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CONTENT STANDARD 1

1. Family Life and Human Sexuality

Throughout one’s life, each person has the challenge and opportunity to develop and maintain many types of relationships which hopefully fulfill the basic human need of loving and being loved. The family provides the first and basic relationship that forms and influences other relationships in one’s life.

The general concepts of Family Life and Human Sexuality are:

• The family is the basic social institution with the responsibility of providing its members with the kinds of experience they need for their maximum physical, mental, social emotional, spiritual and overall development.

• The family serves to perpetuate humans and to fulfill certain health needs.

• Each family grows and develops in its own unique way.

• The sex drive, a basic, powerful force is related to pleasure, the desire to belong, and reproduction. It requires understanding, acceptance and management. Management includes abstinence from sexual intercourse until an appropriate age and developing and practicing skills that address child abuse whether it be physical, mental, emotional, verbal and or sexual.

Through the study of Family Life and Human Sexuality the student will:

1) demonstrate the ability to use information and practices that will enable them to gain skills to become more positive contributing members of their present and future families

2) demonstrate understanding of how various roles and responsibilities on an individual’s social, emotional and physical health impacts the interactions within the family and with others

3) demonstrate understanding of their sexuality and the importance of sexual abstinence or postponed sexual intercourse.

Performance Indicators:

1.1.1 Construct a family tree

1.1.2 Discuss different family structures (i.e. nuclear, extended, single family, etc.)

1.1.3 Describe your role in the family (i.e. chores, responsibilities, etc.)

1.1.4 Distinguish between "good touches" and "bad touches"

1.1.5 Define" privacy"

1.1.6 Tell why having privacy is important

1.1.7 Name the people in school and at home that you can go to for help

1.1.8 Who can you tell if you don't want your family to know something because you think you will get in trouble?

CONTENT STANDARD 2

2. Environmental Health

The environment includes all of our surroundings not just the natural environment of air, water, and land, but also plants, animals and the built environment (roads, buildings, and vehicles). Study of the environment provides young people with skills that will help them make a difference in: 1) reducing the overwhelming amount of solid wastes by contributing to its proper disposal or recycling, and 2) practicing responsible behaviors that will lower the toxic levels of air, land, and water pollution.

The general concepts of environmental health are:

Protection and promotion of health are the responsibilities of the individual as well as of the community, nation, and world.

There is a relationship between humans, disease, and the environment.

• The existence of humans depends upon their interrelationship with the environment, both organic and inorganic.

• Humans transform and are transformed by the environment they live in.

• The survival of human beings depends upon their limited ability to adapt to change in environmental relationships and their ability to keep from destroying the environment.

• Community and international health are promoted most effectively through organized group action utilizing all resources.

Through the study of the Environment, students will be able to

1) demonstrate understanding of why health and disease prevention is an individual as well as community, national, and international concern and responsibility

2) demonstrate understanding of the relationships between environmental and health related strategies and activities that prevent, control, and eliminate pollution and promote healthy environments and communities.

Performance Indicators:

2.1.1 Identify different types of pollution

2.1.2 List ways to prevent the pollution of home and school environment

2.1.3 Give examples of how your family keeps the home environment clean

2.1.4 Give examples of how the school keeps the school environment clean

2.1.5 Tell why it is important to keep the home , school and community environment clean

2.1.6 Describe what will happen if we don't protect the environment

2.1.7 Give examples of ways to keep the environment safe for you and others

2.1.8 Explain what will help prevent pollution in the home/school environment

2.1.9 List materials that can be recycled

2.1.10 Give examples of ways you and your family recycle waste products

2.1.11 Show examples of ways and things that people can recycle materials they use everyday

CONTENT STANDARD 3

3. Substance Use and Abuse

Students learn that there are substances that can harm their bodies. They will develop skills, knowledge, attitudes and values to be able to protect themselves from accidental poisoning, from the misuse and abuse of medicines and drugs, and from the hazardous environment created by smokers.

The primary objective of the study on Substance Use and Abuse is to prevent the use and abuse of substances such as tobacco, alcohol and other drugs.

The general concepts of Substance Use and Abuse are:

• Use of substances that alter mood and behavior arises from a variety of motivations.

• Use of substances that alter mood and behavior may result in health and safety problems.

• Substances that affect mood and behavior can produce many and varied effects in individuals who use them.

• The ability to communicate and make positive decisions for self leads to a lifestyle of health and productivity.

Through the study of Substance Use and Abuse the student will

1) provide information on the risk factors of drug use and abuse

2) demonstrate activities that help build their sense of worth and well-being

3) develop skills for setting positive goals, decision-making , and problem –solving

4) demonstrate use of positive communication and resiliency skills, and other life skills that help students live literate, functional , productive, and healthy lives.

Performance Indicators:

3.1.1 Tell what "Legal" means

3.1.2 Define "drugs"

3.1.3 Give examples of drugs that are "legal"

3.1.4 Discuss the reasons why people use drugs

3.1.5 Develop a definition for "illegal drugs"

3.1.6 Name some illegal drugs

3.1.7 Discuss how drugs can harm your body

3.1.8 Describe some effects resulting from the use of illegal drugs on the person and the family

3.1.9 Develop a definition for "alcohol"

3.1.10 List alcohol products that are seen at home, at parties, at the stores

3.1.11 Tell what happens to people who drink alcohol products

3.1.12 Tell what happens to people because others drink alcohol

3.1.13 Develop a definition for "tobacco"

3.1.14 Define "second-hand or side-stream smoke"

3.1.15 Tell what happens to people who don't smoke but who breath in tobacco smoke

3.1.16 Develop a definition for "inhalant"

3.1.17 Tell why inhalants are dangerous to your health

3.1.18 Name the people you can go to if someone gave you or tried to give you drugs, alcohol, tobacco or inhalants

3.1.19 Give examples of things you could do if someone tried to give you drugs, alcohol, tobacco or inhalants.

3.1.20 Tell what should you do if one of your friends has drugs, alcohol, tobacco, or inhalants in their possession

CONTENT STANDARD 4

4. Disease Prevention and Control

This study helps students understand the causal factors of diseases and disorders. It focuses on making effective decisions about one’s health and establishing behaviors and habits by which certain diseases and disorders can be prevented, treated, and eliminated.

The general concepts of Disease Prevention and Control are:

• There are reciprocal relationships between humans, disease, and the environment.

• Humans are in constant competition with other organisms for the existing energy of this planet.

• Some diseases develop as a result of a specific body dysfunction and cannot be transmitted.

• There are measures by which some diseases can be prevented and controlled to prevent premature death and or disability.

• Some mental and social disorders result in measurable and diagnosable physical signs and symptoms besides abnormal behaviors.

• Becoming infected with a sexually transmitted disease can cause physical, emotional, and social problems.

Through the study of Disease Prevention and Control students will

1) demonstrate understanding of the range of normalcy of the various parts and systems of their body.

2) demonstrate understanding of a variety of diseases and disorders and their treatment and management for maintaining quality health.

Performance Indicators:

4.1.1 Define "disease"

4.1.2 Explain how germs and disease are related

4.1.3 Describe ways to avoid spreading germs

4.1.4 Describe ways to avoid other peoples' germs

4.1.5 Explain how personal cleanliness contributes to health and wellness

4.1.6 Tell how HIV and AIDS are related

4.1.7 Describe how HIV is transmitted

4.1.8 Tell what " HIV" and "AIDS" stand for

4.1.9 Discuss how HIV and AIDS are different from other diseases

4.1.10 Explain why a person should see a doctor when they aren't feeling well

4.1.0 Name places that people can go to for help when they are sick or not feeling well

CONTENT STANDARD 5

5. Personal Health Development

Establishing healthy habits early in life is critical to the internalization of lifestyle behaviors that enhance one’s health in body, mind and spirit. Practicing healthy behaviors is part of one’s lifestyle that contributes to the quality and the length of one’s life.

Understanding and appreciating the growth and development of the human body assist students in making and applying responsible health choices to improve the quality of their lives. It is important for students to understand body changes and their implications especially during adolescence and puberty. This is an area that may cause unnecessary concern, embarrassment and unhealthy life-long attitudes and behaviors if not addressed appropriately.

Students need to know how the physical, mental, emotional, spiritual and social components of health are interrelated. Essential to feeling good about one’s self is an understanding and acceptance of one’s characteristics, including interests, values, attitudes and attributes. The goal is to establish patterns of behavior, skills, and attitudes that promote mental and emotional health and healthy interpersonal relationships. Spiritual health contributes to the motivation and essence of one’s life in relating to self, others, and the environment.

The general concepts of Personal Growth and Development are:

• The well-being of an individual is affected by the choices made in personal health care.

• Personal health choices support the well-being of the body, mind, and spirit.

• Physical activity is an essential force for making the most of one’s self and life.

• Wellness incorporates skills in stress management, dietary behaviors and exercise.

• Growth and development follow a sequence that is predictable yet is unique for each individual.

• Psycho-social and emotional growth and development is integral to the overall process of maturity.

• Personal health practices are affected by a complexity of forces, often conflicting.

• Knowing ourselves helps us to live better lives.

• Emotional health and mental health involve how you feel about yourself, how you feel about others and how you are able to meet the demands of life.

• Emotional and mental health include specific skills that enhance the appropriate expression and control of feelings.

Through the study of Personal Health Development students will be able to:

1) demonstrate knowledge and understanding of how their bodies, parts and functions, follow predictable sequences in growth and development unique to them

2) demonstrate knowledge and understanding of what is happening to their bodies and how to accept and appreciate them as processes of growth and development.

3) evaluate the complexity of forces which influence personal health principles and behaviors and to integrate this knowledge into decision-making for the attainment and maintenance of high-level wellness throughout the cycle

Performance Indicators:

5.1.1 Explain the importance of clean skin, hair, teeth, nails, eyes, and ears

5.1.2 Give examples of ways to keep the body clean and healthy

5.1.3 Identify internal body parts and describe their functions

5.1.4 Give examples of how to keep internal body parts healthy

5.1.0 Explain how self esteem and self concept affect the way you see yourself and the way others see you

5.1.6 Identify what makes you feel good or bad

5.1.7 Identify qualities that contribute to positive relationships

5.1.8 Identify stressful situations and ways to cope with them

5.1.0 Give examples of situations that may cause you to do something wrong or "bad" and ways to change the situation

5.1.10 Explain how self esteem and self concept are different

5.1.11 Discuss the importance of getting along with others

5.1.12 Give examples of ways that you can help others feel good about themselves

5.1.13 Give examples of how to express feelings in an appropriate manner

5.1.14 Explain how negative comments or actions may affect someone's feelings

5.1.15 Explain the effects of exercise on health

5.1.16 State the number of hours of sleep needed per day to maintain good health

5.1.17 Describe what happens to the body if it does not have enough sleep

5.1.18 Identify commercials and/or advertisements that promote good health

5.1.19 When watching T.V. identify situations that express positive/negative feelings

5.1.20 Discuss ways that T.V. influences your behavior

5.1.21 Answer the question: If something happens and you know it is bad, who can you tell?

CONTENT STANDARD 6

6. Nutrition

The development and maintenance of an individual’s nutritional health must include an understanding of how nutritional intake and eating patterns are affected by physical, social, mental, economic, and cultural factors.

The general concepts of Nutrition are:

• Nutrition is how the body uses food for energy, growth, and health.

• Food production and handling affect food quality and health.

• The human life cycle has an affect on the nutritional needs of people

• Eating is an activity that is influenced by physical, social, cultural, economic, and psychological needs which determines nutritional balance.

• There is an interdependence between meeting human nutritional needs and the community - local, state, national, and the world.

Through the study of Nutrition, students will:

1) demonstrate knowledge and understanding of the role of nutrition in the promotion and maintenance of wellness and the establishment of proper nutritional practices.

2) demonstrate skills, attitudes and behaviors to make healthy food choices that contribute to lifelong wellness (e.g., eating a variety of foods; maintaining healthy weight; choosing diets low in fat, saturated fat, and cholesterol; choosing a diet with plenty of vegetables, fruits and grain products; using sugar, salt and sodium in moderation; and, avoiding alcohol).

Performance Indicators:

6.1.1 Identify sources of food

6.1.2 Distinguish between healthy and unhealthy food

6.1.3 Explain the relationship between healthy food and good health

6.1.4 List the foods you eat for one day (breakfast, lunch and dinner) to determine its health value

6.1.5 List the foods you should eat for breakfast, lunch and dinner for a healthy diet

6.1.6 Discuss the problems that can arise because of eating too much or too little

6.1.7 Describe what can happen if you don't eat the right kinds of foods

6.1.8 Name foods that belong in the different parts of the food pyramid

6.1.9 Given a list of different foods, categorize where they belong in the food pyramid

6.1.10 Name different places where food is bought (grocery store, restaurant, market, etc.)

6.1.11 Identify different kinds of eating establishments

6.1.12 Discuss the kinds of foods that can be found at different eating establishments

6.1.13 Debate the health benefits of foods cooked in a restaurant with those cooked at home

CONTENT STANDARD 7

7. Personal Safety

Internalizing the importance of safety and practicing behaviors necessary to reduce the risk of injury are critical elements in helping students to develop and maintain attitudes toward personal safety.

The general components of Personal Safety are:

• The potential for hazards and accidents exist in any environment.

• Safe living involves the development and use of safety precautions and preventive and emergency measures while recognizing the inevitability and appeal of risk-taking.

• Accidents are caused by human and environmental factors and may result in personal injury, property damage, or death.

• National and man-made environmental factors influence health and safety.

Through the study of Personal Safety students will:

1) recognize the potential for hazards and injuries in any environment and demonstrate how to apply preventive and emergency measures.

2) demonstrate their knowledge of what to do and what not to do in case of an accident or injury to minimize the extent of the damage.

Performance Indicators:

7.1.1 Tell what "safety" means

7.1.2 Tell what happens when an accident occurs

7.1.3 Give examples of ways to the keep the home and school safe

7.1.4 State in own words rules for water safety

7.1.5 Identify water safety equipment and their uses

7.1.6 Tell why it is important to follow rules for being safe at the beach or pool

7.1.7 Describe what you would do if someone showed you a gun

7.1.8 Suggest some rules for gun safety

7.1.9 Describe the procedures for earthquake safety

7.1.10 Describe ways that your family prepares for a typhoon

7.1.11 List fire prevention steps

7.1.10 Identify the exits in the school and home in case of fire or other emergencies

7.1.13 Tell what can happen to someone who gets hurt from a fire

7.1.14 Demonstrate what to do when you catch on fire

7.1.15 Associate road sign shapes and colors with their messages

7.1.16 Differentiate between safe street crossing and unsafe street crossing

7.1.17 Explain the purpose of pedestrian crosswalks

7.1.18 State street address, home telephone numbers, and emergency telephone numbers

7.1.19 Explain the importance of wearing seat belts while riding in a vehicle

7.1.20 State emergency number to call in case of an accident

7.1.21 Tell what to do if you cut yourself

7.1.22 Tell what to do if someone else cuts themselves

7.1.23 State name, address and people to call in an emergency

7.1.24 Describe what to do if accidentally separated from family ( i.e. shopping mall or carnival, etc.)

7.1.25 State the local emergency telephone number

7.1.26 Demonstrate how to call the emergency number

Revised August 2000

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