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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:
1.3.1 Define "respect" and give
examples of ways respect is demonstrated by you and others
1.3.2 Identify other factors
that influence family relationships
1.3.3 Tell what "family values"
means
1.3.4 List some of your family
values
1.3.5 Discuss how family values
and respect contribute to family relationships
1.3.6 Define "genes"
1.3.7 Discuss the role that
genes have in the outcome of looks and health
1.3.8 List physical
characteristics that make you the same as others or different from others
1.3.9 Tell why being different
is okay
1.3.10 Give examples of health
related decisions your parents make for you
1.3.11 Give examples of health
related decisions you make for yourself
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:
2.3.1 Tell how pollution
occurs in school and in the community
2.3.2 Give examples of ways
that pollution can be controlled
2.3.3 Create a chart of
different types of pollution, their sources, and ways to reduce or
eliminate them
2.3.4 Define "environmental
hazard"
2.3.5 Name some types of
environmental hazards
2.3.6 Give examples of how
you can be affected by environmental hazards
2.3.7 List activities that
can be done to lessen environmental hazards
2.3.8 Tell what you can do to
prevent environmental hazards
2.3.9 Explain how recycling
can help the environment
2.3.10 Tell what
"biodegradable" means and list materials that are biodegradable
2.3.11 Tell how the use of
biodegradable materials can help the environment
2.3.12 Interview a
representative of the Guam Environmental Protection Agency for information
about pollution prevention and recycling programs for Guam
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.
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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:
3.3.1 Give reasons why people
take drugs or medication
3.3.2 Give reasons for why
people might use too much medicine or take too many drugs
3.3.3 Tell what
"over-the-counter" (OTC) means
3.3.4 Give examples of OTC
drugs
3.3.5 Tell what a
"prescription drug" means
3.3.6 Give examples of
prescription drugs
3.3.7 Explain the dangers of
taking someone else's medication or drugs
3.3.8 Tell why someone would
use an illegal drug
3.3.9 Explain how use of
illegal drugs directly affects a person's behavior
3.3.10 List some behaviors
that a person using illegal drugs may exhibit
3.3.11 Give examples of
characteristics exhibited by people who drink alcohol products
3.3.12 Define "excessive
drinking"
3.3.13 Describe what people
who smoke look like and smell like
3.3.14 Tell why the use of
tobacco products are not healthy
3.3.15 Create a plan to help
someone quit smoking
3.3.16 Describe some things
that happen to people who use inhalants
3.3.17 Give examples of
reasons for people using inhalants
3.3.18 Knowing what could
happen to someone who uses inhalants, give your own reasons for using or
not using inhalants
3.3.19 Discuss laws of
substance use and abuse
3.3.20 Identify local
substance abuse organizations and explain their goals
3.3.21 List school or
community programs for the prevention of substance use and abuse and
discuss their benefits to young people
3.3.22 Tell what the "Great
American Smokeout" is and who sponsors it
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:
4.3.1 Describe ways for germs
to enter the body
4.3.2 Define "communicable
and non-communicable"
4.3.3 Define "virus" and
"bacteria"
4.3.4 List diseases that are
communicable
4.3.5 Create a chart of
communicable diseases, symptoms and their modes of transmission
4.3.6 Tell how the spread of
communicable diseases can be prevented
4.3.7 Research a communicable
disease and present a report
4.3.8 Research about a
scientist who contributed to the development of immunizations and vaccines
4.3.9 Give examples of ways
that HIV is not spread
4.3.10 List ways that a
person can protect themselves from HIV and AIDS
4.3.11 Discuss what it is
like for someone to be infected with HIV or have AIDS
4.3.12 Write a report about
the different kinds of health helpers and tell what they do
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
5.3.1 Describe the importance
of not sharing personal hygiene products (hairbrush, toothbrush, etc.)
5.3.2 Explain the structure
and function of the skin, hair, teeth, nails, eyes and ears
5.3.3 Construct a chart or
model for each body system to show how the system functions
5.3.4 Explain the importance
of each organ as it relates to its body system
5.3.5 Give examples of how
nutrition affects your growth and development
5.3.6 Give examples of when
stress may be healthful or harmful
5.3.7 Describe some changes
caused by harmful stress
5.3.8 List positive stress
management techniques
5.3.9 Practice the use of
acceptable stress management techniques
5.3.10 List healthy behaviors
and unhealthy behaviors and their effects on health
5.3.11 Demonstrate how to
share feelings, concerns and opinions
5.3.12 Explain the importance
of sharing feelings, concerns, and opinions
5.3.13 Compare cultural
differences among various people
5.3.14 Observe people of
different ethnic backgrounds and discuss the ways they interact with each
other
5.3.15 Create and demonstrate
a new series of exercises
5.3.16 Develop a schedule to
increase and improve your physical activity
5.3.17 Discuss the effects
that the media has in promoting healthy/ unhealthy behaviors
5.3.18 Discuss who are the
safe people in your home, school or community whom you can go to for help
when you are in any kind of trouble
5.3.19 Discuss the kinds of
health services available in the school and community (Public Health,
school nurse office, hospital, 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:
6.3.1 Define "nutrient"
6.3.2 Name the nutrients and
tell how they help the body
6.3.3 List sources of
proteins, minerals, vitamins, water, fats, and carbohydrates
6.3.4 Discuss how the way
food is prepared and stored can affect its nutritional value
6.3.5 List the seven diet
goals recommended by the American Cancer Society
6.3.6 Tell which of the diet
goals you follow in your daily eating
6.3.7 Discuss the importance
of following the seven diet goals
6.3.8 Explain how food keeps
you healthy
6.3.9 Tell what happens when
you eat too much or when you skip a meal
6.3.10 Give examples of
things people do to lose weight or gain weight
6.3.11 Discuss the importance
of eating on time and eating the right foods
6.3.12 Make a list of foods
you eat in one day and show where they are on the food pyramid
6.3.13 Analyze the foods you
eat in one day/one week, to determine how you can improve them to meet
food pyramid guidelines
6.3.14 Construct a food
pyramid guide for your home to help in preparing healthy meals
6.3.15 Examine and read a
food label to assess where the various information about the food products
can be found
6.3.16 Use food labels to
compare the food value differences of similar foods which are canned or
frozen
6.3.17 Analyze a food label
and appraise its information value to the consumer
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:
7.3.1 Name dangerous objects
in and around the home and school
7.3.2 Tell what you should do
if you find dangerous objects in or around the home or school
7.3.3 Tell how you could keep
your home and school safe from dangerous objects
7.3.4 Demonstrate the
procedures for reporting an emergency
7.3.5 Draw and explain the
meaning of water safety symbols found at the beach or at the pool
7.3.6 List things you should
look out for at the beach and at the pool to make sure that it is safe for
swimming
7.3.7 Tell what happens to
people who don't follow water safety rules
7.3.8 Give examples of ways
that you can keep yourself and others safe at the beach or pool
7.3.9 Discuss the dangers of
having guns in the home
7.3.10 Describe the results
of accidental shootings
7.3.11 Recommend ways to
protect yourself from gun injuries
7.3.12 Role play what to do
or say when some-one shows you a gun
7.3.13 List food and comfort
items that you should prepare in case of an earthquake or typhoon
7.3.14 List first aid items
and equipment needed for emergencies
7.3.15 Discuss the need to
stay calm and follow safety procedures during a fire emergency
7.3.16 Demonstrate the use of
a fire extinguisher
7.3.17 Distinguish the
different types of fires and methods of extinguishing each kind
7.3.18 Create a checklist of
fire emergency precautions and escape plans
7.3.19 Tell what to do when
crossing a street
7.3.20 Give examples of
safety rules for riding in a car
7.3.21 Give examples of
safety rules for riding a bicycle
7.3.22 Give examples of basic
safety rules
7.3.23 Explain why it is
important to have rules for road safety
7.3.24 Discuss the effects of
not following rules for safety on the road
7.3.25 Analyze their
practices regarding wearing seat belts and suggest ways to improve them
7.3.26 Explain the importance
of keeping wounds and other injuries clean
7.3.27 Distinguish the
purpose of different wound dressings and covers
7.3.28 Explain the need to be
careful around insects that sting or bite
7.3.29 Tell how to treat a
bee sting or ant bite
7.3.30 Demonstrate how to
wash and dress a minor wound or cut
7.3.31 Tell where someone can
go to for help in case of a fire, an accident, if you get lost, etc.
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