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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:
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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.
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The family serves to
perpetuate humans and to fulfill certain health needs.
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Each family grows and
develops in its own unique way.
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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:
1.2.1 Discuss the importance of
cooperation among family members
1.2.2 Tell what "open
communication" means
1.2.3 Give examples of ways you
cooperate with others in your family
1.2.4 Role play situations that
can enhance cooperation and open communication
1.2.5 Answer the question: Why
is it important to respect others' bodies and their privacy?
1.2.6 Give examples of ways to
protect your privacy
1.2.7 Give examples of ways you
would like others to protect your privacy
1.2.8 Interview teachers,
principles, counselors, and parents about the consequences of fighting
versus the rewards of cooperation and open communication
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.
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The existence of humans
depends upon their interrelationship with the environment, both organic
and inorganic.
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Humans transform and are
transformed by the environment they live in.
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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.
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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:
2.2.1 Name some of Guam's resources that are
affected by pollution
2.2.2 Tell how Guam's resources are being
polluted
2.2.3 List ways to prevent the pollution of
Guam's resources
2.2.4 Describe the consequences of an
unhealthy or unclean environment
2.2.5 Discuss how the environment affects
your health
2.2.6 Tell what happens to people, animals
and plants if the environment is not protected
2.2.7 Give examples of ways to keep the
environment safe and healthy for you and others
2.2.8 Define "natural resources" and give
some examples that are essential to life
2.2.9 Explain how pollution is affecting our
natural resources
2.2.10 Identify some of Guam's natural
resources and tell how you can help protect and conserve them
2.2.11 Choose one of Guam's resources and
design a plan to protect it
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:
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Use of substances that alter
mood and behavior arises from a variety of motivations.
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Use of substances that alter
mood and behavior may result in health and safety problems.
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Substances that affect mood
and behavior can produce many and varied effects in individuals who use
them.
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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 Name some "legal" drugs that are found
around your house
3.2.2 Tell what "medication" means
3.2.3 Give examples of when you should and
shouldn't take medication
3.2.4 Explain how medication or drugs can
harm or help the body
3.2.5 List examples of illegal drugs
3.2.6 Discuss the harmful effects of illegal
drugs
3.2.7 Discuss how a family might be affected
because someone uses illegal
3.2.8 Name some consequences for using
illegal drugs
3.2.9 Tell why people especially children
should not use illegal drugs
3.2.10 Discuss how alcohol affects the mind
and body
3.2.11 Describe some things that can happen
to a person who drinks alcohol products
3.2.12 Describe some things that can happen
because of a person who drinks alcohol
3.2.13 Design a warning message about using
alcohol
3.2.14 Give examples of tobacco products
3.2.15 Tell how your health is affected by
someone who smokes
3.2.16 Explain the dangers of using tobacco
and/or tobacco products (smoking, chewing, etc.)
3.2.17 Tell what an inhalant is and give
examples
3.2.18 Tell what inhalants are used for
3.2.19 Discuss the dangers of using inhalants
3.2.20 Make a list of people you can go to if
someone tried to offer you drugs, alcohol, tobacco, or inhalants
3.2.21 Tell what you can do if you think
someone in your family uses drugs, alcohol, tobacco or inhalants
3.2.22 Give examples of ways that you learn
about using drugs, alcohol, tobacco, or inhalants
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:
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There are reciprocal
relationships between humans, disease, and the environment.
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Humans are in constant
competition with other organisms for the existing energy of this planet.
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Some diseases develop as a
result of a specific body dysfunction and cannot be transmitted.
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There are measures by which
some diseases can be prevented and controlled to prevent premature death
and or disability.
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Some mental and social
disorders result in measurable and diagnosable physical signs and symptoms
besides abnormal behaviors.
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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:
4.2.1 Describe the relationship
between germs and diseases
4.2.2 List different types of
diseases
4.2.3 Describe how diseases are
spread
4.2.4 Discuss ways to prevent
the spread of disease (hand-washing, covering mouth, staying home when sick,
etc.)
4.2.5 Explain how personal
cleanliness prevents the spread of germs and diseases
4.2.6 Tell how HIV and AIDS can
and cannot be spread
4.2.7 Discuss how children are
affected by HIV and AIDS
4.2.8 Identify people in the
community who promote wellness
4.2.9 Give examples of ways
that community health helpers promote wellness
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:
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The well-being of an
individual is affected by the choices made in personal health care.
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Personal health choices
support the well-being of the body, mind, and spirit.
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Physical activity is an
essential force for making the most of one’s self and life.
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Wellness incorporates skills
in stress management, dietary behaviors and exercise.
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Growth and development follow
a sequence that is predictable yet is unique for each individual.
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Psycho-social and emotional
growth and development is integral to the overall process of maturity.
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Personal health practices are
affected by a complexity of forces, often conflicting.
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Knowing ourselves helps us to
live better lives.
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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.
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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:
5.2.1 Describe the function
and proper care of skin, hair, teeth, nails, eyes and ears
5.2.2 Demonstrate daily
personal hygiene through the proper care of skin, hair, teeth, nails, eyes
and ears (teacher observed behaviors)
5.2.3 List the different body
systems
5.2.4 Categorize organs into
their body systems
5.2.5 Describe the basic
functions of the body systems
5.2.6 Discuss ways to prevent
behaviors such as pushing, hitting, fighting, etc.
5.2.7 List cultural
differences between various groups of people
5.2.8 Demonstrate daily, good
personal hygiene
5.2.9 Identify behaviors that
contribute to positive or negative relationships
5.2.10 Explain the
relationship between exercise and muscles
5.2.11 Identify muscle groups
in the body and the exercises that build them up (i.e. sit-ups for the
abdomen)
5.2.12 Discuss the need to
balance rest and exercise
5.2.13 Observe people of
different ethnic backgrounds and discuss the ways they interact with each
other
5.2.14 Analyze commercials
and/or advertisements that are good /bad for your health
5.2.15 Make a list of the
people in your school, home, community who are health helpers. Include
their telephone numbers (American Red Cross, American Cancer Society,
school nurse, family doctor, baby sitters, etc.)
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:
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Nutrition is how the body
uses food for energy, growth, and health.
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Food production and handling
affect food quality and health.
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The human life cycle has an
affect on the nutritional needs of people
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Eating is an activity that is
influenced by physical, social, cultural, economic, and psychological
needs which determines nutritional balance.
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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:
6.2.1 Name different ways
that food can be prepared
6.2.2 Discuss how the way
foods are prepared can affect your health (i.e. fried foods have too much
fat, etc.)
6.2.3 Give examples of
healthy ways to cook and store food
6.2.4 List your favorite
foods and rate them "good" or "bad" for a healthy diet
6.2.5 Define "balanced diet"
6.2.6 Give an example of a
balanced diet
6.2.7 Describe how you feel
if you skip a meal
6.2.8 Give examples of how
your body reacts to not eating at the right time
6.2.9 Summarize the
importance of eating breakfast
6.2.10 Tell why choosing
foods from the food pyramid is important for good health
6.2.11 Use foods from the
food pyramid to create a healthy meal for yourself
6.2.12 Discuss how you could
help your family plan healthy meals
6.2.13 Look at a food label
and list all the information you can find about that food
6.2.14 Carefully look at
different food labels and find where it tells you about the "expiration
date", the ingredients and the health value of the food
6.2.15 Discuss why food
labels are important and how they help you stay Healthy
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:
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The potential for hazards and
accidents exist in any environment.
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Safe living involves the
development and use of safety precautions and preventive and emergency
measures while recognizing the inevitability and appeal of risk-taking.
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Accidents are caused by human
and environmental factors and may result in personal injury, property
damage, or death.
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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:
7.2.1 Identify common causes of accidents in
and around the home and school
7.2.2 List examples of things that are
dangerous around the home and school (knives, scissors, anything with
sharp or pointed edges, etc.)
7.2.3 Suggest ways to prevent injuries from
occurring in the home and school
7.2.4 Model water safety rules
7.2.5 Give examples of water equipment that
are not considered water safety equipment
7.2.6 Suggest rules for using inner tubes,
water wings, floaters, etc.
7.2.7 Explain how you would help keep others
safe while at the beach or pool
7.2.8 Tell what you would do if someone was
in trouble in the water
7.2.9 Discuss the uses of guns and firearms
7.2.10 Tell why people own guns
7.2.11 Explain the dangers of guns
7.2.12 Suggest ways that people who own guns
can protect others
7.2.13 Explain why earthquakes and typhoons
can be dangerous
7.2.14 Describe some of the characteristics
of an earthquake or typhoon
7.2.15 Suggest rules for fire safety
7.2.16 Identify the fire exits in public
buildings
7.2.17 Tell what you should do in case of a
fire emergency in a public building
7.2.18 Describe the fire drill for your class
7.2.19 Describe the fire drill for your home
7.2.20 Identify road hazards for pedestrians
and vehicles
7.2.21 Give examples of ways to keep safe on
the road
7.2.22 State basic safety rules of the road
7.2.23 Describe what to do if someone
(stranger or known person) tried to get you to ride in his or her car
7.2.24 Discuss the results of not wearing
seat belts when riding in a vehicle
7.2.25 Practice safe street crossing
procedures
7.2.26 Analyze own street crossing practices
and suggest ways to improve them
7.2.27 Demonstrate how to wash minor cuts and
scrapes
7.2.28 Explain the procedures to take if you
or someone gets hurt and there is blood present
7.2.29 Explain the rules for taking care of
someone with a hurt muscle or broken bone
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