Health Promotion and Disease Prevention- Students will comprehend concepts related to health promotion and disease prevention as related to: (a) community health, (b) environmental health, (c) mental and emotional health, (d) nutrition, e) prevention and control of disease, (f) consumer health, (g) family life and sexuality, (h) injury prevention and safety, (i) personal health, (j) substance use, misuse, abuse and addiction.
Benchmark 1
Students demonstrate comprehension of basic concepts related to health promotion and disease prevention by identifying and describing relationships between well being and the health behaviors in the ten content areas.
Indicator 1
The students will recognize that new knowledge leads to new questions and new discoveries. (Taken from SC07.02.01--responsibility of the counselor)
Discuss recent discoveries that have replaced previously held knowledge, such as safety of freon or saccharine use, knowledge concerning the transmission of AIDS, cloning, Pluto's status as a planet.
Indicator 2
The students will identify individual nutrition, exercise, and rest needs based on science. (Taken from SC06.01.01--responsibility of classroom teacher)
Design, implement, and self-evaluate a personal nutrition and exercise program.
Indicator 3
The student will discuss briefly what HIV and AIDS are. (Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 4
The student will discuss how HIV is spread through, semen, vaginal fluids, blood or breast milk of an infected person. (Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 5
The student will describe how HIV is not spread (i.e., casual contact such as hugging, shaking hands, or coughing / sneezing). (Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 6
The student will understand that he/she has the capability to keep healthy and prevent HIV infection. (Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 7
The student will understand the negative/positive effects of alcohol/drug use. Taken from CNCN01.05.04--responsibility of the counselor)
Benchmark 2
Students demonstrate comprehension of basic concepts related to physical growth and development.
Indicator 1
The student will identify physical and emotional changes related to puberty. Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 2
The student will become more familiar with male and female anatomy and physiology. (Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 3
The student will identify the body changes influenced by male and female hormones. (Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 4
The student will describe the process of fertilization. (Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 5
The student will recognize the differences in the growth rate of males and females and each individual's unique growth pattern. (Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 6
The student will develop an understanding of menstruation as a normal process. Responsibility of the classroom teacher Resource: nurse, counselor)
Indicator 7
The student will learn about choosing and using feminine products. Responsibility of classroom teacher Resource: nurse, counselor)
Access Health Information, Products, and Services-Students demonstrate the ability to access valid health information and health-promoting products and services.
Benchmark 1
Students locate information on products and services and recognize the validity of that information.
Indicator 1
The student will recognize situations where adult help is needed and know to get help. (Taken from CNCN01.03.06--responsibility of the counselor)
Police, fire, hospital, mental health, clergy, CAC, nurses, DARE
Indicator 2
The students will display open-mindedness to new ideas. (Taken from SC07.01 01--responsibility of the classroom teacher)
Discuss dietary claims
Indicator 3
The students will use a systemic approach to thinking critically about personal health risks and benefits. (Taken from SC06.01.02--responsibility of the classroom teacher)
Compare and contrast immediate benefits of eating junk food to long term benefits of a lifetime of healthy eating.Evaluate the risks and benefits of foods, medicines, and personal products.Evaluate and compare the nutritional and toxic properties of various natural and synthetic foods.
Self-Management- Students demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
Benchmark 1
Students identify health risks as related to the ten content areas in Standard One.
Indicator 1
The students will evaluate risks and define appropriate actions associated with natural hazards. (Taken from SC06.01.02--responsibility of the classroom teacher)
Indicator 2
Personal safety awareness (Taken from CNCN01.03.01--responsibility of the classroom teacher)
Benchmark 2
Students identify and demonstrate healthy behaviors as related to the ten content areas in Standard One.
Indicator 1
The students will identify individual nutrition, exercise, and rest needs based on science. (Taken from SC06.01.01--responsibility of the classroom teacher)
Design, implement, and self-evaluate a personal nutrition and exercise program.
Indicator 2
The students will use a systemic approach to thinking critically about personal health risks and benefits. (Taken from SC06.01.02--responsibility of the classroom teacher)
Compare and contrast immediate benefits of eating junk food to long term benefits of a lifetime of healthy eating. Evaluate the risks and benefits of foods, medicines, and personal products. Evaluate and compare the nutritional and toxic properties of various natural and synthetic foods.
Indicator 3
The students will relate the structure of organs and organ systems to their functions. (Taken from SC03.01.01--responsibility of the classroom teacher)
Identify human body organs and characteristics. Then relate their characteristics to function. Map human body systems, research their functions and show how each supports the health of the human body. Relate an organism's structure to how it works.
Influence of Culture, Media, and Technology- Students analyze the influence of culture, media, technology, and other factors on health.
Benchmark 1
Students describe how culture, media, technology, and other factors influence health behavior as related to the ten content areas contained in Standard One.
Indicator 1
The students will investigate the effect of a change in environment on behavior of an organism. (Taken from SC03.02.01--responsibility of the classroom teacher) Students should think of their own behaviors and determine environmental conditions that affect behavior.
Indicator 2
The students will evaluate risks and define appropriate actions associated with natural hazards. (Taken from SC06.02.01--responsibility of the classroom teacher) Find news articles that show inadvisable risks taken in a natural hazard situation.
Indicator 3
The students will display open-mindedness to new ideas. (Taken from SC07.02 01--responsibility of the classroom teacher)
Share interpretations that differ from currently held explanations on topics such as global warming and dietary claims. Evaluate the validity of results and accuracy of stated conclusions.
Indicator 4
The students will recognize that new knowledge leads to new questions and new discoveries. (Taken from SC07.02.01--responsibility of the classroom teacher)
Indicator 5
The students will use a systemic approach to thinking critically about personal health risks and benefits. (Taken from SC06.01.02--responsibility of the classroom teacher)
Interpersonal Communication- Students demonstrate the ability to use interpersonal communication skills to enhance health.
Benchmark 1
Students demonstrate verbal and non-verbal communication skills to enhance health as related to the ten content areas contained in Standard One.
Indicator 1
The student will communicate their feelings to others. (Taken from CNCN01.05 02--responsibility of the counselor)
Benchmark 2
Students demonstrate refusal and conflict resolution skills to enhance health.
Indicator 1
The student will identify the basic steps in making a decision. (Taken from CNCN01.02.01--responsibility of the counselor)
Indicator 2
The student will use brainstorming to discover alternatives. (Taken from CNCN01.02.02--responsibility of the counselor)
Indicator 3
The student will describe the possible short-term and long-term consequences of choices. (Taken from CNCN01.02.03--responsibility of the counselor)
Indicator 4
The student will review the outcome of decisions. (Taken from CNCN01.02 04--responsibility of the counselor)
Benchmark 3
Students demonstrate healthy ways to express needs, wants, and feelings.
Indicator 1
The student will communicate their feelings to others. (Taken from CNCN01.05 02--responsibility of the counselor)
Goal-Setting and Decision-Making Skills- Students demonstrate the ability to use goal setting and decision-making skills to enhance health.
Benchmark 1
Students identify, describe, and demonstrate goal setting and decision making skills to enhance health as related to the ten content areas contained in Standard One.
Indicator 1
The students will identify individual nutrition, exercise, and rest needs based on science. (Taken from SC01.01.01--responsibility of the classroom teacher)
Life resource van, decision-making/peer
Indicator 2
The student will identify the basic steps in making a decision. (Taken from CNCN01.02.01--responsibility of the counselor)
Indicator 3
The student will use brainstorming to discover alternatives. (Taken from CNCN01.02.02--responsibility of the counselor)
Indicator 4
The student will describe the possible short-term and long-term consequences of choices. (Taken from CNCN01.02.03--responsibility of the counselor)
Indicator 5
The student will review the outcome of decisions. (Taken from CNCN01.02 04--responsibility of the counselor)
Advocating for Health- Students demonstrate the ability to advocate for personal, family, and community health.
Benchmark 1
Students identify a variety of methods to advocate for personal, family and community health as related to the ten content areas contained in Standard One.
Indicator 1
The student will recognize situations where adult help is needed and know to get help. (Taken from CNCN01.03.06--responsibility of the counselor)
Police, fire, hospital, mental health, clergy, CAC, DARE
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