Health
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Health |
| Health Literacy | |||
| Standard | The student comprehends concepts related to health promotion and disease prevention. | ||
| Benchmarks | |||
| Family Life | |||
| 1. | recognizes the importance of developing respect and appreciation for the uniqueness of the human body. (SE) |
Something Special About Me
Understanding People With Special Needs |
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| Personal Health | |||
| 1. | knows the indicators of physical, mental, emotional, and social health during childhood. |
Coping With Stress
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| 2. | understands the need to show respect for and appreciate the uniqueness of each person. (SE) |
Something Special About Me |
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| 3. | understands the functions of the human body systems. | Health
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| 4. | knows how childhood injuries and illnesses can be prevented and treated. |
Emergency Preparedness |
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| 5. | describes the relationship between the individual and the community and the environment as it relates to health issues. |
Service
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| Substance Abuse Prevention | |||
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understands that drugs are chemical substances that are harmful to the body if misused. |
Choosing What’s Right for Me Personal Habits for a Lifetime |
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| 2. | identifies
some illegal drugs and the effects they have on the body.
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Choosing What’s Right for Me |
| Top of Page | |||
| Health Literacy | |||
| Standard | The student knows how to access valid health information and health-promoting products and services. | ||
| Benchmarks | |||
| Personal Health | |||
| 1. | knows of the availability of stress-management resources in the home, school, and community and has access to them. |
Coping
With Stress
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| 2. | identifies drug abuse as the improper use of any chemical substance and identifies organizations or individuals who can help. (SE). |
Choosing What’s Right for Me
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| Top of Page | |||
| Responsible Health Behavior | |||
| Standard | The student knows health enhancing behaviors and how to reduce health risks. | ||
| Benchmarks | |||
| Family Life | |||
| 1. | recognizes that building upon personal strengths and accepting personal weaknesses lead to positive self-image. (SE) |
How I Learn From My Mistakes
Understanding People With Special Needs
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discusses the importance for an awareness of child abuse. (SE) | Youth Protection | |
| Personal Health | |||
| 1. | uses strategies for improving or maintaining personal health. |
Personal
Habits for a Lifetime
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| 2. | knows and practices basic techniques for medical emergencies. |
Emergency Preparedness
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| Substance Abuse Prevention | |||
| 1. | demonstrates an awareness of choices and consequences regarding ATOD (Alcohol, Tobacco, Other Drugs) use. (SAFE) |
Choosing What’s Right for Me |
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| 2. | increases student’s knowledge of the dangers associated with the abuse of ATOD. (SAFE) |
Choosing What’s Right for Me |
| Top of Page | |||
| Responsible Health Behavior | |||
| Standard | The student analyzes the influence of culture, media, technology, and other factors on health. | ||
| Benchmarks | |||
| Family Life | |||
| 1. | discusses ways in which one’s self-concept and attitude can be affected by outside influences (media, peers, and role models). (SE) |
Decision Making
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discusses methods that people use to influence others to do something they don’t want to do. (SE) |
Being a Good Worker
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| Personal Health | |||
| 1. | understands how information from school and family influences personal health behaviors | Violence Prevention | |
| Substance Abuse Prevention | |||
| 1. | identifies reasons people take drugs and discusses alternatives. (SE) |
Decision Making
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| Top of Page | |||
| Responsible Health Behavior | |||
| Standard | The student knows how to use effective interpersonal communication skills that enhance health. | ||
| Benchmarks | |||
| Family Life | |||
| 1. | identifies appropriate ways to deal with feelings. (SE) |
Importance of Family
Standing Up for Me
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| 2. | discusses methods of dealing with problems. (SE) |
Choices
Importance of Family
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| 3. | recognizes that every person has the right to say no to uncomfortable and abusive situations. (SE) |
Being a Good Worker
Youth Protection
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| 4. | knows refusal and negotiation skills to use in potentially harmful or dangerous situations. |
Code of Ethics
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| Personal Health | |||
| 2. | knows various ways to communicate care, consideration, and acceptance of self and others. |
Empathy
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| Disease Prevention | |||
| 1. | discusses the importance of seeking assistance for concerns or problems. |
Emergency Preparedness
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| Substance Abuse Prevention | |||
| 1. | practices saying no to offers of drugs. (SE) |
Code of Ethics
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| 1. | knows
the skills needed to be a responsible friend and family member.
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Being a Good Worker
Anger/Conflict Management
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| Top of Page | |||
| Advocate and Promote Healthy Living | |||
| Standard | The
student knows how to use goal-setting and decision-making skills that
enhance health. |
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| Benchmarks | |||
| Family Life | |||
| 1. | identifies and applies the skills involved in making a decision. (SE) |
Choices
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| Personal Health | |||
| 1. | knows appropriate sources of information for making health-related decisions. |
Emergency Preparedness
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| 2. | describes the components of a personal wellness plan. |
Physical Fitness
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| 3.
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knows how to apply the decision-making process to health issues and problems. |
Choices
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| Disease Prevention | |||
| 1. | describes the importance of goal-setting and decision-making as it pertains to disease prevention. |
Physical
Fitness
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| Substance Abuse Prevention | |||
| 1. | uses the decision-making model to examine the negative impact of substance abuse on an individual. |
Decision Making Personal Habits for a Lifetime
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