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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:
1.4.1 Name some factors that
help to develop a healthy family relationship
1.4.2 Describe what you feel
is the role of each of your family members and tell why
1.4.3 Discuss what having
respect for yourself and others means
1.4.4 Discuss what " self
control" and "self discipline" means
1.4.5 Role play situations
requiring self control and/or self discipline
1.4.6 Role play ways to
communicate various feelings to your parents/siblings with respect
1.4.7 List five ways a person
changes during adolescence
1.4.8 Explain how the human
body changes during adolescence (physically and sexually)
1.4.9 Examine problems that
may arise as a result of the onset of puberty and recommend solutions
1.4.10 Create, conduct and
evaluate a survey to show how students feel about verbal and physical
harassment regarding sexuality and private parts
1.4.11 Give examples of
solutions to prevent physical and sexual harassment
1.4.12 List people who could
be of help and be supportive in a family crisis
1.4.13 Discuss laws that
protect children from abuse
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:
2.4.1 Tell how resources on
Guam are being affected by pollution
2.4.2 Explain how pollution
impacts the quality of life
2.4.3 Develop a prevention
plan for each type of environmental pollution
2.4.4 Give examples of proper
and improper use of public facilities (parks, restrooms, beaches, etc.)
2.4.5 Tell what you can do to
ensure that public facilities are not abused
2.4.6 Tell what you can do to
preserve the environment for the enjoyment of others now and in the future
2.4.7 List ways that Guam
benefits from a healthy environment
2.4.8 Examine how Guam's
environment and natural resources contribute to the economy
2.4.9 Explain how development
is impacting our natural resources
2.4.10 Choose an
environmental issue of concern and plan a school wide or community wide
effort or event to promote participation of public stewardship of the
environment
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:
3.4.1 Explain the differences
between over-the-counter drugs and prescription drugs
3.4.2 Define drug abuse, drug
addiction, and drug dependency
3.4.3 Discuss the differences
and/or similarities between drug abuse, drug addiction, and drug
dependency
3.4.4 Tell why people could
become drug abusers, drug addicted or drug dependent
3.4.5 Describe some symptoms
of drug abuse, drug addictions and drug dependency
3.4.6 Describe
negative/positive effects of illegal drugs
3.4.7 Tell what would happen
to someone who is under the influence of illegal drugs
3.4.8 Tell what could happen
to others because someone uses illegal drugs
3.4.9 Discuss methods for
preventing the use of illegal drugs
3.4.10 Tell what "alcoholism"
means
3.4.11 Give examples of the
characteristics related to alcoholism
3.4.12 Examine the
relationship between excessive drinking and automobile accidents
3.4.13 Examine the
relationship between excessive drinking and disease
3.4.14 Explain the health
consequences for people who smoke or chew tobacco
3.4.15 Describe some health
problems related to the use of tobacco products
3.4.16 Explain the health
consequence for people who don't smoke but are around people who do smoke
3.4.17 List examples of
inhalant products
3.4.18 Identify reasons for
using inhalant products and tell why they are good or bad reasons
3.4.19 Explain some of the
consequences for using inhalants
3.4.20 Agree or Disagree with
the statement and tell why: People who use inhalants deserve what happens
to them.
3.4.21 Tell how your school
or family can participate in programs such as "The Great American Smokeout"
3.4.22 Read an article about
substance use and write a reaction statement about the article
3.4.23 Tell how substance
manufacturers use the media to influence the purchase and use of their
products
3.4.24 Research and write a
report about laws governing the use of alcohol and tobacco by children
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:
4.4.1 Describe the
characteristics of communicable diseases
4.4.2 Discuss how common
communicable diseases have affected Guam and other Pacific Islands
4.4.3 Suggest ways to
interrupt the spread of diseases
4.4.4 Define "immunization"
4.4.5 List different types of
immunizations
4.4.6 Discuss the benefits of
being immunized
4.4.7 Explain the importance
of cleanliness in preventing the spread of diseases
4.4.8 Research a disease
introduced to Guam and write a report of its effects on the health of the
indigenous people
4.4.9 Explain how HIV and
AIDS are different
4.4.10 Explain how HIV is
transmitted and list examples of how HIV is not transmitted
4.4.11 Describe how HIV
affects the body's immune system
4.4.12 Discuss why it is
important to protect yourself from HIV infection
4.4.13 Tell what "diabetes "
is, what causes it, who can get it, and how it is treated
4.4.14 Research and report
information about the different types of cancer
4.4.15 Analyze the effects of
over-exposure to the sun and skin cancer
4.4.16 Identify places on
Guam that provide treatment and services for chronic diseases
4.4.17 Call for information
about services and treatment for chronic diseases
4.4.18 Create a directory of
local and national agencies and organizations that provide services and
treatment for chronic diseases
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:
5.4.1 Explain the need for
good hygiene habits due to body changes in puberty and adolescence
5.4.2 Plan a personal program
that illustrates good personal hygiene habits
5.4.3 Demonstrate daily, good
personal hygiene
5.4.4 Describe body changes
that occur in puberty and adolescence
5.4.5 Explain the need for
good hygiene habits due to body changes that are occurring at this stage
of development
5.4.6 Give reasons for
keeping the skin clean
5.4.7 Give examples of ways
to enhance self esteem
5.4.8 Name 5 ways to make
friends
5.4.9 Discuss the importance
of having friends
5.4.10 Give examples of
things that cause stress
5.4.11 Describe ways in which
stress can be managed or handled positively
5.4.12 Give examples of life
situations involving aggressive people and ways for dealing with them
5.4.13 Discuss ways in which
peer pressure influences decision making
5.4.14 Distinguish between
positive and negative peer pressure
5.4.15 Role play different
social situations and ways for saying "no" to negative behavior
5.4.16 Discuss the benefits
of making healthy choices about rest and exercise
5.4.17 Keep a personal
journal for one week to determine the amount of rest and exercise you are
getting.
5.4.18 Analyze whether your
current physical activity and rest are adequate for maintaining good
health
5.4.19 List products that can
help maintain good personal hygiene
5.4.20 Evaluate the strengths
and weaknesses of hygiene products
5.4.21 Create a collage of
products that promote the maintenance of good personal hygiene
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:
6.4.1 Give examples of foods
that contain carbohydrates, fats, proteins, minerals, water and vitamins
6.4.2 Tell the functions of
the nutrients in the body
6.4.3 Compare local/ethnic
foods with "western" foods for their nutritional values
6.4.4 List 10 good eating
habits
6.4.5 Discuss reasons for
practicing good eating habits
6.4.6 Identify factors that
contribute to well balanced diets
6.4.7 Explain how good eating
habits can improve one's health for life
6.4.8 Tell why people don't
eat meals on time or skip meals
6.4.9 Discuss how a person
can avoid being overweight or underweight
6.4.10 Discuss how people who
are overweight or underweight might feel about themselves
6.4.11 Develop a plan for
helping overweight or underweight people feel good about themselves
6.4.12 Identify the
components of the food pyramid
6.4.13 List foods that belong
to various components of the food pyramid
6.4.14 List local/ethnic
foods that belong to the various components of the food pyramid
6.4.15 Describe the
relationship between the food pyramid and being healthy
6.4.16 Discuss the benefits
of food labels.
6.4.17 Explain how the
knowledge of nutrition, the food pyramid , and food content contributes to
one's lifelong health
6.4.18 Use the information
learned about nutrition and plan well-balanced menus for breakfast, lunch
and dinner including all components of the food pyramid
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:
7.4.1 Discuss the importance
of using play equipment properly (swings, slides, baseball bats, etc.)
7.4.2 Explain how household
cleaners and chemicals may be dangerous
7.4.3 Recognize different
warning symbols found on commercial products and by matching the symbol to
the correct warning
7.4.4 Compose and practice a
mock dialogue with emergency personnel
7.4.5 Distinguish between
safe swimming and/or surfing conditions
7.4.6 Describe the procedures
for swimming safely at the beach or pool
7.4.7 Tell why horseplay at
the beach or pool is dangerous
7.4.8 Give examples of boat
safety rules
7.4.9 Identify boat safety
equipment and their uses
7.4.10 Discuss the dangers of
ignoring surf condition warnings
7.4.11 Identify the dangers
of having guns around the home
7.4.12 Explain what to do/not
to do when a gun is found
7.4.13 Discuss the things
that might happen if a gun is accidentally fired
7.4.14 Tell how you would
keep yourself safe from guns and other firearms
7.4.15 Discuss why it is
important to take safety precautions before and after a disaster such as
an earthquake or typhoon
7.4.16 Demonstrate safety
procedures during and after an earthquake or typhoon
7.4.17 Create an
earthquake/typhoon survival kit
7.4.18 Describe the
conditions for potential fires
7.4.19 Explain at least five
ways to prevent fires
7.4.20 List steps that your
family has taken to protect your home from fires
7.4.21 Demonstrate how to
react during a fire emergency
7.4.22 Develop fire escape
plans and evaluate them for effectiveness
7.4.23 State rules to follow
regarding strangers on the road
7.4.24 Discuss the effects of
not following street-crossing rules carefully
7.4.25 Tell what can happen
if cars and other vehicles do not follow road safety rules
7.4.26 Explain the purpose of
street lights
7.4.27 Explain what a "yield"
sign means
7.4.28 Describe ways that a
person can keep himself/ herself safe when walking, jogging, or running on
the road
7.4.29 Tell why it is
important to know about first aid
7.4.30 Tell why it is
important to be careful around blood
7.4.31 Discuss the need to
drink plenty of water on hot days
7.4.32 Describe the procedure
to follow if someone gets too hot
7.4.33 Describe the first aid
treatment for bee stings or ant bites
7.4.34 Demonstrate first aid
for minor cuts and scrapes
7.4.35 Tell where you can
find emergency numbers and directions for preparing for a disaster (i.e.
telephone directory)
7.4.36 Make a directory of
emergency numbers that everyone in your family can read and understand
easily
7.4.37 Write a report on the
Department of Civil Defense and tell how they prepare us and protect our
safety before, during, and after disasters
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