can provide an objective,
fact-based answer. Abortion information is not part of the middle school curriculum, however.
At the high school level, teachers may give information about the procedure and consequences,
with the option to elect to refer students to a trusted adult. Adoption as an alternative to abortion
is to be included.
Abuse (K-12)
Awareness and prevention of emotional and physical abuse are important throughout our health
curriculum. This is addressed in the relationships and appropriate touching parts of the
curriculum. At the secondary level, this should include sexual abuse and harassment, date rape,
and domestic violence.
Masturbation (6-12)
Wanting to know about ones own body is a natural part of growing up. Teachers may want to
refer students to trusted adults for advice on masturbation, and should deal with this topic
objectively, noting that unless it is obsessive, there is no physical harm. However, there may be
anxiety, and in some cases this can lead to disclosures about abuse.
Page 5
Sexual Orientation (6-12)

Information about sexual orientation elicits strong feelings from many people. Many teachers
will want to refer students to a trusted adult to answer specific questions about what it means to
be gay, lesbian, bisexual or trans-gendered. Teachers should acknowledge that different sexual
orientations exist, but also should indicate that a discussion of personal preference and sexual
acts are not part of our adopted curriculum. Discrimination against sexual minority students will
not be tolerated, and should be addressed by the entire staff. In the case that a school has a
culture of discrimination against gay, lesbian, bisexual or trans-gendered students, the health
teacher, classroom teachers, dean of students, and/or the school counselors would be the
appropriate persons to advocate for a hate-free environment.
Suicide (6-12)
Research findings indicate that students who commit suicide had previously talked openly and
frequently about it. Suicide can be a very sensitive topic for students who have attempted
suicide in the past. Students need to know coping skills and where to go for help if they or
someone they know may be considering taking their own life. Referral to a trusted adult is
appropriate, as well as information on community service providers.
Teen Parenting (6-12)
Students often hold a distorted view of parenthood. They may focus on the emotional
satisfaction of having a baby to love and take care of, but do not think of the consequences of
having such a huge responsibility. The impact of teen pregnancy should be addressed from a
personal decision-making framework, pointing out the consequences of pregnancy for the
student over their lifetime, the family, and the needs of the baby.
** See website and community resource sections of the K-12 Health Curriculum
Program Notebook for more information on these topics.
Page 6
DRAFT
Health Standards Continuum

Grades K-12
The Aurora Public Schools health proficiency and benchmark system has been revised and represents a compilation of the
National Health Education Standards for Students, the Colorado Comprehensive Health Education Act, Colorado Model
Content Standards for Science, and the Colorado State statutes. Currently, Colorado does not have state standards for
health education. The seven national standards and corresponding benchmarks are presented in boldface.
The chart below is organized by standards. The Rationale section of each standard explains the purpose/outcome of each
standard. The benchmarks are listed in boldface with grade level expectations indicated below the benchmark (for
example, 1.2a refers to Standard 1, Benchmark 2, Experience/objective a).
The recommended grade level experiences are taken from the National Standards and are based upon research, practice,
and developmental appropriateness. Grade level experiences are based on research and input from teachers, nurses,
community members, and administrators.
These standards describe for teachers, parents, and the community what APS students should know about health and are
aimed at improving the health knowledge and skills of our children and youth. Quality school health education helps
prepare our students to become health literate and establishes the foundations for academic achievement and healthy,
productive lives.
APS Health Continuum
June 9, 2005
DRAFT
Health
Standard 1: Students will comprehend concepts related to health promotion, communicable/chronic diseases and prevention.
Rationale: Basic to health education is a foundation of knowledge about the interrelationship of behavior and health, interactions
within the human body, and the prevention of diseases and other health problems. Experiencing physical, mental, emotional and
social changes as one grows and develops provides a self-contained learning laboratory. Comprehension of health-promotion
strategies and disease prevention concepts enables students to become health literate, self-directed learners, which establishes a
foundation for leading healthy and productive lives.
Note: The approved textbook for Grades K-5 is Know Your Body (KYB). Chapter and lesson numbers are provided and could be used as a resource for planning
instruction. A resource is often listed with a student objective and is meant to serve as a guideline when planning instruction.
K
1.1 Describe the
relationship between
personal health behaviors
and individual well being.
1.1a Practice proper teeth
brushing techniques.
(KYB, Mod. 6, Lesson 1)
(KYB, Mod. 8, Lessons 1-4)
1
1.1 Describe the
1.1a Recognize the
importance of brushing your
teeth.
(KYB Mod. 8, Lessons 1-4)
2
1.1 Describe the
1.1a Explain the reasons for
flossing your teeth.
(KYB, Mod. 8, Lessons 2, 3)
1.1b Explain the importance

of dental visits.
1.1b Describe tasks dental

workers perform.
(KYB Mod. 2, Lesson 2)
1.1b Discuss ways dental

workers protect your teeth
(e.g., cleaning and sealing).
1.1c List two teeth friendly

snacks.
1.1c List three foods that

promote dental health.
1.1c Describe why sticky,

sugary food causes tooth
decay.
Revised 11/2005
3
1.1 Describe the
1.1a Analyze how brushing
and flossing maintain the
structure and function of the
teeth.
1.1b Explain procedures that
should be taken in a dental
emergency including care for
the injured tooth and socket.
4
1.1 Describe the
1.1a Describe how a cavity
forms and how proper
brushing and flossing
prevents cavity formations.
(KYB, Mod. 8)
1.1c Investigate foods other

than those from the dairy
group that provide proper
calcium intake.
1.1c Determine what foods

you would include in a diet
that promote dental health.
(KYB, Mod. 8)
DRAFT
K
1.1d Identify personal health
behaviors that contribute to
good health.
(KYB, Mod. 9, Lessons
1,2,4)
1
1.1d Explain why it is
important to keep your body
fed and hydrated (e.g., eat
breakfast to fuel empty
stomach).
2
1.1d Determine proper
hydration through water
consumption..
3
1.1d Describe the
components of a healthy
balance between diet and
exercise.
(KYB, Mod. 1, Lesson 1 & 2;
Mod. 5, Lesson 1 & 2)
4
1.1d Describe how to
balance eating well, exercise,
and sleep to feel better
emotionally.
1.1e Identify the

circumstances when medicine
can be taken.
1.1f Demonstrate proper
ways to wash your hands.
1.1e Identify the

can be taken.
1.1e Identify the

can be taken.
1.1e Describe the

relationship between healthy
behavior and ones wellness.
1.1g Demonstrate the

prevention of spreading
germs when coughing by
covering mouth and/or
coughing into your elbow.




1.2 Identify indicators of

mental, emotional, social,
and physical health during
childhood.
1.2a Describe what being
well means physically,
emotionally, and socially.

childhood.
1.2a List characteristics of
physical, emotional, and
social health.
(KYB, Mod. 1, Lesson1;
Mod. 7, Lesson 2 & 3; Mod.
12, Lesson 4)

childhood.
1.2a Demonstrate what being
well means physically,
emotionally, and socially.
(KYB, Mod. 7, Lessons 1&
4)

childhood.

childhood.
1.2a Select personal goals to
maintain mental, emotional,
social, and physical health.

Revised 11/2005
DRAFT
K
1.3 Describe the basic
structure and functions of
the human body system.
1.3a Describe the structure
and function of the five
senses.
1
1.3a Describe how the five
senses assist us in
maintaining personal safety.
(KYB, Mod. 4, Lesson 1 - 4)
2
1.3a Recognize that the body
has several different systems.
3
1.3a Explain the
components, basic functions,
and structure of the major
body systems:
Digestive
Urinary
Circulatory
Respiratory
4
1.3a Describe the basic
structure and functions of the
human body systems and how
to take care of them:
Nervous system
Skeletal
Muscular
(APS Health Guide)
1.3b Understand the
menstrual cycle and the
proper hygiene used during
that time.
(APS Health Guide)
1.4 Describe how the family

influences personal health.
1.4a Understand how the
family affects personal health
(e.g., bedtime, eating habits).

(e.g., food choices and eating
routines).
(KYB, Mod. 2, Lesson 1 - 4)

(e.g., rest, sleep patterns,
quiet time).
(KYB, Mod. 5, Lesson 1- 3)
Revised 11/2005

(e.g., exercise, family
activities).
(KYB, Mod. 5, Lessons 1-3;
Mod. 7, Lesson 3 )

(e.g., hygiene, managing
common illnesses; not
sharing drinking cups,
washing hands, keeping home
clean).
DRAFT
K
1.5 Describe how physical,
social, and emotional
environments influence
personal health.
1.5a Describe rules for child
protection (e.g., who to tell,
how to tell) regarding
Stranger safety
Safe touch
Gun Safety
1
personal health.
Stranger safety
Safe touch
Gun Safety
2
personal health.
Stranger safety
Safe touch
Gun Safety
3
personal health.
Stranger safety
Safe touch
Gun Safety
(KYB, Mod. 4, Lesson 3;
Mod. 7, Lesson 3)
4
personal health.
Stranger safety
Safe touch
Gun Safety
1.6 Identify common health

problems with children.

1.6a List signs and
symptoms of illness.

1.6a Identify injuries and
illnesses in childhood.

Mod. 9, Lesson 20)

1.6a Use MyPyramid
(MyPyramid.gov) to create a
personal food and exercise
plan to prevent diseases (e.g.,
diabetes, obesity).
(Internet)
1.7 Identify health

problems that should be
detected and treated early.
1.7a Describe symptoms and
treatments of illnesses that
are related to a body system.
1.7 Identify health

1.7a Describe symptoms of
illnesses that are related to the
body systems:
Digestive
Urinary
Circulatory
Respiratory
1.7 Identify health

1.7a Describe symptoms of
illnesses that are related to the
body systems:
Nervous system
Skeletal
Muscular
(APS Health Guide)
1.6b Identify symptoms of

vision and hearing problems.
1.7 Identify health

1.7a List symptoms of
illnesses related to the five
senses that should be told to
an adult.
(KYB, Mod. 6, Lessons 1,2)
1.7 Identify health

1.7a Describe symptoms and
treatments of illnesses that
are related to the five senses.
Revised 11/2005
DRAFT
K
1
1.7b Construct a plan to help
support people who have
vision or hearing difficulties.
1.8 Explain how childhood

injuries and illnesses can be
prevented or treated.

1.8a Define germs.
(KYB, Mod. 9, Background)
1.8b Explain how germs are
spread.
1.8c Demonstrate the
prevention of the spread of
germs.

1.8a Define germs.
spread.
germs.

1.8a Define germs.


spread.
germs.
1.8c Analyze how the body

fights germs.
1.8d List activities and

situations that can be
hazardous to your teeth and
ways to prevent/treat them.
1.8e Demonstrate proper
playground safety.
(KYB, Mod. 4, Background)
1.8e Demonstrate proper

bike safety by observing safe
riding procedures and also by
wearing a bicycle helmet
when riding.
Revised 11/2005
DRAFT
Health
Note: The approved basic textbook for middle school is Decisions for Health. The approved textbook for Grades K-5 is Know Your Body (KYB). Chapter and
lesson numbers are provided and could be used as a resource for planning instruction. A resource is often listed with a student objective and is meant to serve as
a guideline when planning instruction.
5
1.1 Explain the relationship
between positive health behaviors
and the prevention of injury,
illness, disease, and premature
death.
1.1a List personal health behaviors
resulting in positive health and safety
(e.g., hygiene, diet, and exercise).
(KYB, Mod. 2)
1.1b Define and list infectious and

noninfectious diseases.
(KYB, Mod. 9, Mod. 12)
6
death.
1.1a Describe how you can make
responsible choices for your own
health and safety (e.g., a healthy diet
maintains a healthy weight, following
safety rules helps prevent injury).
(Chapter 2, Lesson 2; Chapter 12,
Lesson 3; Chapter 14, Lesson 6;
Chapter 15, Lesson 3)
1.1b Identify the prevention
strategies for some communicable
diseases (e.g., vaccine for influenza,
measles).
(Chapter 10, Lesson 3)
1.1c Explain that abstinence is the

only method that is 100% effective in
preventing pregnancy (also in 1.4c).
7
death.
1.1a Explain what you can do to take
control of your health through
positive lifestyle choices (e.g., safety,
diet, and exercise).
Lesson 9; Chapter 14, Lesson 5)
8
death.
1.1a Analyze lifestyle and nutritional
requirements to prevent diseases.
Lesson 7; Chapter 18, Lesson 1 & 3)
1.1b Explain the difference between

sexually transmitted infections, STIs,
(e.g., Chlamydia, gonorrhea) and
sexually transmitted diseases, STDs,
(e.g., herpes, HIV) and the ways they
are transmitted .
1.1b Explain what a sexually

transmitted infection is and identify
seven common sexually transmitted
infections and their treatments.
Lesson 5)
Revised 11/2005

6
DRAFT
5
1.1e Define pathogens (disease

causing microorganisms) and describe
how they are related to the cause of
disease.
1.2 Describe the interrelationship
of mental, emotional, social and
physical health during adolescence.
1.2a Define the characteristics of
positive mental, emotional, social,
and physical health.
6
1.1d Identify different forms of
contraception and abstinence as
having different successes and
failures in preventing pregnancy,
HIV, and other STDs/STIs.
Lesson 4)
1.1e Describe the causes, symptoms,
diagnoses, and treatments for some
infectious diseases. (e.g., influenza,
measles).
(Chapter 10, Lesson 1 4)
1.2a Describe the importance of
maintaining positive mental,
emotional, social, and physical health.
1.3 Explain how health is

influenced by the interaction of
body systems.
1.3a Describe how cells, tissues, and
organs work together as human body
systems.

body systems.
1.3b Explain how the interaction of
each body system maintains the
overall functioning of the human
body.
(Chapter 8, Lesson 1 & 8)
1.4 Describe how family and peers

influence the health of adolescents.
1.4a List ways in which family and
peers influence decision making for
diet and activities.
(KYB, Mod. 1)
(KYB, Mod. 2, Lessons 1 & 4)

1.4a Evaluate the impact of family
and peer influence on decisionmaking skills (e.g., following family
safety rules versus impulsively
engaging in high risk behaviors).
Lesson 4)
7
1.1d Compare and contrast various
forms of contraception with
abstinence as having different
successes and failures in preventing
pregnancy, HIV, and other
STDs/STIs.
8
1.1d Compare and contrast various
forms of contraception (e.g., barrier,
hormonal, chemical) with abstinence
as having different successes and
failures in preventing pregnancy,
HIV, and other STDs/STIs.
1.1e Describe the causes, symptoms,

diagnosis, and treatment for some
non-infectious diseases (e.g., cancer,
heart disease, Alzheimers).
(Chapter 15)
1.2a Describe how mental,
emotional, social, and physical health
are dependent on each other and how
a problem in one area impacts other
dimensions of health.
body systems.
1.3a Identify diseases of the human
body, organs and systems and how
they are treated.
(Chapter 15)
1.1e Research the most current,

alternative and traditional, treatments
for diseases.
Lesson 5)
1.2a Analyze the effects of one
dimension of health on the remaining
three (e.g., poor nutrition and little
sleep lead to mental dullness).

1.4a Evaluate messages from family
and peers and how they influence
health (e.g., choosing healthy foods,
friends, and activities).
Lesson 1; Chapter 6, Lesson 2,
Chapter 11, Lesson 5; Chapter 12,
Lesson 1 & 6; Chapter 13, Lesson 9)

1.4a Develop strategies for
evaluating messages from family and
peers and the resulting consequences
on health.
Lesson 2)
Revised 11/2005

body systems.
1.3a Research the impact of disease
in a particular body system on the
remaining body systems functions
(e.g., Parkinsons).
DRAFT
5
1.4b List reasons why some teens
choose to consume alcohol and use
tobacco products.
preventing pregnancy.
6
1.4b Identify substances abused by
teens.
1.5 Analyze how environment and

personal health are interrelated.


1.5a Give examples of personal

health problems caused by the
environment.
1.5a Identify examples of personal

health problems caused by the
environment.
1.5b Compare and contrast the
different environments that affect
personal health.
Lesson 2)
1.5a Identify environmental factors

influencing health (e.g., indoor
smoking allergens, cleaning supplies;
outdoornatural pollutants).
Lesson 1)
1.5b Examine the physical responses
to the environmental factors, both
indoor and outdoor, that affect
personal health.
1.6 Describe ways to reduce risks

related to adolescent health
problems.
1.6a Discuss ways to avoid situations
where you would be pressured to
engage in risky behaviors.

problems.
1.6a Demonstrate effective refusal
skills for a variety of situations.
Lesson 5; Chapter 11, Lesson 5 & 7;
Chapter 12, Lesson 1 & 6; Chapter
13, Lesson 9; Chapter 14, Lesson 4)

problems.
1.6a List ways to resist pressure to
drink alcohol, smoke tobacco
products, or use illegal drugs.
(KYB, Mod. 6)

1.4d Analyze the benefits of
abstaining from teen sexual activity.
7
1.4b Research the consequences of
teen substance abuse and
communicate the findings.
Lesson 4)
Revised 11/2005
8
1.4b Create positive strategies to
discourage substance abuse among
peers.
Lesson 5)
1.4e Dialogue with a parent or trusted
adult about abstaining from sexual
activities.
1.5a Research and compile local
environmental factors that influence
health (e.g., sun exposure, pollution,
smoking ban).
Lesson 1 3)
1.5b Develop public service
announcements that educate the local
population about local environmental
factors and their effects on personal
health.
Lesson 6)
problems.
1.6a Identify negative pressures in
your life (e.g., alcohol, tobacco,
drugs, eating).
Lesson 2 & 8; Chapter 8, Lesson 4;
8
DRAFT
5
1.6b Discuss the ways the body

processes alcohol and alcohols longterm effects on the body.
(KYB, Mod. 6)
1.6b Analyze the short term effects of

drinking alcohol on the mind and
body (e.g., dehydration, vomiting).
1.6b Examine the long-term effects

of alcohol on the mind and body (e.g.,
personality, psychological, brain
development).
1.6c List the negative effects of

tobacco and other drugs.
(KYB, Mod. 6)
1.6c Describe the physical and

psychological dependence on tobacco
and other drugs.
Lesson 2)
1.6c Research and present successful

practices to kick the habit of
tobacco and other drugs.
1.6d Identify different eating

disorders (e.g., bulimia, overeating).
1.6d Describe different eating

disorders (e.g., bulimia, anorexia,
binge eating, overeating, emotional
eating, etc).
1.7 Explain how appropriate
health care can prevent premature
death and disability.
1.7a Describe what items are checked
by physicians during regular health
screenings.
Lesson 2)
1.7b Describe the signs and
symptoms of illness that indicate a
person should seek medical treatment
(e.g., unconsciousness, labored
breathing).
(Chapter 7, Lesson 3 & 4; Chapter 15,
Lesson 6 & 7)
1.8 Describe how lifestyle,
pathogens, family history, and
other risk factors are related to the
cause or prevention of disease and
other health problems.
1.6c Illustrate the negative social and

physical impacts associated with the
use of tobacco and other drugs.
(Chapter11, Lesson 2 4; Chapter 12,
Lesson 2 & 3; Chapter 13, Lesson 4
& 5)
1.6d Explore the factors and
situations that may lead to eating
disorders.
(Chapter 6, Lesson 1-3)
1.7a Identify the immunizations
recommended for children and adults.

1.7a Investigate testing for inherited
and other health conditions (e.g.,
diabetes, cholesterol, Hepatitis).
1.7b List steps to access care in

emergency and non-emergency
settings.
(Chapter 17)
1.7b Identify first aid steps in treating

basic injuries (e.g., bleeding, shock).
(Chapter 19, Lesson 5- 7)


Lesson 2 & 3)

1.7a Explain the importance of
regular health screenings (e.g., eye,
dental, physical).
1.7b List the methods and benefits of
early detection and diagnosing
illnesses.

Revised 11/2005
8
Lesson 2, 4 & 6;Chapter 14, Lesson 6
& 7; Chapter 15, Lesson 6)
1.6b Describe complications and
consequences associated with binge
drinking (e.g., alcohol poisoning and
death).
1.6d Evaluate the long term

consequences of eating disorders.
DRAFT
5
1.8a Explain the relationship between
your lifestyle and your health (e.g.,
eating disorders, exercise sleep).
(KYB, Mod. 2, Lessons 1- 4)
6
family history and your health (e.g.,
heart disease, cancer, diabetes).
Lesson 5)
7
pathogens and your health (e.g.,
infectious diseases, STIs/STDs,
mononucleosis).
(Chapter 14)
1.8b Identify positive lifestyle

changes that promote health and well
being.
1.8b Identify positive behaviors that

address family health history in order
to promote health and well being.
1.8b List and practice behaviors that

reduce the spread of pathogens (e.g.,
washing hands, immunizations).
8
risky behaviors and your health (e.g.,
decision making, gang involvement).
Chapter 14, Lesson 2-4; Chapter 15,
Lesson 2 & 5; Chapter 16, Lesson 3;
18, Lesson 1 & 5; Chapter 19, Lesson
1 & 2)
1.8b Identify and practice decisionmaking skills that promote health and
well being.
(Chapter 2, Lesson 1- 3; Chapter 8,
Lesson 1)
1.8c Describe the causes of stress and

how to reduce them.
1.8c Explain how stress can reduce
the bodys resistance to disease.
Revised 11/2005
10
DRAFT
Health
Note: The approved basic materials for high school are Lifetime Health and Health & Wellness. Lifetime Health 6.2 indicates Chapter 6, Section 2 could be used
as a resource for planning instruction. A resource is often listed with a student objective and is meant to serve as a guideline when planning instruction.
9-10
1.1 Analyze how behavior can impact health maintenance and disease
prevention.
1.1a Compare and contrast
Sedentary v. active lifestyles (Lifetime Health, Chapter 6.1)
Abuse v. prescribed drug use (Lifetime Health, Chapter 9.2)
Risky v. protective choices (e.g., Sexually Transmitted Infections/Diseases
(STIs/STDs) (Lifetime Health, Chapter 19.3)
1.1b Explain that abstinence is the only method that is 100% effective in
(Lifetime Health, Chapter 19.2)
1.1c Compare and contrast various forms of contraception (e.g., barrier,
hormonal, chemical) with abstinence as having different successes and failures
in preventing pregnancy, HIV, and other STDs/STIs.
1.1d Identify factors influencing decision making/choices.
1.1e Summarize how your decisions impact healthy v. unhealthy lifestyles.
11-12
1.1 Analyze how behavior can impact health maintenance and disease
prevention.
Sedentary v. active lifestyles (Health & Wellness, Lesson 33)
Abuse v. prescribed drug use (Health & Wellness, Lessons 36 and 39)
Risky v. protective choices (e.g., Sexually Transmitted Infections/Diseases
(STIs/STDs) (Health & Wellness, Lessons 16 and 46)
1.1b Explain that abstinence is the only method that is 100% effective in
(Health & Wellness, Lesson 16)
1.1c Compare and contrast various forms of contraception (e.g., barrier,
hormonal, chemical) with abstinence as having different successes and failures
in preventing pregnancy, HIV, and other STDs/STIs.
1.1d Identify factors influencing decision making/choices.
(Health & Wellness, Chapter 4 and 6)
1.1e Summarize how your decisions impact healthy v. unhealthy lifestyles.
Revised 11/2005
11
DRAFT
9-10
1.2 Describe the interrelationships of mental, emotional, social, and
physical health throughout adulthood.
1.2a Illustrate the impacts of disease on your whole health: mental, physical,
emotional, and social.
(Lifetime Health, Chapter 13.1, 14.1)
1.2b Recognize how the body responds to stress by compensating mental,
emotional, social, and/or physical health to achieve balance.
11-12
1.2 Describe the interrelationships of mental, emotional, social, and
physical health throughout adulthood.
1.2a Illustrate the impacts of disease on your whole health: mental, physical,
emotional, and social.
1.2b Recognize how the body responds to stress by compensating mental,
emotional, social, and/or physical health to achieve balance.
1.3 Explain the impact of personal health behaviors on the functioning of

the body systems.
1.3a Outline how dietary habits can influence development of diseases (e.g.,
diabetes, heart disease, eating disorders).
(Lifetime Health, Chapter 7.3, 7.4, 8.3, 14.2, 14.4)
1.3b Examine the effects of substance abuse to the body.
1.3c Investigate the impacts of risky sexual behaviors (e.g., HIV, AIDS,
STDs/STIs).
(Lifetime Health, Chapter 20.2, 20.3, 21)
1.3 Explain the impact of personal health behaviors on the functioning of

the body systems.
1.3a Outline how dietary habits can influence development of diseases (e.g.,
diabetes, heart disease, eating disorders).
1.3b Examine the effects of substance abuse to the body.
1.3c Investigate the impacts of risky sexual behaviors (e.g., HIV, AIDS,
STDs/STIs).
1.4 Analyze how the family, peers, and community influence the health of
individuals.
1.4a Identify the physical and health care costs, and loss of productivity
resulting from family, peer, and community health decisions.
(Lifetime Health, Express LessonFinancing Your Health Care p. 560, 11.3,
1.3)
1.4 Analyze how the family, peers, and community influence the health of
individuals.
1.4a Identify the physical and health care costs, and loss of productivity
resulting from family, peer, and community health decisions.
1.4b Recognize effects of health conditions on employment.
(Health & Wellness, Chapter 14)
1.5 Analyze how the environment influences the health of the community.
1.5 Analyze how the environment influences the health of the community.
1.5a Determine environmental factors that affect physical health (e.g., health
alerts, pollen , allergies, pollution, lung disease, altitude sickness).
(Lifetime Health, Express LessonEnvironment and Your Health p. 548)
1.5a Determine environmental factors that affect physical health (e.g., health
alerts, pollen , allergies, pollution, lung disease, altitude sickness).
(Health & Wellness, Lessons 45 and 57)
Revised 11/2005
12
DRAFT
9-10
1.6 Describe how to delay onset and reduce risks of potential health
problems during adulthood.
1.6a Examine personal care routines.
(Lifetime Health, Express Lesson pp. 566-574)
1.6b Recognize, differentiate, and develop a response to warning signs of
infectious and noninfectious diseases.
(Lifetime Health, Chapters 13, 14, 15.1)
11-12
1.6 Describe how to delay onset and reduce risks of potential health
problems during adulthood.
1.6a Examine personal care routines.
1.6b Recognize, differentiate, and develop a response to warning signs of
infectious and noninfectious diseases.
1.7 Analyze how public health policies and government regulations

influence health promotion and disease prevention.
1.7a Discuss cycles and policies for immunizations and their impacts on health
promotion and disease prevention.
(Lifetime Health, Express Lesson p. 552, 13.2)
1.7 Analyze how public health policies and government regulations

influence health promotion and disease prevention.
1.7a Discuss cycles and policies for immunizations and their impacts on health
promotion and disease prevention.
1.7b Differentiate between public and private health insurance.
1.8 Analyze how the prevention and control of health problems are
influenced by research and medical advances for community health.
1.8a Explore and identify communicable diseases identified by the Center for
Disease Control and Prevention (CDCP) and the World Health Organization
(WHO).
(Lifetime Health, Express LessonPublic Health, 13.3)
1.8b Determine the role of community health services in the prevention and
treatment of infectious and noninfectious diseases.
1.8 Analyze how the prevention and control of health problems are
influenced by research and medical advances for community health.
1.8a Explore and identify communicable diseases identified by the Center for
Disease Control and Prevention (CDCP) and the World Health Organization
(WHO).
1.8b Determine the role of community health services in the prevention and
treatment of infectious and noninfectious diseases.
Revised 11/2005
13
DRAFT
Health
Standard 2: Students will demonstrate the ability to access and evaluate health information, products, and services.
Rationale: Accessing valid health information and health-promoting products and services is important in the prevention, early
detection, and treatment of most health problems. Students will develop critical thinking skills to verify the validity of health
information, products, and services; develop guidelines to evaluate sources of health information; evaluate factors that influence
the selection of health information, products, and services; locate health services; compare health services; and develop guidelines
for the use of professional health services.
K
2.1 Identify resources from
home, school, and
community that provide
valid health information.
2.1a Identify where to find
various health helpers within
the school community.
1
home, school, and
2.1a Identify parents, school
nurses, doctors, and
pharmacists as sources of
2
home, school, and
2.1a Explore how various
health providers enhance
individual health (e.g.,
Chopper Toppers, outreach
programs).
3
home, school, and
city and county health
providers enhance student
health (e.g., outreach
programs, Aurora city
agencies).
(KYB, Mod. 10, Lesson 4
with only local resources)
4
home, school, and
state health providers enhance
student health (e.g., outreach
programs, Colorado
Department of Public Health
and Environment).
2.2 Explain that media

influence the selection of
health products.

health products.

health products.
2.2a Give examples of
health-related products (e.g.,
exercise, nutrition, personal
hygiene).

health products.
2.2a Demonstrate the ability
to use media resources to find
reliable sources of health
information appropriate for
children.

health products.
2.2a Compare and contrast at
least two internet resources
regarding health products
using a search engine for
children. (Verify internet use
policy.) (Internet)
Revised 11/2005
DRAFT
K
2
2.2b Recognize how
advertisers persuade people to
buy their products.
3
2.2b List components of an
advertisement that caught
your attention and why, and if
they influenced you to buy a
product.
4
2.2b Describe how alcohol
and tobacco advertisements
make their use look fun.
2.3 Demonstrate the ability

to locate school and
community health helpers.
2.3a Demonstrate the steps
when calling 911 in an
emergency to state
appropriate information and
stay on the line.

2.3a Demonstrate the steps
when calling 911 in an
emergency to state
appropriate information and
stay on the line.
2.3b List the benefits of
services provided by school
health helpers (e.g., teacher,
role of school nurse, nutrition
services, P.E. teacher, family
doctor, dentist).

to call 911 in an emergency.

to call 211 for United Way
community resources.


services provided by home
health helpers (e.g., the
adult/guardian in charge is
the only person who can
dispense medicine).

services provided by
community health helpers
(e.g., police, fire, first
responders, paramedics).

services provided by state
health helpers (e.g.,
immunizations).

community service providers
that keep our citizens healthy
(e.g., recreation centers
provide fitness and exercise).
2.4 Explain the meaning of

basic signs, symbols, and
warning labels.
2.4a Recognize universal
signs and symbols that warn
against danger (e.g.,
electrical, poison, water).

warning labels.
2.4a Identify and explain the
meaning of exit signs.

warning labels.
Revised 11/2005

warning labels.

warning labels.
2.4a Demonstrate the
understanding of proper
recycling and disposal
symbols for needles,
batteries, oil, bleach, and
paint.
2
DRAFT
K
2.4b Explain the meaning of
warning signs.
1
2.4b Explain how exit signs
are used in an emergency.
2.4c List alternate exit routes

in an emergency.
(KYB, Mod 4, Background)
Revised 11/2005
3
2.4b Explain what Sun
Protection Factor (SPF)
means in sunscreen.
2.4c Explain what Ultraviolet
(UV), pollen, and pollution
ratings are and identify
resources for that
information.
4
2.4b Explain the proper
disposal of medical,
environmental and household
wastes.
2.4c Apply the principles of
reduce, reuse, and recycle in
everyday life.
DRAFT
Health
Standard 2: Students will demonstrate the ability to access and evaluate health information, products, and services.
Rationale: Accessing valid health information and health-promoting products and services are important in the prevention, early
5
2.1 Identify characteristics of valid
health information, products, and
services.
2.1a Find and list examples of valid
research-based health information and
unreliable or non-research based
health information (e.g., government,
medical, scientific).
6
services.
2.1a Explain why research-based
health information is valid and nonresearch based health information
may be unreliable.
7
services.
2.1a Apply knowledge of the
characteristics of valid research to
evaluate health information, a
product, or a service (e.g., academic
research journals, appropriate
websiteseducational, governmental,
and medical).
8
services.
2.1a Evaluate a wide range of
information sources, products, and
services and determine if they are
research based ways to address a
health or not (e.g., research based,
promotion by special interest
groups).
2.2 Demonstrate the ability to

utilize resources from home, school,
and community that provide valid
health information.
2.2a Name sources and types of valid
health information that can be found
at home, at school, and in the
community (e.g., your doctor, a
research-based medical encyclopedia,
the community health clinic).

health information.
2.2a Define a regulatory agency (e.g.,
FDA, CDC, OSHA, state
government).

health information.
2.2a Identify multiple resources to
evaluate accurate information
addressing specific health concerns.

health information.
2.2a Evaluate multiple resources that
provide information about a specific
health concern (e.g., cancer, asthma,
arthritis).
Revised 11/2005
DRAFT
5
6
2.2b Describe why regulatory
agencies exist and how they safeguard
the public.
7
2.2b Explain the steps a regulatory
agency takes before approving health
products or services.
2.3 Analyze how media influences

the selection of health information,
products, and services.
2.3a List words or images the media
use to sell health products or services.
(KYB, Mod. 10)

2.3a Explain how the media
influence consumer health.
Lesson 5)

2.3a Identify and analyze strategies
the media use to sell a health product
or service (e.g., reward/bargain offers,
health claims, personal testimony,
bandwagon, false image, exaggerated
benefits, emotional appeal, status,
humor).

2.3a Describe and evaluate the ways
the media (both negative and positive)
impact individual health decisions and
public health.
Lesson 1)

locate health products and services.

2.4a Demonstrate the ability to locate
and describe the services provided by
voluntary health organizations such as
the Red Cross.

2.4a Demonstrate the ability to locate
school and community programs,
spaces, and facilities for physical
activity.

(?)
(Chapter 20)
2.5 Compare the costs of basic

health products and services.
2.5a List examples of basic health
care products (i.e. toothbrush, pain
relievers, vitamins) and their costs.

2.5a Describe how basic health care
products/services can prevent certain
health conditions (e.g., routine
physical examination is preventive
maintenance).
Lesson 6)
2.5b Explain what products and/or
procedures have been used in your
home for treating certain health
conditions.

2.5a Examine the use of basic health
care products that address specific
health conditions (e.g., using dental
floss helps to prevent gingivitis).

2.5a Evaluate benefits of using basic
Revised 11/2005
DRAFT
5
2.6 Identify community sources of
health services.
2.6a Explore health resources that are
available in the community (e.g.,
health vans, mobile clinics).
6
health services.
7
health services.
Revised 11/2005
8
health services.
2.6a Develop guidelines for the use
of professional health services based
upon the type of care needed (e.g.,
preventive, primary, specialty, acute,
emergency, or rehabilitation).
DRAFT
Health
Standard 2: Access valid health information, health-promoting products and services.
Rationale: Accessing valid health information and health-promoting products and services is important in the prevention, early
9-10
2.1 Evaluate the validity of health information, products, and services.
2.1a Apply primary and secondary sources of information to evaluate the
validity of health information, products and services (primary as direct research
vs. second-hand information or summary shared from another person).
(Lifetime Health Express Lesson p. 562-565)
2.1b Explain how misrepresentation of available information might cause
controversy.
(Lifetime Health Express Lesson p. 186-7, 238-9)
11-12
2.1 Evaluate the validity of health information, products, and services.
2.1a Apply primary and secondary sources of information to evaluate the
validity of health information, products and services (primary as direct research
vs. second-hand information or summary shared from another person).
2.2 Demonstrate the ability to evaluate resources from home, school, and
community that provide valid health information.
2.2a Evaluate the validity of health information from various sources (e.g.,
home, school, and community that provide health information).
(Lifetime Health Express Lesson p. 564)
2.2b Explain the role of government agencies in regulating advertising claims
related to health.
2.2 Demonstrate the ability to evaluate resources from home, school, and
community that provide valid health information.
2.2a Evaluate the validity of health information from various sources (e.g.,
home, school, and community that provide health information).
2.2b Explain the role of government agencies in regulating advertising claims
related to health.
2.1b Explain how misrepresentation of available information might cause

controversy.
Revised 11/2005
DRAFT
9-10
2.3 Evaluate factors that influence personal selection of health products
and services.
2.3a Describe economic and social factors that impact individual and family
access to health products/services.
2.3b Assess the effectiveness, accessibility, and inclusiveness of a health
program in supporting individual and public health.
(Lifetime Health Express Lesson p. 552-561)
11-12
2.3 Evaluate factors that influence personal selection of health products
and services.
2.3a Describe economic and social factors that impact individual and family
access to health products/services.
2.3b Assess the effectiveness, accessibility, and inclusiveness of a health
program in supporting individual and public health.
2.4 Demonstrate the ability to access school and community health

services for self and others.
2.4a Create a concept map illustrating the connections between school and
community health care services.
2.4 Demonstrate the ability to access school and community health

services for self and others.
2.4a Create a concept map illustrating the connections between school and
community health care services.
2.4b Explore various scenarios for appropriate health care for an injury or
health condition.
2.4c Describe how to be an advocate for health care for self and others.
2.4b Explore various scenarios for appropriate health care for an injury or
health condition.
(Lifetime Health Express Lesson p. 576; 13.3, 14.2, 14.4)
2.4c Describe how to be an advocate for health care for self and others.
(Lifetime Health 1.3)
2.5 Analyze the costs and accessibility of health care services.
2.5a Describe the rights and responsibilities of an individual and the health
care provider.
2.5b Compare and contrast different health care plans based on age, preexisting conditions, and socio-economic status.
2.5c Identify how health care delivery systems and providers are changing at a
national level (e.g., Health Maintenance Organizations, Preferred Provider
Option, Emergency Room).
2.5 Analyze the costs and accessibility of health care services.

2.5a Describe the rights and responsibilities of an individual and the health
care provider.
2.5b Compare and contrast different health care plans based on age, preexisting conditions, and socio-economic status.
2.5c Identify how health care delivery systems and providers are changing at a
national level (e.g., Health Maintenance Organizations, Preferred Provider
Option, Emergency Room).
2.6 Analyze situations requiring professional health services.

2.6a Identify characteristics of a life threatening vs. non-life threatening
injury/illness:
Life threatening: Airway, Breathing, Circulation, Severe bleeding
Non-life threatening: Broken leg
2.6 Analyze situations requiring professional health services.

2.6a Identify characteristics of a life threatening vs. non-life threatening
injury/illness:
Life threatening: Airway, Breathing, Circulation, Severe bleeding
Non-life threatening: Broken leg
Revised 11/2005
DRAFT
Health
Standard 3: Students will demonstrate the ability to apply self-management skills to enhance health.
Rationale: Research confirms that reducing harmful and risk-taking behaviors can prevent many diseases and injuries.
Recognizing and practicing health-enhancing behaviors can contribute to a positive quality of life. Students will develop
fundamental self-management skills to handle stress and cope with feelings, avoid and seek help in threatening situations; assess
personal health perceptions and behaviors; promote hygiene; and prevent injury.
K
3.1 Demonstrate how to
apply skills to manage
stress.
3.1b Recognize how your

body shows emotions (e.g.,
draw a picture when you were
happy, sad, angry or scared).
3.1c Use I messages as a
way to manage stress.

apply coping strategies
when feeling a variety of
emotions.
3.2a Validate that emotions
are normal.
1
stress.
3.1a Show how different
events that occur during the
day affect your emotions.
3.1b Practice how tight
muscles vs. relaxed muscles
feel. Explain the difference.
2
stress.
3.1a Explain how your
feelings can change
throughout a day.
3.1b Identify the physical
response to an emotional
situation.
3
stress.
3.1a Demonstrate ways to
prevent stress.
4
stress.
3.1a Demonstrate ways to
prevent stress.
3.1b Identify situations that

trigger physical responses in
your body.
3.1b Identify techniques that

alleviate physical response to
stress..
3.1c List examples of stress

makers and stress helpers.
3.1c Explore interventions to

manage stress (e.g., self talk,
talk with an adult, count to
ten).
3.1c Create a personal list of

stress-reducing strategies.
3.1c Demonstrate different

ways to manage stress that
utilize appropriate
interventions.

emotions.
are normal.

emotions.
are normal.

emotions.
are normal.

emotions.
are normal.
Revised 11/2005
DRAFT
K
3.2b Demonstrate how to tell
a friend or trusted adult about
your feelings when upset.
1
3.2b Illustrate with words or
pictures an unpleasant
situation and how it looked
when it got better.
3.2c Describe a time when

you were happy, sad, angry or
scared.
3.2c Describe a time when

you felt a strong emotion or
feeling (e.g., create a story
map).
3.2c List factors that caused

you to have a strong emotion
and how you managed it.
3.2c List factors that caused

you to have a strong emotion
and how you managed it.
Describe two behaviors that
would lead to a positive
outcome.
3.3 Demonstrate ways to

avoid and seek help in
threatening situations.
3.3a Identify the safe place
symbol and who are trusted
adults in your life.
3.3b Demonstrate
appropriate ways to get away
from a stranger or abductor.

3.3 a Explain why you
should notify an adult of
where you are at all times.
3.3b Demonstrate

3.3a Describe a dangerous
place and explain why it is
dangerous.
3.3b Demonstrate

3.3a Demonstrate how to ask
trusted adults for help when
lost or in trouble.
3.3b Demonstrate
3.3c Understand the
importance for obtaining
parent permission when
leaving the home.

3.3a Demonstrate a situation
that has a positive resolution
to a dangerous set of
circumstances.
3.3b Demonstrate

to assess personal health
perceptions and behaviors.
3.4a Identify things you do
every day to stay healthy.

to identify personal health
needs (e.g., exercise, sleep,
cleanliness, nutritionless
sugar, more fruits and
vegetables).

3.4a Illustrate a healthy
exercise activity.

3.4a Recognize the
difference between healthy
and unhealthy food choices.
(KYB, Mod. 2, Lesson 1, 2,
3, & 4)

3.4a Identify personal
healthy behaviors (e.g.,
nutrition, exercise, sleep).
Revised 11/2005
4
3.2b Demonstrate the ability
to identify feelings associated
with grief and identify and
use strategies to deal with
grief such as talking with a
friend or trusted adult.
3.3c Understand the

importance for obtaining
parent permission when
leaving the home.
DRAFT
K
3.4b Illustrate a healthy meal
and help prepare it.
1
3.4b Identify personal health
behaviors.
3.5 Demonstrate personal

hygiene skills.
to consistently wash your
hands before handling food
and after using the restroom.

hygiene skills.
3.5a Explain why hands are
the biggest disease spreaders.
(KYB, Mod. 9, Lesson 1 & 2)

hygiene skills.
3.5a Demonstrate how to
floss and brush ones teeth.

hygiene skills.
3.5a Recognize the need for
cleanliness (e.g., bathing,
clean clothes).
4
3.4b Demonstrate the ability
to assess personal hygiene
needs (e.g., odors related to
perspiration and not washing)
and identify behaviors that
promote personal hygiene
(e.g., use of soap and
deodorants).
hygiene skills.
care for skin (bathing,
sunscreen, protective
clothing) and identify results
of unprotected skin.
3.5b Demonstrate how to
care for hair and nails.
3.6 Demonstrate safety

skills needed to avoid
injury.
cross streets with the aid of a
crossing guard.

injury.
cross streets safely.

injury.
3.6a Explain how to handle
and pass sharp objects.
Revised 11/2005

injury.
3.6a Demonstrate
appropriate use of safety gear
for various youth sports and
activities (e.g., bicycling,
team and individual sports).

injury.
3.6a Understand and apply
the motto safety first when
participating in recreational
activities.
DRAFT
Health
5
3.1 Demonstrate how to apply
skills to manage stress.
3.1a Explore various stressful
situations and their effects on physical
and mental health.
3.1b. Create a chart on stress
management strategies in response to
stress producing situations.
6
3.1a Identify personal situations that
have caused stress.
7
3.1a Identify strategies for managing
stress.
3.1b Reflect personal strategies that

have helped reduce stress.
3.1b Given a stressful scenario,

identify effective or appropriate
strategies for managing the situation.
3.1c Identify a personal plan with
strategies for how to handle stressful
situations.
3.1c Evaluate a stress level based on

personal life experiences in the past
year (e.g., moving, death of family
member, personal loss).
skills to manage grief and anger.
3.2a List feelings related to grief.

3.2 a Identify various causes of grief.

3.2a Knowing grief and anger are
displayed in a variety of ways,
describe how your family handles
grief or anger.
Revised 11/2005
8
3.1a Demonstrate strategies to
manage stress.
3.1c Demonstrate the ability to

identify feelings and causes of stress,
and identify and use strategies to cope
with stress.
3.2a Illustrate how grief and anger
turned inward can show up in the
body.
DRAFT
5
3.2b Discuss how certain expressions
of grief or anger can be hurtful to self
or others.
(KYB, Mod. 1, Lesson 3; Mod. 7,
Lesson 1 - 4)
3.2c Discuss the grieving process,
knowing that grief is a journey that
requires the expression of emotions.
3.2d Discuss resources for working
through grief.
3.2e List events that can make a

person angry.
3.2f Explore healthy ways to express
anger (e.g., I messages).
6
3.2b Explain various ways and
lengths of time to process grief.
3.2c Review possible reactions to

feelings of grief as being a life-long
process through ups and downs.
3.2d List resources in the school and
community to help people who are
experiencing grief.
7
3.2b Explain the importance of
seeking assistance from an adult when
you feel a situation is out of control
(e.g., threats or thoughts of suicide).
3.2c Review positive responses that
can be given to someone who is angry
or grieving.
8
3.2b Identify how your body reacts to
grief and anger.
3.3 Demonstrate how to avoid and

reduce threatening situations.
3.3a Create an anti-bully campaign
for your school.
3.3b Identify ways to help others and
yourself prevent and stop a bully from
bothering others.
3.3c Identify various types of
harassment (e.g., sexual, ethnic,
physical size).

for your school.
3.2c Explore the medical and nonmedical resources that are available to
people experiencing grief or anger.
3.2d Explain the impact anger turned
outward has on society (e.g., family
school, community).
3.2e Analyze a time you were angry

that had a positive resolution because
of your actions.
3.2f Compare and contrast what to do
when you are angry, and identify
what is healthy and what is not.
3.2g Demonstrate appropriate

conflict resolution techniques.
for your school.
bothering others.
3.3c Know how to report instances of
inappropriate touching to an adult.

for your school.
bothering others.
physical size).
Lesson 5)
Revised 11/2005

bothering others.
physical size).
DRAFT
5
3.3d Demonstrate how to avoid and
reduce compromising and/or
threatening situations (e.g., peer
pressure to use tobacco and alcohol).
6
3.3d Demonstrate how to avoid and
reduce compromising and/or
threatening situations (e.g.,
uncomfortable sexual situation, peer
pressure to use tobacco and alcohol).
7
3.3d Practice positive choices when
dealing with peer pressure and know
when to say NO (e.g., sexual
harassment, drugs).
3.3e Demonstrate appropriate ways

you can get away from a stranger or
abductor.
3.3e Develop an exit strategy for an

emergency or threatening situation.
3.4 Develop injury prevention and

management strategies for personal
and family health.
3.4a Develop an understanding of
injury management strategies
including wounds, burns, bleeding,
bruises, sprains.

and family health.
including wounds, burns, bleeding,
bruises, sprains.

analyze a personal health
assessment to determine health
strengths and risks.
3.5a Demonstrate the ability to
determine heart rate in self and others,
and interpret the results.

3.5a Demonstrate the ability to
analyze personal eating behaviors to
determine dietary strengths and needs.
3.3e Demonstrate exit strategies

when you are threatened (e.g., alcohol
and drug use, bullying, physical harm,
inappropriate touching).
3.3f Create an anti-drug campaign for
your school.
and family health.
including rescue breathing and care
for shock, wounds, burns, bleeding,
bruises, sprains, poisoning, and
choking.
(Chapter 17)
3.5a Analyze the exercise and eating
behaviors of teens in two or three
different scenarios, comparing and
contrasting the strengths and
weaknesses of each.
Lesson 3)
Revised 11/2005
8
3.3d Reject peer pressure to engage
in situations that threaten your
physical and emotional health (e.g.,
say no to drugs, harassment,
intimidation).
12, Lesson 7; Chapter 13, Lesson 3;
15, Lesson 6)
3.3e Identify abusive relationships
(boyfriend, home life, friends) and
demonstrate ways to avoid and
respond to an abusive situation.

and family health.
3.4a Demonstrate injury management
strategies including rescue breathing
and care for shock, wounds, burns,
bleeding, bruises, sprains, poisoning,
and choking.
(Chapter 19, 5 7)
3.5a Create an information campaign
for classmates or school that includes
the strengths and risks associated with
different eating and exercising
behaviors.
Lesson 1 & 2)
DRAFT
5
3.6 Demonstrate strategies to
improve or maintain personal
health.
3.6a Identify example and uses of
products used for personal grooming
(e.g., shampoo, deodorant, soap).
3.6b Set a personal health goal and

keep track of progress.
3.6c Explain how good personal

health is beneficial for normal growth
(e.g., healthy diet, exercise, sleep).
6
health.
3.6a Describe behaviors which
contribute to a high level of personal
hygiene (e.g., brushing teeth, washing
hair).
Lesson 1 3)
3.6b Create a personal health
improvement plan with short and long
term goals and activities.
7
health.
3.6a Design a personal plan to
improve/maintain a high level of
hygiene.
8
health.
3.6a Describe how personal hygiene
choices can affect physical and social
health (e.g., bad breath, body odor,
clean clothes).
3.6b Research a variety of health

improvement plans to promote health.
3.6c Identify a variety of life skills to

promote long-term wellness (e.g.,
avoiding risky behaviors, choosing
healthy behaviors).
3.6c Research and describe various

life skills that promote long-term
wellness (e.g., handling stress, anger
management).
Lesson 3)
3.6b Evaluate progress toward

maintaining and improving personal
health.
Lesson 5)
3.6c Analyze personal life skill
practices which promote long-term
wellness (e.g., peer pressure, avoiding
risky behaviors).
Revised 11/2005
DRAFT
Health
9-10
3.1 Analyze the role of individual responsibility for enhancing health.
3.1a Identify factors (e.g., family, values, peers) that enhance a healthy
lifestyle.
(Lifetime Health, Chapter 1.1, 1.2, 1.3)
3.1b Identify personal responsibilities associated with a healthy lifestyle (e.g.,
finding time to exercise to reduce stress).
11-12
3.1 Analyze the role of individual responsibility for enhancing health.
3.1a Identify factors (family, values, peers, etc.) that enhance a healthy
lifestyle.
3.1b Identify personal responsibilities associated with a healthy lifestyle (e.g.,
finding time to exercise to reduce stress).
3.2 Evaluate a personal health assessment to determine strategies for

health enhancement and risk reduction.
3.2a Determine your current health status through a personal health
assessment (physical and emotional testing).
3.2b Identify strategies to enhance a healthy lifestyle.
(Lifetime Health, Express Lesson p. 614; 1.2)
3.2c Apply risk-reducing and health-enhancement strategies to a personal
health plan.
(Lifetime Health Chapter 6.3)
3.2 Evaluate a personal health assessment to determine strategies for

health enhancement and risk reduction.
3.2a Determine your current health status through a personal health
assessment (physical and emotional testing).
3.2b Identify strategies to enhance healthy lifestyle.
3.2c Apply risk-reducing and health-enhancement strategies to a personal
health plan.
(Health & Wellness, Lessons 3, 33, 34)
Revised 11/2005
DRAFT
9-10
3.3 Analyze the short-term and long-term consequences of safe, risky and
harmful behaviors.
3.3a Identify physical and emotional consequences of substance abuse, sexual
behavior, and poor health choices. Include short and long-term health
concerns.
(Lifetime Health, Chapters 10.1, 11.2, 12.2, 12.3, 14.2, 20.1)
3.3b Create a campaign identifying short and long-term consequences of
harmful health-related behaviors and promoting safe alternatives.
11-12
3.3 Analyze the short-term and long-term consequences of safe, risky and
harmful behaviors.
3.3a Identify physical and emotional consequences of substance abuse, sexual
behavior, and poor health choices. Include short and long-term health
concerns.
3.3b Create a campaign identifying short and long-term consequences of
harmful health-related behaviors and promoting safe alternatives.
(Health & Wellness, Lesson 7, 39, 43, 46, 66)
3.4 Develop strategies to improve or maintain personal, family, and

community health.
3.4a Develop a contract identifying goals and strategies to improve or
maintain personal health for self or family member.
3.4b Construct a resource list to support personal improvement plan.
3.4c Discuss community health issues in a public forum.
3.4 Develop strategies to improve or maintain personal, family and

community health.
3.4a Develop a personal contract identifying goals and strategies to improve or
maintain personal health for self or family member.
3.4b Construct a resource list to support personal improvement plan.
3.4c Discuss community health issues in a public forum.
3.5 Develop injury prevention and management strategies for person,

family, and community health.
3.5a Assess the home for potential hazards and develop a safety plan to
implement with the family.
3.5b Research community guidelines and safety codes for schools and home.
3.5c Present safety guidelines through public service announcements (e.g.,
audio, visual, assembly).
3.5 Develop injury prevention and management strategies for person,

family, and community health.
3.5a Assess the home for potential hazards and develop safety plan to
implement with the family.
3.5b Research community guidelines and safety codes for schools and home.
3.5c Present safety guidelines through public service announcements (e.g.,
audio, visual, assembly).
3.6 Demonstrate ways to avoid and reduce threatening situations.

3.6a Identify skills and strategies to avoid a variety of threatening or risky
behaviors.
3.6b Demonstrate a variety of techniques for avoiding and reducing
(Lifetime Health, Chapters 2.3, 5.1, 5.2, 5.3)
3.6 Demonstrate ways to avoid and reduce threatening situations.

3.6a Identify skills and strategies to avoid a variety of threatening or risky
behaviors.
(Health & Wellness, Lessons 5, 63, 65, 66, 67)
3.6b Demonstrate a variety of techniques for avoiding and reducing
(Health & Wellness, Lessons 5, 16)
Revised 11/2005
DRAFT
9-10
3.7 Evaluate strategies to manage stress.
3.7a Describe physical and emotional signs or symptoms of varying degrees of
stress.
Increased heart and respiratory rate
Increased sweating
Anxiety
Emotional eating
3.7b Utilize a range of techniques to reduce stress levels.
Awareness of stress level
Breathing and relaxation techniques
Exercise
11-12
3.7 Evaluate strategies to manage stress.
3.7a Describe physical and emotional signs or symptoms of varying degrees of
stress.
Increased heart and respiratory rate
Increased sweating
Anxiety
Emotional eating
3.7b Utilize a range of techniques to reduce stress levels.
Awareness of stress level
Breathing and relaxation techniques
Exercise
Revised 11/2005
10
DRAFT
Health
Standard 4: Students will analyze the influence of culture, media, technology and other factors on health.
Rationale: Health is influenced by a variety of factors that co-exist within society. These include the cultural context as well as
media and technology. A critical thinker and problem solver is able to analyze, evaluate, and interpret the influence of these
factors on health. The health literate, responsible, and productive citizen draws upon the contributions of culture, media,
technology, and other factors to strengthen individual, family, and community health.
K
4.1 Describe how culture
influences personal health
behaviors.
4.1a Describe the types of
foods or meals your family
eats.
1
behaviors.
4.1a Categorize foods from
your family meals into each
of the food groups.
(KYB, Mod. 2, Lesson 1 4))
2
behaviors.
4.1a List the foods eaten in
your home and identify which
foods would be classified as
healthy.
3
behaviors.
4.1a List a typical days
menu for ones home for
breakfast, lunch and dinner.
Identify how each item fits
into MyPyramid.
(http://www.MyPyramid.gov)
4
behaviors.
healthy and unhealthy foods
in different cultures.
4.2 Explain how media

influences thoughts,
feelings, and health
behaviors.
4.2a Identify examples of
health-related products.

behaviors.
4.2a Identify commonly
advertised and purchased
(KYB, Mod. 10, Lesson 3 &
4)

behaviors.
4.2a List ways media
promotes commonly
purchased hygiene and

behaviors.
4.2a Recognize that media
can influence the selection of

behaviors.
4.2a Examine how the media
can influence the selection of
APS Health Continuums
revised 11/2005
DRAFT
K
4.3 Describe ways
technology can influence
personal health.
4.3a List commonly used
health care technology in the
home (e.g., digital scale,
digital thermometer).
4.3b List machines that make

our lives healthier.
4.4 Explain how

information from school
and family influences
health.
4.4a Illustrate a healthy habit
you learned at home (e.g.,
drinking milk, or washing
hands).
1
4.3 Describe ways
personal health.
4.3a List health care
technology commonly found
in medical offices and
hospitals (e.g., blood pressure
cuff, digital ear thermometer,
stethoscope).
4.3b Identify health-related
technology in your home that
previous generations (e.g.,
great grandparents) did not
have in their home when they
were your age.
2
4.3 Describe ways
personal health.
4.3a Describe how
technology helps healthrelated services and
information (e.g., x-rays,
donor banks).
3
4.3 Describe ways
personal health.
4.3a Describe how new
medicines can help ill
children.
4
4.3 Describe ways
personal health.
4.3a Explore how to use
technology to find healthrelated information.
4.3b Describe the advantages

and disadvantages of
technology (e.g., using
escalators v. stairs, cars v.
walking).
4.3b Describe how new

forms of technology can help
people learn about health.
4.3b Explain how technology

affects decision making when
food and meal choices are
made (e.g., prepared,
microwavable food).
4.4 Explain how

health.
4.4a Identify who would
provide you with health care
at school.
4.4 Explain how

health.
4.4a Write a list of health
information facts (e.g.,
healthy habits) learned at
home and a list of those
learned at school.
4.4 Explain how

health.
4.4a Interview a health
provider at school about
important health information
children should know.
4.4 Explain how

health.
4.4a Develop a healthinformation sheet to post at
home that includes
emergency numbers, nutrition
and safety tips.
revised 11/2005
DRAFT
Health
media and technology. A critical thinker and problem solver is able to analyze, evaluate, and interpret the influence of these
factors on health. The health literate, responsible, and productive citizen draws upon the contributions of culture, media,
5
4.1 Describe the influence of
cultural beliefs on health behaviors
and the use of health services.
4.1a Invite parent, grandparent, or
guardian to share with the class
various treatments used in your home
for some common illnesses in your
home (e.g., use of castor oil, garlic,
coining, incense, vapor rub).
6
4.1a Choose a specific country or
nationality and examine their
common health beliefs.
7
4.1a Explore how the use of eastern
and western medicine practices have
blended.
8
4.1a Discuss the use of alternative
health practices in various regions in
the United States or various ethnic
groups such as Latinos/Hispanics,
African Americans, Native
Americans, Asian/ Pacific Islanders.
4.2 Analyze how messages from

media and other sources influence
health behaviors.
4.2a Explain why advertising uses
catchy tunes and colorful packaging
to encourage people to want certain
types and brands of health products.

health behaviors.
4.2a Discuss why television and
magazines make certain physical
traits (extreme thinness, buff bodies)
seem desirable when these traits and
the often risky behaviors that result in
these traits are unhealthy.

health behaviors.
4.2a Determine why people often
select health products on the basis of
family habits, impulse, and
advertising claims.

health behaviors.
4.2a Critique the use of positive
media strategies, including marketing,
to promote healthy choices.
revised 11/2005
DRAFT
5
4.3 Analyze the influence of
technology on personal and family
health.
4.3a Identify resources with
technology (internet) that provide
valid health information for students
and their families.
6
health.
4.3a Describe how technology has
changed the physical activity of
people (e.g., hand-held games,
television games).
7
health.
4.3a Explore the impact of advances
in technology in the field of medicine
(e.g., artificial limbs, medical
practices and procedures).
4.3b Explore ways to use

technological resources from home,
school, and community.
4.3b Describe how technology has

influenced behaviors affecting
peoples eating habits (e.g.,
convenience foods, packaged foods).
4.3b Explore the impact of

advancements in technology in the
area of sports (e.g., new/improved
safety equipment for physical
activities and sports).
4.4 Analyze how information from

peers influences health.
4.4a Examine the validity of health
information learned from peers.

4.4a Conduct and analyze a survey
on peer health beliefs (e.g., disease
control and teen pregnancy).

4.4a Compare and contrast health
information from peers with that from
professional health educators.
4.4b Outline the path that health

information takes before it reaches
you.
revised 11/2005
8
health.
4.3a Analyze how advances in
technology have influenced medical
practices and procedures (e.g., laser
surgery, arthroscopic surgery,
magnetic resonance imaging).
4.3b Analyze the impact of
health.

4.4a Determine peer misinformation
on health issues such as disease
control and protection against
STDs/STIs and pregnancy.
4.4b Create strategies to
communicate ways to counteract
misinformation on health issues.
DRAFT
Health
media and technology. A critical thinker and problem solver is able to analyze, evaluate and interpret the influence of these
factors on health. The health literate, responsible and productive citizen draws upon the contributions of culture, media,
9-10
4.1 Analyze how cultural diversity enriches and challenges health
behaviors.
4.1a Examine how different factors influence health beliefs and practices (e.g.,
gender, rural/urban, equity, social economic status, religion, diet, health dollars
spent on heart surgeries versus prevention).
4.1b Research how different groups (ethnic, socio-economic, religious, etc.)
address significant health issues (e.g., prenatal care, end-of-life care, diabetes).
4.2 Evaluate the effect of media and other factors on personal, family, and
community health.
4.2a Evaluate how internal and external influences of messages from various
forms of media affect health enhancing behaviors, health risks, and the
selection of health products.
(Lifetime Health, Express Lesson pp. 46-7, 186-7, 238-9, 564-5)
11-12
4.1 Analyze how cultural diversity enriches and challenges health
behaviors.
4.1a Examine how different factors influence health beliefs and practices
(e.g., gender, rural/urban, equity, social economic status, religion, diet,
health dollars spent on heart surgeries versus prevention).
(Health & Wellness, Lessons 4, 28, 31, 55)
4.1b Research how different groups (ethnic, socio-economic, religious,
etc.) address significant health issues (e.g., prenatal care, end-of-life care,
diabetes).
4.2 Evaluate the effect of media and other factors on personal, family,
and community health.
4.2a Evaluate how internal and external influences of messages from
various forms of media affect health enhancing behaviors, health risks, and
the selection of health products.
(Health & Wellness, Lesson 1, 2, 4, 37, 52)
revised 11/2005
DRAFT
9-10
4.3 Evaluate the impact of technology on personal, family, and
community health.
4.3a Demonstrate the ability to locate health information, products, and
services from the Internet.
(Lifetime Health, Express Lesson pp. 46-7, 564-5)
11-12
4.3 Evaluate the impact of technology on personal, family, and
community health.
4.3a Demonstrate the ability to locate health information, products, and
services from the Internet.
4.3b Analyze the validity of health information, products, and services from
the internet.
(Lifetime Health, Express Lesson pp. 46-7, 186-7, 238-9, 564-5)
4.3c Analyze the effects of technology on healthy and risky choices.
4.3b Analyze the validity of health information, products, and services

from the internet.
4.3c Analyze the effects of technology on healthy and risky choices.
4.4 Analyze how information from the community influences health.

4.4a Interview a health professional to determine major health issues that
affect the community (e.g., diseases, teen pregnancy, drugs/alcohol).
4.4 Analyze how information from the community influences health.

4.4a Interview a health professional to determine major health issues that
affect the community (e.g., diseases, teen pregnancy, drugs/alcohol).
4.4b Develop an informational campaign in conjunction with health

professionals to address urgent peer or community health issues.
4.4b Develop an informational campaign in conjunction with health

professionals to address urgent peer or community health issues.
revised 11/2005
DRAFT
Health
Standard 5: Students will demonstrate the ability to use interpersonal communication skills to enhance health.
Rationale: Personal, family, and community health are enhanced through effective communication. A responsible individual will
use verbal and nonverbal skills in developing and maintaining healthy personal relationships. Ability to organize and to convey
information, beliefs, opinions, and feelings are skills that strengthen interactions and can reduce or avoid conflict. When
communicating, individuals who are health literate demonstrate care, consideration, and respect of self and others.
K
5.1 Distinguish between
verbal and nonverbal
communication.
5.1a Demonstrate verbal and
nonverbal communication
(e.g., facial expressions,
gestures).
1
communication.
5.1a Distinguish between the
use of words and the use of
gestures, facial expressions,
and tone to communicate
feelings, wants, and needs
(e.g., show vs. tell).
2
communication.
5.1a Demonstrate strategies
to communicate verbally and
nonverbally to effectively
express feelings.
3
communication.
5.1a Recognize appropriate
communication (e.g., words,
tone of voice, facial
expressions, gestures, body
language).
4
communication.
5.1a Examine and implement
appropriate use of verbal and
nonverbal communication in
various situations (e.g.,
refusing alcohol and drugs).
5.2 Describe characteristics

needed to be a responsible
friend and family member.
5.2a Name someone you
know who is a good listener.
Explain how being a good
listener is an important
responsibility.

5.2a Tell why a responsible
person has the qualities of
caring, helping, listening, and
kindness (e.g., telling an adult
when someone is hurt or
crying, listening when
someone else is talking).

5.2a Explain how honesty,
respect, and trust are
important characteristics of a
responsible person.

your responsibilities with
those of an older household
member.

5.2a Tell what happens when
someone isnt honest,
respectful, or trustworthy.
Explain how relationships can
change when this happens
(e.g., what happens when you
have lied to a parent).
Revised 11/2005
DRAFT
K
2
5.2b Discuss how developing
honesty, respect, and trust are
important characteristics for a
healthy relationship with
friends and family.
5.3 Demonstrate healthy

ways to express needs,
wants, and feelings.
5.3a Learn and follow group
norms for gaining attention to
needs and wants.

5.3a Identify differences
between needs, wants, and
feelings.

5.3a Explore appropriate
ways to demonstrate needs,
5.3b Use words to describe

feeling states (happy, sad,
afraid, angry).
5.3b Identify the feelings of

literary characters.
5.3b Write a personal

narrative which describes
feelings surrounding a real
event.

communicate care,
consideration, and respect
of self and others.

communicate care,
of self and others.
5.4a Outline recess behaviors
that demonstrate caring,
(e.g., say no when something
isnt right or safe, taking
turns).
(KYB, Mod. 7)
(KYB, Mod. 1)

communicate care,
of self and others.
turns).
Revised 11/2005
4
5.2b Tell what happens when
someone is honest, respectful,
or trustworthy. Explain how
this makes you feel (e.g.,
intrinsic vs. extrinsic reward).

5.3a Express feelings toward
classmates in response to role
plays of courtesy,
helpfulness, anger, and
bullying.
Mod. 1, Lesson 2)

needs, wants, and feelings
interrelated around a personal
choice.
5.3b Describe how needs,

wants, and feelings motivate
ones behavior.

communicate care,
of self and others.
turns).
Mod. 1, Lesson 2)

communicate care,
of self and others.
turns).
DRAFT
K
5.4b Explain how, by
following classroom or
school rules, we demonstrate
care, consideration, and
respect of self and others.
1
5.4b Identify behaviors that
demonstrate courtesy and
care for others (e.g., describe
how we show visitors and
new students that we care
about others with our words
and actions).
2
5.4b Identify ways to show
care, consideration, and
respect for others who have
needs different from your
own (e.g., family member in
nursing home, person
wearing a hearing aid, friend
who lost a pet).
3
5.4b Practice various ways to
communicate with family
members that show your
respect for them.
5.4c Explain how refusal

skills demonstrate selfrespect.
5.5 Demonstrate attentive
listening skills to build and
maintain healthy
relationships.
5.5a Identify listening
techniques (e.g., paying
attention, not interrupting,
waiting to share, eyes and
attention on the speaker).
5.5b Describe proper
manners used to speak with
an adult (e.g., teacher,
principal, doctor, nurse).

maintain healthy
relationships.

maintain healthy
relationships.
5.5a. Identify appropriate
physical and verbal actions to
demonstrate appropriate
listening skills.
5.5b Identify steps to acquire

a speakers attention (e.g.,
raise your hand and patiently
wait to be called upon).
(KYB, Mod. 7)
5.5b. Explain how you avoid

interrupting a speaker.
5.5c Role play appropriate

and safe telephone etiquette.
Revised 11/2005

maintain healthy
relationships.
5.5a Model listening skills
when speaking with another
person.

maintain healthy
relationships.
5.5a Demonstrate and
perform active listening skills
to build and maintain healthy
relationships (e.g., rewording,
rephrasing, acknowledging).
5.5c Role play appropriate

and safe telephone etiquette.
DRAFT
K
5.6 Demonstrate refusal
skills to enhance health.
5.6a Identify situations
necessitating saying no for
health and safety (e.g., say no
to strangers, inappropriate
touching).
5.6b List substances that are
harmful to your body.
1
5.6a Identify situations
necessitating saying no for
health and safety (e.g., say no
to strangers, inappropriate
touching).
5.6c Practice saying no to

harmful products (e.g.,
tobacco products, alcohol,
prescription drugs).
2
5.6a Identify peer pressure
situations that make you feel
uncomfortable (e.g., friends
telling you to cross the street
on a red light).
(KYB, Mod. 7, Lesson 2
3
5.6a List situations that
present peer pressure to
engage in risky health
behavior.
5.6b Recognize your inner

discomfort in a situation as
warning to refuse pressure
from others.
5.6c Demonstrate ways to
say no to illegal and unsafe
substances.
5.6b Practice techniques to

refuse risky health behaviors
(e.g., stranger enticement,
peer pressure).
5.6c Demonstrate saying
no in an assertive manner.
Mod. 7, Lesson 2)
4
5.6a Role play a situation
where a child resists peer
pressure to engage is risky
behavior (e.g., try a cigarette,
a beer, or accept a dangerous
challenge).
5.6c Demonstrate
collaboration, negotiation,
and refusal skills.
5.7 Differentiate between

negative and positive
behaviors used in conflict
situations.
5.7a Illustrate a conflict
situation, then show both a
positive and negative
resolution.

situations.
5.7a Identify both positive
and negative responses to a
conflict (e.g., hitting, getting
help, etc.).

situations.
5.7a Distinguish the
characteristics that
differentiate positive and
negative behaviors used in
conflict situations.

situations.
5.7a Examine the conflict
outcomes resulting from
positive behaviors and those
resulting from negative
behaviors.

situations.
5.7a Explore the physical
reactions to conflict situations
(e.g., clenched muscles vs.
deep breath).
5.8 Demonstrate nonviolent strategies to resolve

conflicts.
5.8a Define anger and how
anger can affect people.

conflicts.
5.8a Demonstrate various
ways of handling anger.

conflicts.
5.8a Define conflict and give
examples of solving conflict.

conflicts.
5.8a Differentiate between
situations.

conflicts.
5.8a Explain the connection
between conflict and
resolution.
Revised 11/2005
DRAFT
K
5.8b Explore and practice
cooperation.
1
5.8b Describe ways of
cooperating.
2
5.8b Demonstrate a variety
of ways to be cooperative.
Revised 11/2005
3
5.8b Define cooperation and
compromise.
4
5.8b Design and practice
alternative resolution
techniques for a variety of
conflict situations.
DRAFT
Health
5
5.1 Demonstrate effective verbal
and nonverbal communication
5.1a Model and match effective
verbal and nonverbal communication
skills for various situations (e.g.,
asking others to join a group, showing
courtesy, expressing feelings).
6
5.1a Demonstrate the ability to match
effective ways to communicate
refusal skills verbally and nonverbally
in various situations (e.g., cheating,
skipping class, substance use).
7
5.1a Demonstrate effective ways to
communicate empathy, care, and
concern to others in various situations
(e.g., friend with family problems,
loss of family member, divorce).
8
5.1a Identify and demonstrate the
advantages and disadvantages of
using verbal and nonverbal skills
(e.g., perceptions of both receiver and
communicator).
Lesson 2)
5.2 Describe how the behavior of

family and peers affects
interpersonal communication.
5.2a Give an example of how
someone can say one thing about
his/her health but show/do something
completely opposite.
Lesson 4)

communication styles between peers
and between parent and child.
Explore what words and actions work
with peers and not with parents.

5.2a Strategize ways to positively
address an interpersonal
communication issue with a peer or
family member (e.g., examining
positive vs. negative strategies).
Lesson 2

5.2a Identify a personal goal for
improving interpersonal
communication with family and peers
(e.g., positive self-talk).
Revised 11/2005
DRAFT
5
5.3 Demonstrate healthy ways to
express needs, wants, and feelings.
5.3a Create a list of positive and
negative ways to express feelings,
needs, and wants.
6
5.3a Illustrate examples of healthy
friendship through artwork, posters,
or in writing.
7
5.3a Identify and develop a
constructive criticism of the school
environment (e.g., school lunches
need to be healthier).
8
5.3a Communicate a positive
response to a conflict within the
school or greater community.
(Chapter 12, Lesson 3, 4 & 6)
5.3b Demonstrate understanding of

communication of both positive and
negative feelings (e.g., use role
plays/charades).
5.3b Generate a friendly conversation

with a classmate about whom little is
known.
5.3b Propose a course of action to

address the changes needed to meet
the needs or satisfy the wants
described in a constructive criticism.

communicate care, consideration,
and respect of self and others.
5.4a Dramatize or illustrate actions
that demonstrate care, consideration,
and respect for others.
(Bully-Proofing Your School, Chapter
3, Lesson 5 & 6; Chapter 4, all)

5.4a Identify ways to express concern
for a friend or family member who
has experienced a loss or betrayal.

5.4a Practice negotiation, refusal and
collaboration skills to show respect
for self and others.
Lesson 2)
5.3b Compare/contrast the ways

individuals express their needs, wants,
and feelings through social groups
(e.g., ethnic activities, political action,
demonstrations).
Lesson 1)
5.4a Discuss and practice effective
communication to deal with peer
pressure while showing care,
consideration, and respect for others
(e.g., refusal without judgment).
5.5 Demonstrate communication

skills to build and maintain healthy
relationships.
5.5a Demonstrate appropriate
communication skills that clearly
articulate your intent (e.g., what is
your intent for sharing information
about othersgossip, manipulation of
facts, responsibility for actions).

relationships.
5.5a Demonstrate appropriate
communication skills that clearly
articulate your intent (e.g., what is
your intent for sharing information
about othersgossip, manipulation of
facts, responsibility for actions).

relationships.
5.5a Explore how miscommunication
causes breakdowns in
relationships.(e.g., the game
telephone twists the true meaning).

relationships.
5.5a Analyze strategies to effectively
communicate your desires to parents,
teachers, peers, and siblings.
Chapter 12, Lesson 1, 2 & 7; Chapter
13, Lesson 2)
5.5b Practice active listening skills to

achieve clear understanding between
self and others.

self and others.

self and others.

self and others.
Revised 11/2005
DRAFT
5
5.5c Practice listening skills and
appropriate behavior when conversing
with another individual (e.g.,
manners).
6
5.5c Demonstrate respectful behavior
toward adults, peers, strangers.
(Chapter 5, Lesson 1, 2, 4 & 5)
7
5.5c Identify and practice using
refusal skills (communication) to
maintain a healthy relationship.
8
5.5c Evaluate each others
performance (role play) incorporating
strategies identified above and isolate
the best healthy practices.
5.6 Demonstrate refusal and

negotiation skills to enhance health.



5.6a Discuss what refusal and

negotiation strategies work better than
others.
5.6b Compare and contrast refusal
and negotiation strategies appropriate
for various situations.
5.6a Identify strategies for refusing to

participate in risky health behaviors.
5.6b Illustrate how organized group
activities promote positive
alternatives to risky behaviors (e.g.,
sports clubs, church groups).
5.7 Analyze the possible causes of

conflict among youth in schools and
communities.
5.7a Create a survey for peers and
community members that would look
at causes of conflict among youth.
Lesson 1)
5.7b Conduct the survey and
compare the results from the school
survey with the community survey.

communities.
5.7a Discuss the possible causes of
conflict among youth at schools and
in communities. Address the what,
when, and who of these conflicts.
5.7b Develop a plan(s) that may help
reduce conflicts within the school. If
possible, present plan(s) to
administration.
5.6a Use family practices as a refusal

technique (e.g., use parents as a
reference for refusing peers).
(KYB, Mod. 1, Lesson )
5.6b Describe a situation where you
are in a peer group discussing a risky
behavior. Practice different
negotiation strategies to persuade the
group not to engage in the risky
activity.
5.6c Describe words and body
language used in collaboration,
negotiation, and refusal skills (e.g.,
I messages, words that convey an
intent, rephrasing, reflective
response).
(KYB, Mod. 1, Lesson )
communities.
5.7a List possible causes of conflict
among youth in schools and in
communities.
(KYB, Mod. 7, Lesson 1 4)
5.7b Compare and contrast causes of
communities.

communities.
5.7a Distinguish between internal and
external causes of conflict among
youth in schools and communities
(e.g., self, family, peers, neighbors).
Revised 11/2005
DRAFT
5
manage conflict in healthy ways.
5.8a Explain how peer conflict can be
positive (e.g., developing compassion
while listening to anothers
viewpoint).
5.8b Investigate conflict situations
and model appropriate resolution
techniques.
5.8c Describe behaviors of an
effective collaborative group (e.g.,
taking turns, listening to others
opinions).
6
5.8a Examine the extent of conflict
among youth at school.
7
5.8a Investigate potential causes of
conflict at school among the youth.
8
5.8a Analyze possible causes of
conflict with youth in schools and
community.
5.8b Differentiate various effective

conflict resolution techniques (e.g.,
finding a compromise).
5.8c Define and practice
collaboration, negotiation, and refusal
skills.
5.8b Explore a variety of strategies

for solving interpersonal conflict
(e.g., conflict resolution techniques).
5.8c Describe how and why
collaboration, negotiation and/or
refusal skills are used to avoid
harmful situations.
5.8b Examine the effectiveness of

various conflict resolution strategies/
methods.
5.8c Model strategies used to solve
interpersonal conflicts without
harming self or others (e.g.,
collaboration, negotiation, and/or
refusal skills).
Revised 11/2005
DRAFT
Health
9-10
5.1 Demonstrate skills for communicating effectively with family, peers,
and others.
5.1a Demonstrate an understanding of verbal and nonverbal communication
for various situations to enhance health and reduce health risks (e.g., refusal
skills, conflict resolution, collaborating, negotiating).
(Lifetime Health, Chapter 2.3, 5.1)
5.1a List skills needed to communicate effectively with family, peers, and
others using
clear and concise language,
I messages,
assertive rather than aggressive, passive, or passive aggressive styles, and
body language.
11-12
5.1 Demonstrate skills for communicating effectively with family, peers,
and others.
5.1a Demonstrate an understanding of verbal and nonverbal communication
for various situations to enhance health and reduce health risks (e.g., refusal
skills, conflict resolution, collaborating, negotiating).
5.1a List skills needed to communicate effectively with family, peers, and
others using
clear and concise language,
I messages,
assertive rather than aggressive, passive, or passive aggressive styles, and
body language.
5.2 Analyze how interpersonal communication affects relationships.

5.2a Compose a list of people who are important in your life and how effective
(positive) communication and ineffective (negative) communication has
impacted your relationships with them. Strategize how you might improve any
of those relationships.
(Lifetime Health, Chapters 3.2, 17.3, 19.1)
5.2 Analyze how interpersonal communication affects relationships.

5.2a Compose a list of people who are important in your life and how effective
(positive) communication and ineffective (negative) communication has
impacted your relationships with them. Strategize how you might improve any
of those relationships.
Revised 11/2005
10
DRAFT
9-10
5.3 Demonstrate healthy ways to express needs, wants, and feelings.
5.3a Practice and apply the I statement as a technique to express needs,
5.3b Describe how I statements can be used as a refusal skill.
11-12
5.3 Demonstrate healthy ways to express needs, wants, and feelings.
5.3a Practice and apply the I statement as a technique to express needs,
5.3b Describe how I statements can be used as a refusal skill.
5.4 Demonstrate ways to communicate care, consideration, and respect of

self and others.
5.4a Compare and contrast relationship behaviors that either enhance or
hinder the health of relationships (e.g., honesty, respect, care).
5.4b Illustrate the meaning of actions speak louder than words. Give
examples of incongruent words and actions.
5.4 Demonstrate ways to communicate care, consideration, and respect of

self and others.
5.4a Compare and contrast relationship behaviors that either enhance or
hinder the health of relationships (e.g., honesty, respect, care).
5.4b Illustrate the meaning of actions speak louder than words. Give
examples of incongruent words and actions.
5.5 Demonstrate strategies for solving interpersonal conflicts without

harming self or others.
5.5a Describe strategies for resolving conflicts with parents, siblings, peers,
friends, dating relationships, and our community.
5.5b Evaluate interpersonal skills necessary to communicate effectively:
At home with siblings and parents
Within peer relationships
In the workplace or school
Within group activities
5.5c Describe the differences between intended and perceived messages.
5.5 Demonstrate strategies for solving interpersonal conflicts without

harming self or others.
5.5a Describe strategies for resolving conflicts with parents, siblings, peers,
friends, dating relationships, and our community.
5.5b Evaluate interpersonal skills necessary to communicate effectively:
At home with siblings and parents
Within peer relationships
In the workplace or school
Within group activities
5.5c Describe the differences between intended and perceived messages.
5.6 Demonstrate refusal, negotiation, and collaboration skills to avoid

potentially harmful situations.
5.6a Identify resources an individual can seek that will help to diffuse and/or
negotiate potentially harmful situations within the family, school, community.
(Lifetime Health, Chapters 5.1, 5.2)
5.6 Demonstrate refusal, negotiation, and collaboration skills to avoid

potentially harmful situations.
5.6a Identify resources an individual can seek that will help to diffuse and/or
negotiate potentially harmful situations within the family, school, community.
Revised 11/2005
11
DRAFT
9-10
5.6b Describe and practice steps to take to remove oneself from potentially
harmful situations (e.g., at home, peer pressure, preventing date rape).
5.6c Propose a campaign to highlight refusal, negotiation, and collaboration
skills to avoid potentially harmful situations (e.g., anti-bullying, anti-substance
abuse, anti-drinking and driving, abstinence).
(Lifetime Health, Chapters 5.1, 10.3, 11.3, 12.4, 19.2)
11-12
5.6b Describe and practice steps to take to remove oneself from potentially
harmful situations (e.g., at home, peer pressure, preventing date rape).
5.6c Propose a campaign to highlight refusal, negotiation, and collaboration
skills to avoid potentially harmful situations (e.g., anti-bullying, anti-substance
abuse, anti-drinking and driving, abstinence).
(Health & Wellness, Lessons 3, 5, 37, 38, 41)
5.7 Analyze the possible causes of conflict in schools, families, and

communities.
5.7a Compile a comprehensive survey to determine possible causes of conflict
in students lives at school, at home, and in the community.
5.7b Analyze data from a survey to determine perceived causes of conflict in
students lives and share the results with the community (e.g., presentation,
flyer, poster).
5.7 Analyze the possible causes of conflict in schools, families, and

communities.
5.7a Compile a comprehensive survey to determine possible causes of conflict
in students lives at school, at home, and in the community.
5.7b Analyze data from a survey to determine perceived causes of conflict in
students lives and share the results with the community (e.g., presentation,
flyer, poster).
5.8 Demonstrate strategies used to prevent conflict.

5.8a Evaluate basic causes of conflict in society (e.g., attitude, value, power
issues). Analyze the effectiveness of communication in various conflict
situations (e.g., assertiveness vs. aggressiveness, listening skills).
5.8b Develop refusal skills when confronted with peer pressure (e.g.,
substance abuse, date rape).
5.8 Demonstrate strategies used to prevent conflict.

5.8a Evaluate basic causes of conflict in society (e.g., attitude, value, power
issues). Analyze the effectiveness of communication in various conflict
situations (e.g., assertiveness vs. aggressiveness, listening skills).
5.8b Develop refusal skills when confronted with peer pressure (e.g.,
substance abuse, date rape).
Revised 11/2005
12
DRAFT
Health
Standard 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
Rationale: Decision making and goal setting are essential lifelong skills needed in order to implement and sustain healthenhancing behaviors. These skills make it possible for individuals to transfer health knowledge into healthy lifestyles. When
applied to health issues, decision-making and goal-setting skills will enable individuals to collaborate with others to improve the
quality of life in their families, schools, and communities.
K
to apply a decision-making
process to health issues and
problems.
6.1a Explain the term
choice.
1
problems.
6.1a Explain positive and
negative consequences of
dental hygiene practices.
2
problems.
6.1a Discuss the benefits of
an adequate amount of sleep.
3
problems.
6.1a Evaluate the benefits of
choosing healthy foods.
4
problems.
sedentary activities with
physical activities.
6.2 Explain when to ask for

assistance in making healthrelated decisions and setting
health goals.
6.2a Explain why it is
important to seek adult help
before taking medicine.

health goals.
6.2a Explain why it is
important to obtain an adults
help in making balanced food
choices.

health goals.
6.2a Explain that one should
ask a parent for help in
making choices related to
participating in a physical
activity or sport.

health goals.
6.2a Locate the ingredient
list on a nutrition list and a
serving size on a food label.

health goals.
6.2a Explain the importance
of asking for adult assistance
when you have trouble
sleeping or you are afraid to
go to school.
6.2b Explain the significance

of the order in which the
ingredients are listed on a
label.
Revised 11/2005
DRAFT
K
6.3 Predict outcomes of
positive health decisions.
6.3a Predict outcomes of
positive health decisions
relating to sneezing into
elbow rather than hands.
1
relating to daily brushing of
teeth.
2
relating to an adequate
amount of sleep.
3
relating to choosing healthy
foods.
4
relating to exercise.
6.4 Set a personal health

goal and track progress
toward its achievement.
6.4a Set a personal health
toward its achievement (e.g.,
washing hands after using
restroom).

daily brushing of teeth).
Mod. 8, Lesson 3)

getting an adequate amount
of sleep each night).

choosing healthy snacks).

increasing amount of
exercise).
Revised 11/2005
DRAFT
Health
5
apply a decision-making process to
health issues and problems
individually and collaboratively.
6.1a Outline the decision-making
process and apply it to a personal
situation.
Identify the problem
Consider your values
List options
Weigh the consequences
Decide, then act
Evaluate your choice (e.g.,
as it relates to diet and
nutrition).
6
6.1a Demonstrate the decisionmaking process in a personal
situation.
List options
Decide, then act
nutrition).
7
6.1a Implement the decision-making
process in a personal situation.
List options
Decide, then act
nutrition).
(Chapter 2, Lesson 2, 3, & 5)
8
6.1a Adapt the decision-making
process and evaluate its effectiveness
within particular situations (e.g.,
conflict resolution).
(Chapter 2, Lesson 1, 3 & 4; Chapter
14, Lesson 7; Chapter 15, Lesson 7;
6.1b In small groups, apply the

decision-making process to a health
issue (e.g., peer pressure to use
tobacco and alcohol).

issue (e.g., peer pressure to use illegal
substances).
Lesson 2, 4, 5 & 8; Chapter 11;

issue (e.g., peer pressure to
participate in sexual activity).

issue (e.g., peer pressure to participate
in gang activity).
Revised 11/2005
DRAFT
5
6.2 Analyze how health-related
decisions are influenced by
individuals, family, and community
values.
6
values.
7
values.
8
values.
6.2a Discuss how family and

community influence individual
values when making physical healthrelated decisions (e.g., choosing to
wear safety equipment when taking
part in physical activities).
6.2a Investigate how an individuals

social health-related decisions affect
the family and community (e.g.,
observing, encouraging, and
participating in teasing and bullying
activities).
6.2a Examine how the emotional

health-related decisions of an
individual affect the family and
community (e.g., positive self-talk,
anger management, and suicidal
thinking).
6.2a Survey how the mental healthrelated decisions of an individual

affect the family and community
(e.g., choosing to not take needed
medication, prolonged stress).
6.3 Predict how decisions

regarding health behaviors have
consequences for self and others.
6.3a Explain how the decision to
ignore safety rules may result in
injury to self or others (e.g., ignoring
traffic signals as a pedestrian or
cyclist).

6.3a Describe the impact of alcoholic
use on the well being of others (e.g.,
drinking and driving puts everyone at
risk).

6.3a Discuss the consequences of
tobacco use on self and others (e.g.,
respiratory diseases and second hand
smoke).

6.3a Recognize the consequences of
substance abuse on self and others.
(e.g., the gateway drug affect).
(Chapter 16, Lesson 3, 4, 5, 6, 7 & 8)
6.3b Research the economic impact

on a familys budget of smoking and
alcohol habits.
6.3b Research the economic impact

on a budget of substance abuse.
6.4 Apply strategies and skills

needed to attain personal health
goals.
6.4a Explain the need for an
individual health plan that addresses
personal strengths, needs, and health
risks (e.g., endurance exercise has a
health risk of burn-out, joint injuries).
Lesson 2)

goals.
6.4a Chart the application and the
effects of a long-term health plan.

goals.
6.4a Identify health habits needed to
prevent disease (e.g., flossing teeth).

goals.
6.4a Demonstrate the ability to set
personal goals resulting in positive
long-term health benefits. (e.g.,
proper diet and exercise).
Revised 11/2005
DRAFT
5
6.5 Describe how personal health
goals are influenced by changing
information, abilities, priorities,
and responsibilities.
6.5a List current health information
that has potential impact on health
goals (e.g., current nutrition
information, MyPyramid.gov).
(KYB, Mod. 2)
(http://www.MyPyramid.gov)
6
6.5a Explain how knowledge of
current health information implies
assuming personal responsibility for
health.
7
6.5a Explain why changing your
plans implies the acceptance of
personal health goals.
8
6.5a Analyze how current
information regarding stress
management develops and enhances
coping strategies.
6.6 Develop a plan that addresses

personal strengths, needs, and
health risks.
6.6a Design a personal fitness plan
that considers personal strengths,
needs, and risks (e.g., running or
cycling to stay in shape that prevents
further knee injury).

health risks.
6.6a Design and implement a plan
that addresses healthy nutritional
guidelines.

health risks.
6.6a Develop a plan for improving
social skills with peers and adults.
Lesson 7)

health risks.
6.6a Design implement, and monitor
a plan that includes both long and
short-term health goals (e.g., the
effects of exercise on physical,
emotional, social, and mental health).
Lesson 5)
Revised 11/2005
DRAFT
Health
9-10
6.1 Demonstrate the ability to utilize various strategies when making
decisions related to health needs and risks of young adults.
6.1a Review decision-making matrix and compare different strategies for
making decisions:
List options
Decide, then act
Evaluate your choice
11-12
6.1 Demonstrate the ability to utilize various strategies when making
decisions related to health needs and risks of young adults.
6.1a Review decision-making matrix and compare different strategies for
making decisions:
List options
Decide, then act
Evaluate your choice
6.1b Practice skills that allow correcting mistakes for poor decisions:
Be accountable
Accept responsibility
Plan corrective Action
Implement plan
6.1b Practice skills that allow correcting mistakes for poor decisions:
Be accountable
Accept responsibility
Plan corrective Action
Implement plan
Revised 11/2005
DRAFT
9-10
6.2 Analyze health concerns that require collaborative decision making.
6.2a Identify health concerns that require group decision making (e.g., Clean
Air Act, smoking ban, teenage driving laws).
6.2b Determine norms for group decision making (e.g., sharing, consideration
of others, cooperation).
11-12
6.2 Analyze health concerns that require collaborative decision making.
6.2a Identify health concerns that require group decision making (e.g., Clean
Air Act, smoking ban, teenage driving laws).
6.2b Determine norms for group decision making (e.g., sharing, consideration
of others, cooperation).
6.3 Predict immediate and long-term impact of health decisions on the

individual, family, and community.
6.3a Find, analyze, and discuss a current media event about a teens decision
and the immediate and long-term impacts on the individual, family, and
community. Include both positive and negative decisions.
6.3 Predict immediate and long-term impact of health decisions on the

individual, family, and community.
6.3a Define the immediate impact of a health related decision on the
individual, family, and community (e.g., drinking and driving).
6.3b Organize a presentation about the immediate and long-term impacts

associated with decision-making.
6.3b Organize a presentation about the immediate and long-term impacts

associated with decision-making.
6.3c Recognize the consequences of substance abuse on self and others.

6.3d Research the economic impact on a budget of substance abuse.
6.3c Recognize the consequences of substance abuse on self and others.

6.3d Research the economic impact on a budget of substance abuse.
6.4 Implement a plan for attaining a personal health goal.

6.4a Identify and develop a personalized health goal (e.g., getting more sleep,
drinking more water, getting more exercise).
(Lifetime Health, Chapters 2.4, 6,2)
6.4 Implement a plan for attaining a personal health goal.

6.4a Identify and develop a personalized health goal (e.g., getting more sleep,
drinking more water, getting more exercise).
6.4b Analyze and discuss the long- term benefits of each wellness goal.
6.4c Develop a measurement tool to assess progress toward personal goals.
(Lifetime Health, Chapters 2.4, 6,2)
6.4b Analyze and discuss the long- term benefits of each wellness goal.
6.4c Develop a measurement tool to assess progress toward personal goals.
Revised 11/2005
DRAFT
9-10
6.5 Evaluate progress toward achieving personal health goals.
6.5a Using a developed measurement tool, evaluate progress toward achieving
personal health goals (e.g., graph of distance endurance).
11-12
6.5 Evaluate progress toward achieving personal health goals.
6.5a Using a developed measurement tool, evaluate progress toward achieving
personal health goals (e.g., graph of distance endurance).
6.5b Re-assess and modify personal goals as needed.

6.5b Re-assess and modify personal goals as needed.

6.6 Formulate an effective plan for lifelong health.

6.6a Design, then implement personal goals into an effective lifelong health
plan that addresses mental, physical, social, and emotional health.
6.6b Continue to assess needs and adapt a personal plan to meet ongoing
needs.
6.6 Formulate an effective plan for lifelong health.

6.6a Design, then implement personal goals into an effective lifelong health
plan that addresses mental, physical, social, and emotional health.
6.6b Continue to assess needs and adapt a personal plan to meet ongoing
needs.
Revised 11/2005
DRAFT
Health
Standard 7: Students will demonstrate the ability to advocate for personal, family, and community health and environment.
Rationale: Quality of life is dependent on an environment that protects and promotes the health of individuals, families, and
communities. Advocating and communicating for positive health in their communities characterize responsible citizens, who are
health literate. A variety of health advocacy skills are critical to these activities.
K
7.1 Describe a variety of
methods to convey accurate
health information and
ideas.
7.1a Demonstrate when and
how to stop, drop and roll.
1
ideas.
7.1a Demonstrate when and
how to stop, drop and roll.
(KYB, Mod. 4)
2
ideas.
positively impact the
environment by the reduce,
reuse, and recycle
framework.
3
ideas.
7.1a Analyze environmental
health hazards and explain
ways the public is notified of
the hazards (e.g., pollution
levels).
4
ideas.
7.1a Examine strategies to
promote health within the
school and larger community.
7.2 Express information

and opinions about health
issues.
7.2a Express information on
poison safety, safe storage of
poisons, and the symbol for
poison.

issues.
7.2a Discuss the importance
of playground safety and
rules.
(KYB, Mod. 4)

issues.
7.2a Express information
regarding toys appropriate for
younger children (e.g., danger
of swallowing small objects,
sharp points).

issues.
7.2a Practice tactful ways to
avoid second-hand smoke.

issues.
7.2a Express information and
ideas about the benefits of
being physically active.
revised 11/2005
DRAFT
K
7.3 Identify community
agencies that advocate for
healthy individuals,
families, and communities.
7.3a Name the police and fire
departments as community
agencies that encourage
people to be healthy and safe.
1
2
3
7.3a Name the police, fire,
and other departments as
community agencies that
encourage people to be
healthy and safe (e.g.,
doctors, hospitals).
7.3b Know how to contact

the police and fire
departments in an emergency
using 911.

the police and fire
using 911.

the police and fire
using 911.
7.3b Locate the nearest fire

and police stations, and know
how to contact them.

to influence and support
others in making positive
health choices.
7.4a Encourage others not to
litter.
(KYB, Mod. 11, Lsn. 2, 3)

health choices.
7.4a Encourage others to
wash hands regularly.

health choices.
7.4a Encourage others to eat
healthy snacks.

health choices.
7.4a Encourage safe
behaviors when playing
sports.
7.4b Support friends and
family in making positive
choices.
revised 11/2005
4
7.3a Research health
organizations that advocate
for healthy individuals,
families, and communities
(e.g., American Lung
Association, American
Cancer Society, American
Red Cross).

health choices.
7.4a Encourage others not to
use tobacco.
DRAFT
Health
Standard 7: Students will demonstrate the ability to advocate for personal, family, and community health and environment.
5
7.1 Analyze various
communication methods to
accurately express health
information and ideas.
7.1a List forms of communicating
health information. (e.g., movies,
television, newspapers, internet,
magazines, music.)
7.1b Assess information sources for
validity.
7.2 Express information and
opinions about health issues.
7.2a List health issues that affect
your family.
6
7.1 Analyze various
7.1a Discuss sources of health
7
7.1 Analyze various
7.1a Examine how a person
determines the reliability of health
information available to them.
8
7.1 Analyze various
7.1a Analyze current media sources
for reliability of available health
information.
7.1b Compare and contrast the

validity of different sources of health
information.
7.2a Rate current interior and exterior
environmental health status (e.g.,
cleanliness, mold).
7.1b Locate reliable resources to

check the validity of product and
health information.
7.2a Determine current community
health issues via multiple media (e.g.,
survey, visual, newspaper, local
news).
7.2b Compile a list of family health

issues.
Lesson 1; Mod. 4, Lesson 1; Mod. 5,
Lesson 1)
7.2b Create and implement a positive

health action plan (e.g., clean up day,
hand washing).
7.2b Develop a community

awareness action plan.
7.1b Compare and contrast popular

8th grade beliefs about health to
accurate, available health information.
7.2a Compare and contrast opinions
concerning school health issues that
are collected from a variety of
resources (e.g., opinion poll, faculty,
grade level parents).
7.2b Create a school grade level
campaign using the signing of a
contract to uphold the commitment
(e.g., no underage drinking, smoking,
sexual activity).
Revised 11/2005
DRAFT
5
7.2c Create a positive ad campaign to
promote a healthy lifestyle.
Lesson 2)
7.3 Identify barriers to effective

communication of information,
ideas, feelings, and opinions about
health issues.
7.3a Identify culture and family
barriers to effective communication of
information.
7.3b Discuss the importance of
obtaining reliable information
regarding health issues.
(KYB, Mod. 10, Lesson 1- 4)
7.3c Implement a plan to incorporate
strategies for being open to other
ideas that promote health.

health issues.
7.3a Demonstrate how gender bias
creates cultural and familial barriers
to effective communication of
information (e.g., role play).
7.3b Discuss the role race plays in
communicating health issues and
ideas. Identify the need for respect
and tolerance.

health issues.
7.3a Examine differences of opinion
based on socio-economic levels.

health issues.
7.3a Evaluate how racial prejudice
affects effective communication of
health information.
7.3b Discuss how needs may be

different based upon socioeconomic
status.
7.3b Examine the role that gender

plays in communicating information
about health issues.
7.3c Investigate how information is
communicated based on socioeconomic status.

influence and support others in
making positive health choices.
7.4a Share individual experiences in
making or supporting positive health
choices.

7.4a Examine a variety of positive
health choices made by members of
the class.
7.4b Create a slogan that encourages

healthy behavior (e.g., 5 a day).
Lesson 3; Mod. 8, Lesson 4)
7.4b List positive qualities to be used

as feedback for others.

7.4a Identify the impact of peer
pressure when making positive and
negative health choices.
7.4b Recognize the power of positive
peer pressure in making good choices
about health.
(Chapter 9, Lesson 4
Revised 11/2005

7.4a List ways to support healthy
lifestyle choices.
7.4b Develop and implement a

school-wide campaign for a healthy
lifestyle lifetime goal (e.g., fit for life
campaign, personal contracts).
DRAFT
5
7.5 Demonstrate the ability to work
cooperatively when advocating for
healthy individuals, families, and
schools.
7.5a Demonstrate the benefits of
working together on a health-related
project.
6
schools.
7.5a Recognize the need for
cooperation in advocating for
community fitness and health
programs.
7
schools.
7.5a Develop a program to promote
wellness for individuals, family, and
schools.
Revised 11/2005
8
schools.
7.5a Produce a program designed to
educate others about the short- and
long-term effects for individuals,
families, and schools of various health
behaviors.
DRAFT
Health
Standard 7: Students will demonstrate the ability to advocate for personal, family, community health and environment.
9-10
7.1 Evaluate the effectiveness of communication methods for accurately
expressing health information and ideas.
7.1a Compare and contrast the accuracy of a variety of communication
techniques.
Oral communication (grapevine)
Commercialism (TV and radio)
Documents (pamphlets, advertisements)
7.1b Research and develop a health information campaign (e.g., posters,
brochures).
(LH, Chapters 1.3, 2.4activity)
7.1c Evaluate the effectiveness of communicated information (see 7.1b)
through a survey or questionnaire.
(LH, Chapter 2.4goal evaluation)
7.2 Express information and opinions about health issues.

7.2a Identify and examine a current health issue affecting the community.
7.2b Debate a current health issue facing community, seeking a consensus (if
possible).
11-12
7.1 Evaluate the effectiveness of communication methods for accurately
expressing health information and ideas.
7.1a Compare and contrast the accuracy of a variety of communication
techniques.
Oral communication (grapevine)
Commercialism (TV and radio)
Documents (pamphlets, advertisements)
(HW, Lesson 6)
7.1b Research and develop a health information campaign (e.g., posters,
brochures).
7.1c Evaluate the effectiveness of communicated information (see 7.1b)
through a survey or questionnaire.
(HW, Lesson 6)
7.2 Express information and opinions about health issues.

7.2a Identify and examine a current health issue affecting the community.
(HW, Lesson 3)
7.2b Debate a current health issue facing community, seeking a consensus (if
possible).
Revised 11/2005
DRAFT
9-10
7.3 Utilize strategies to overcome barriers when communicating
information, ideas, feelings and opinions about health issues.
11-12
7.3 Utilize strategies to overcome barriers when communicating
information, ideas, feelings and opinions about health issues.
7.3a Research cultural differences that create barriers to communicating health

ideas.
7.3c Identify family barriers to communicating about health issues.

(LH, Chapter 17.3)
7.3a Research cultural differences that create barriers to communicating health

ideas.
(HW, Lesson 1, 4)
7.3b Discuss the effects of differences in socio-economic status with regard to
the formation of values used in making health-related choices.
(HW, Lesson 53)
7.3c Identify family barriers to communicating about health issues.
(HW, Lessons 13, 14)
7.4 Demonstrate the ability to influence and support others in making

positive health choices.
7.4a Establish and implement a campaign to address an environmental health
issue in the community.
(LH, Express Lesson p. 548)
7.4b Compose an informational letter for family and friends that addresses
healthy choices.
(LH, Chapter 1.3)
7.4 Demonstrate the ability to influence and support others in making

positive health choices.
7.4a Establish and implement a campaign to address an environmental health
issue in the community.
(HW, Lesson 7)
7.4b Compose an informational letter for family and friends that addresses
healthy choices.
(HW, Lesson 7)
7.5 Demonstrate the ability to work cooperatively when advocating for

healthy communities.
7.5a In groups, identify a health issue and create an appropriate program to
address the issue.
(LH, Chapter 1.3)
7.5b Implement a developed program within the school community and
evaluate outcomes. (LH, Chapter 1.3)
7.5 Demonstrate the ability to work cooperatively when advocating for

healthy communities.
7.5a In groups, identify a health issue and create an appropriate program to
address the issue.
(HW, Lesson 7)
7.5b Implement a developed program within the school community and
evaluate outcomes.
(HW, Lesson 7)
7.6 Demonstrate the ability to adapt health messages and communication

techniques to the characteristics of a particular audience.
7.6a Research, develop, and adapt a community health issue message for a
younger (middle or elementary school age) AND a high-school audience.
7.6 Demonstrate the ability to adapt health messages and communication

techniques to the characteristics of a particular audience.
7.6a Research, develop, and adapt a community health issue message for a
younger (middle or elementary school age) AND a high-school audience.
(HW, Lesson 7)
7.3b Discuss the effects of differences in socio-economic status with regard to

the formation of values used in making health-related choices.
Revised 11/2005

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Aurora Public Schools

K-12 Health Curriculum Council

Procedural Considerations for Dealing with Sensitive Topics

2. Parents removal of Students from the Health Education Curricula

Instructional Considerations for Dealing with Sensitive Topics

Basic Information about Specific Sensitive Topics

Sexual Orientation (6-12)

Aurora Public Schools

Health Standards Continuum

APS Health Continuum

1.1b Explain the importance

1.1b Describe tasks dental

1.1b Discuss ways dental

1.1c List two teeth friendly

1.1c List three foods that

1.1c Describe why sticky,

(KYB, Mod. 2, Lesson 1)

APS Health Continuum

1.1c Investigate foods other

1.1c Determine what foods

1.1e Identify the

1.1e Identify the

1.1e Identify the

1.1e Describe the

1.1g Demonstrate the

1.1g Demonstrate the

1.1g Demonstrate the

1.1g Demonstrate the

1.1g Demonstrate the

1.2 Identify indicators of

1.2 Identify indicators of

1.2 Identify indicators of

1.2 Identify indicators of

1.2 Identify indicators of

1.1f Demonstrate proper

APS Health Continuum

1.4 Describe how the family

APS Health Continuum

1.4 Describe how the family

1.4 Describe how the family

1.4 Describe how the family

1.4 Describe how the family

1.6 Identify common health

1.6 Identify common health

1.6 Identify common health

1.6 Identify common health

1.6 Identify common health

1.7 Identify health

1.7 Identify health

1.7 Identify health

1.6b Identify symptoms of

1.7 Identify health

APS Health Continuum

1.7 Identify health

1.8 Explain how childhood

1.8 Explain how childhood

1.8 Explain how childhood

1.8 Explain how childhood

1.8 Explain how childhood

1.8b Explain how germs are

1.8c Analyze how the body

1.8d List activities and