Skills-Based Scope and Sequence Guide
K-6 Health Education
Revised 2007
Healthy Lifestyles
Acquire the essential skills to lead a healthy life
Risk-Taking Behavior/Personal Safety
Demonstrate the ability to practice health-enhancing behaviors and reduce health risks
Communication Skills for Healthy Relationships
Demonstrate the ability to use communication skills to enhance health
Community, Environment, and Consumer Health
Organize, analyze, and apply health information practices and services appropriate for individual needs
Mental and Emotional Wellness
To recognize essential skills that lead to healthy relationships and personal well-being
Skills-Based Scope and sequence Guide
K-6 Health Education
Revised 2007
Healthy Lifestyles
Acquire the essential skills to lead a healthy life
Risk-Taking Behavior/Personal Safety
Demonstrate the ability to practice health-enhancing behaviors and reduce health risks
Communication Skills for Healthy Relationships
Demonstrate the ability to use communication skills to enhance health
Consumer Health
Organize analyze, and apply health information practices and services appropriate for individual needs
Mental and Emotional Wellness
Understand and demonstrate the key components to positive mental and emotional health
Skills-Based Scope and Sequence Guide
K-6 Health Education
REVISED 2007
Healthy Life Styles
Acquire the essential skills to lead a healthy life.
2.H.1.1.1. 1. Discuss the concept of fitness and wellness (787.01.a)
2.H.1.1.6 2. Identify healthy food choices and their benefits (787.01.f)
3. Choose a nutritional snack
4. Identify your own food choices and list corresponding food groups
5. Describe ways the body uses and stores energy
6. Review behaviors that help prevent disease and encourage well-being (e.g. covering mouth when sneezing, coughing, and washing hands
7. Discuss bacteria and viruses (germs) as causes of disease
2.H.2.1.2. 8. Recognize how germs (illness) are spread and describe how the body fights disease (788.01.a)
2.H.1.1.2. 9. Recognize the body signals and the actions to take when not feeling well (787.01.b)
10. Know the benefits and describe the concept of exercise and physical activity and how it can enhance mental and emotional health
2H.1.1.4 11. Identify actions that relate to emotions and how they are expressed and the consequences of behavior choices (787.01.d)
2.H.1.1.7 12. Identify physical characteristics of growth and development (787.01g)
2H.1.1.8 13. Explain ways in which family members/membership changes (787.01.h)
2.H.1.1.10 14. Describe characteristics of a healthful environment (787.01j)
Risk-Taking Behavior & Personal Safety
Demonstrate the ability to practice health-enhancing behaviors and reduce health risks
2.H.2.1.2 1. Identify consequences for one’s own behavior (788.01.b)
2.H.2.1.3 2. Identify temptations, curiosity, peer influence, and harmful risk-taking (788.01.c)
2.H.2.1.4 3. Identify behaviors that put a person at risk (788.01.d)
2.H.1.1.5 4. Identify alcohol, tobacco, medicines and other drugs (787.10e)
5. Examine the effects of alcohol and tobacco on the body
2.H.1.1.3 6. Identify the rules and procedures for safe living. (787.01.c)
7. Identify trusting adults who can provide assistance
8. Discuss fire, earthquake and other emergency safety procedures
9. List reasons for following safety rules with traffic, pedestrian, fire, water, automobile, bicycles, home and if one is lost
10. List and explain safety procedures needed in special situations (e.g. strangers, bullying, being alone, bad touch)
Communication Skills for Healthy Relationships
Demonstrate the ability to use communication skills to enhance health.
2.H.3.11 1. Identify ways to show respect for self and others (789.01.a)
2.H.3.1.2 2. Practice and apply refusal and decision-making skills (789.01.b)
2.H.3.1.3 3. Demonstrate how to communicate with friends (789.01.c)
Consumer Health
Organize, analyze, and apply health information practices and services appropriate for individual needs.
2.H4.1.1 1. Identify age-appropriate health care items (790.01.a)
2.H.4.1.2 2. Identify the different components of a health product label (790.01.b)
3. Evaluate accuracy of product claims in advertising
2.H.4.1.3 4. Identify community health workers and their roles (790.01.c)
Mental and Emotional Health
1. Understand and demonstrate the key components to positive mental and emotional health
2.H.5.1.1 2. Identify actions that relate to emotions (791.01.a)
3. Recognize oneself as worthy and important (family, peers and school)
4. Demonstrate a variety of emotions and how they can be successfully managed
5. Tell how to choose and communicate with friends
2.H.5.1.2 6. Identify how each person is unique and special both physically and emotionally (791.01.b)
2.H.5.1.3. 7. Discuss benefits of exercise and how it can enhance mental and emotional health (791.01.c)
2.H.5.1.4 8. Identify safe environments (791.01.d)
Human Body
Acquire knowledge to adjust to the changing body
Skills-Based Scope and Sequence Guide
K-6 Health Education
Revised 2007
THIRD GRADE
Students are expected to know content and apply skills from previous grades.
Standard 1: Healthy Lifestyles
Objective(s): By the end of Grade 3, students will be able to:
3.H.1.1.1 Recognize the importance of fitness for overall wellness. (796.01.a)
3.H.1.1.2 Describe diseases and disorders. (796.01.b)
3.H.1.1.3 Identify and practice rules and procedures for safe living. (796.01.c)
3.H.1.1.4 View each person as a unique and special human being whose behavior can enhance or detract from a group, family, or community. (796.01.d)
3.H.1.1.5 Identify reasons why drugs and medicines are misused and abused. (796.01.e)
3.H.1.1.6 Identify the relationship between nutrition and well-being. (796.01.f)
3.H.1.1.7 Explore how the body changes as one grows. (796.01.g)
3.H.1.1.8 Adjust to family changes in healthful ways. (796.01.h)
3.H.1.1.9 Identify how health information, products, and services are made available. (796.01.i)
3.H.1.1.10 Identify the effects of pollution on the environment. (796.01.j)
Standard 2: Risk Taking Behavior
Students continue to develop the knowledge and skills to avoid risk-taking behaviors.
Objective(s): By the end of Grade 3, students will be able to:
3.H.2.1.1 Recognize ways of limiting the spread of illness. (797.01.a)
3.H.2.1.2 Identify how behavior affects physical, mental, and emotional health. (797.01.b)
3.H.2.1.3 Demonstrate methods of dealing with temptation, curiosity, peer influence, and harmful risk-taking. (797.01.c)
3.H.2.1.4 Identify risky behaviors present within family, friendships, and the community. (797.01.d)
Standard 3: Communication Skills for Healthy Relationships
Students demonstrate conflict resolution skills.
Objective(s): By the end of Grade 3, students will be able to:
3.H.3.1.1 Describe how behaviors are affected by others’ feelings. (798.01.a)
3.H.3.1.2 Demonstrate refusal and decision-making skills. (798.01.b)
3.H.3.1.3 Explain effective ways families, friends, and communities communicate. (798.01.c)
Standard 4: Consumer Health
Objective(s): By the end of Grade 3, students will be able to:
3.H.4.1.1 Identify different types of health services. (799.01.a)
3.H.4.1.2 Describe the need to follow directions on product labels. (799.01.b)
3.H.4.1.3 Explore various health care careers. (799.01.c)
Standard 5: Mental and Emotional Health
Objective(s): By the end of Grade 3, students will be able to:
3.H.5.1.1 Describe appropriate actions in response to one’s own emotions. (800.01.a)
3.H.5.1.2 Identify ways that people are unique and worthwhile, both physically and emotionally. (800.01.b)
3.H.5.1.3 Recognize the benefits of exercise and how it enhances mental and emotional health. (800.01.c)
3.H.5.1.4 Describe ways of keeping one’s self safe. (800.01.d)
3.H.5.1.5 Recognize the impact of drug use. (800.01.e)
Standard 6: Personal Safety
Students learn to recognize and identify injury /violence prevention and safety.
Goal 6.1: Understand and demonstrate key components of personal safety.
Objective(s): By the end of Grade 3, students will be able to:
Injury/Violence Prevention & Safety
1. List rules for traffic safety, including use of protective equipment
2. List reasons for following safety rules with traffic, pedestrian, fire, water, automobile, bicycles, home and if one is lost
3. Identify support systems
4. Identify the rules and procedures for safe living
5. Discuss fire, earthquake and other emergency safety procedures
6. List and explain safety procedures needed in special situations (e.g. strangers, bullying, being alone)
Standard 7: Human Body
Goal 7.1: Understand and demonstrate key components of the human body
Objective(s): By the end of Grade 3, students will be able to:
Human Body
1. Recognize the importance of cardiovascular fitness
2. List components of fitness (e.g. strength, flexibility, and endurance) and it’s benefits on mental, physical and emotional well being
3. Recognize growth and development as a life-long process
Skills-Based Scope and sequence Guide
K-6 Health Education
Revised 2007
FOURTH GRADE
Students are expected to know content and apply skills from previous grades.
Standard 1: Healthy Lifestyles
Objective(s): By the end of Grade 4, students will be able to:
4.H.1.1.1 Describe the influence of rest, food choices, exercise, sleep, and recreation on a person’s well-being. (805.01.a)
4.H.1.1.2 Identify characteristics and causes of diseases and disorders. (805.01.b)
4.H.1.1.3 Recognize a safe environment and demonstrate readiness skills that deal with emergency situations. (805.01.c)
4.H.1.1.4 Identify the range of emotions experienced and the connection between our minds and bodies. (805.01.d)
4.H.1.1.5 Identify substances, their use, and abuse. (805.01.e)
4.H.1.1.6 Identify the nutritional benefits of different foods. (805.01.f)
4.H.1.1.7 Recognize growth and development as a life-long process. (805.01.g)
4.H.1.1.8 Describe the role families and friends have in affecting our health. (805.01.h)
4.H.1.1.9 Determine factors involved in selecting and using health information, products, and services. (805.01.i)
4.H.1.1.10 Determine factors that influence the health of our environment. (805.01.j)
Standard 2: Risk Taking Behavior
Students continue to develop the knowledge and skills to avoid risk-taking behaviors.
Objective(s): By the end of Grade 4, students will be able to:
4.H.2.1.1 Describe the healthy living habits that can reduce the risk of illness and injury. (806.01.a)
4.H.2.1.2 Recognize how the actions of one person can affect the behavior of another. (806.01.b)
4.H.2.1.3 Identify high-risk situations and behaviors that pose a risk to one’s self and others. (806.01.c)
4.H.2.1.4 Identify the impact of risky behaviors on personal and family health. (806.01.d)
Standard 3: Communication Skills for Healthy Relationships
Students demonstrate conflict resolution skills.
Objective(s): By the end of Grade 4, students will be able to:
4.H.3.1.1 Identify the causes and effects of conflict in schools and families. (807.01.a)
4.H.3.1.2 Demonstrate refusal and decision-making skills as they relate to substance use and abuse. (807.01.b)
4.H.3.1.3 Identify interpersonal communication skills that can be used to build interactions between family, friends, and community. (807.01.c)
Standard 4: Consumer Health
Objective(s): By the end of Grade 4, students will be able to:
4.H.4.1.1 Identify reliable sources of personal health information, products, and services. (808.01.a)
4.H.4.1.2 Recognize how the media influences one’s thinking in relation to mental and emotional health, nutrition, and substance abuse. (808.01.b)
4.H.4.1.3 Identify the different community agencies that promote the health and well-being of personal environment. (808.01.c)
Standard 5: Mental and Emotional Health
Objective(s): By the end of Grade 4, students will be able to:
4.H.5.1.1 Recognize healthy ways to express personal emotions and feelings. (809.01.a)
4.H.5.1.2 Identify ways to maintain a healthy outlook in the presence of diseases and/or disabilities. (809.01.b)
4.H.5.1.3 Identify physical activities that promote fitness and the relief of mental and emotional tensions. (809.01.c)
4.H.5.1.4 Take responsibility for the safety of one’s self and others. (809.01.d)
4.H.5.1.5 Identify ways to avoid negative social influences and pressures to use alcohol, tobacco, and other drugs. (809.01.e)
Standard 6: Personal Safety
Students learn to recognize and identify injury/violence prevention and safety.
Goal 6.1: Understand and demonstrate key components of personal safety.
Objective(s): By the end of Grade 4, students will be able to:
Injury/Violence Prevention & Safety
Recognize and describe, an age appropriate safe environment and demonstrate safety procedures and readiness skills dealing with emergency situations (i.e. fire, strangers, home alone, etc.)
Explain basic first aide procedures for bleeding, resuscitation, poisons and burns, then develop a list of telephone numbers for emergency contacts
Review basic rules for bicycle and pedestrian safety
Compare appropriate and inappropriate kinds of physical contact and how to report incidence
Discuss potential dangers of using the Internet
Identify effective steps to conflict resolution
Identify and discuss TV and other media violence and it’s impact on youth
Discuss various types of peer groups
Take responsibility for the safety of one’s self and others
Standard 7: Human Body
Goal 7.1: Understand and demonstrate key components of the human body
Objective(s): By the end of Grade 4, students will be able to:
Human Body
Understand that cells comprise tissue and tissue comprise organs, which together for systems.
Investigate and understand the structure and function of all human body systems.
Skills-Based Scope and sequence Guide
K-6 Health Education
Revised 2007
Standard 1: Healthy Lifestyles
Goal 1.1: Acquire the essential skills to lead a healthy life.
5.H.1.1.1 Explain the importance of an active lifestyle leading to life-long health. (814.01.a)
5.H.1.1.2 Describe characteristics and causes of diseases and disorders. (814.01.b)
5.H.1.1.3 Describe basic first aid and safety rules. (814.01.c)
5.H.1.1.4 Identify emotions that accompany physical growth and development. (814.01.
5.H.1.1.5 Identify the effects of substances and their use and abuse. (814.01.e)
5.H.1.1.6 Identify the strategies for developing healthy eating habits. (814.01.f)
5H.1.1.7. Recognize factors that affect growth and development. (814.01)
5.H.1.1.8 Identify environmental health issues and their relationship to a healthy lifestyle. (814.01.h)
Standard 2: Risk Taking Behavior
Goal 2.1: Demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
5.H.2.1.1 Evaluate healthy living habits that can reduce the risk of illness and injury. (815.01.a)
5.H.2.1.2 Describe behaviors/consequences of drug use. (815.01.b)
5.H.2.1.3 Identify strategies for resisting substance abuse. (815.01.c)
5.H.2.1.4 Explain the impact of risky behaviors on personal and family health. (815.01.d)
Standard 3: Communication Skills for Healthy Relationships
Goal 3.1: Demonstrate the ability to use communication skills to enhance health.
5.H.3.1.1 Explain the causes and effects of conflict in schools and families. (816.01.a)
5.H.3.1.2 Demonstrate refusal and decision-making skills that enhance personal relationships including substance use and abuse. (816.01.b)
5.H.3.1.3 Describe how interpersonal communication skills can be used to build interactions between family, friends, and community. (816.01.c
Standard 4: Consumer Health
Goal 4.1: Organize, analyze, and apply health information practices and services appropriate for individual needs.
5.H.4.1.1 Explain the validity of health information, products, and services. (817.01.a
5.H.4.1.2 List ways the media influences one’s thinking in relation to mental and emotional health, nutrition, and substance abuse. (817.01.b)
5.H.4.1.3 Describe community factors that promote wellness, safety, and disease prevention. (817.01.c)
Standard 5: Mental and Emotional Wellness
Goal 5.1: Understand and demonstrate the key components to positive mental and emotional health.
5.H.5.1.1 Identify skills that positively control and express personal emotions and feelings. (818.01.a)
5.H.5.1.2 Identify and practice effective strategies for stress management. (818.01.b
5.H.5.1.3 Describe how recreational and leisure time activities promote physical fitness and relieve mental and emotional tensions. (818.01.c)
5.H.5.1.4 Define emotional safety. (818.01.d)
5.H.5.1.5 Identify behaviors that influence the use of alcohol, tobacco, and other drugs. (818.01.e)
Standard 6: Human Body
Understand that cells comprise tissue and tissue comprise organs, which together for systems.
Investigate and understand the structure and function of all human body systems.
Standard 7 : Personal Safety
Students learn to recognize and identify injury/violence prevention and safety.
Goal 6.1: Understand and demonstrate key components of personal safety.
Objective(s): By the end of Grade 4, students will be able to:
Injury/Violence Prevention & Safety
Recognize and describe, an age appropriate safe environment and demonstrate safety procedures and readiness skills dealing with emergency situations (i.e. fire, strangers, home alone, etc.)
Explain basic first aide procedures for bleeding, resuscitation, poisons and burns, then develop a list of telephone numbers for emergency contacts
Review basic rules for bicycle and pedestrian safety
Compare appropriate and inappropriate kinds of physical contact and how to report incidence
Discuss potential dangers of using the Internet
Identify effective steps to conflict resolution
Identify and discuss TV and other media violence and it’s impact on youth
Discuss various types of peer groups
Take responsibility for the safety of one’s self and others
5th Grade Girls
Topic: Female Hygiene (menstruation)
Instructor: Judy Gerstenberger, School Nurse
Length of Course: 40 minutes (1 session)
Materials: "Growing Up And Liking It", by Personal Products
Film: "Growing Up On Broadway", Spring Quarter, Discussion and Quiz
Goal: To explain the biological fact of pubertal development and human reproduction so that accurate information will replace common misconceptions about what is "normal"
Objectives:
Reference: Educator's Kit by Personal Products
"Growing Up and Liking It"
Skills-Based Scope and sequence Guide
K-6 Health Education
Revised 2007
Standard 1: Healthy Lifestyles
Goal 1.1: Acquire the essential skills to lead a healthy life.
6.H.1.1.1 Identify the influence exercise has in developing a healthy system. (823.01.a)
6.H.1.1.2 Identify prevention, causes, and treatment of diseases and disorders. (823.01.b)
6.H.1.1.3 Demonstrate and be able to apply basic first aid and safety rules. (823.01.c)
6.H.1.1.4 Describe emotions that affect personal health. (823.01.d)
6.H.1.1.5 Identify the choices and consequences related to abuse of alcohol, tobacco, and other drugs. (823.01.e)
6.H.1.1.6 Apply strategies for developing healthy eating habits. (823.01.f)
6.H.1.1.7 Identify the functions and characteristics of the major body systems. (823.01.g)
6.H.1.1.8 Discuss and evaluate the importance of healthy relationships. (823.01.h)
6.H.1.1.9 Examine factors involved in selecting and using health information, products, and services. (823.01.i)
6.H.1.1.10 Describe environmental health issues and their relationships to a healthy lifestyle. (823.01.j)
Standard 2: Risk Taking Behavior
Goal 2.1: Demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
6.H.2.1.1 Identify risk factors for illness and injuries. (824.01.a)
6.H.2.1.2 Examine and evaluate how the actions of one person affect the behaviors of others. (824.01.b)
6.H.2.1.3 Describe high-risk substance abuse situations and behaviors that pose a risk to one’s self and others. (824.01.c)
6.H.2.1.4 Describe the impact of risky behaviors on personal and family health. (824.01.d)
Standard 3: Communication Skills for Healthy Relationships
Goal 3.1: Demonstrate the ability to use communication skills to enhance health.
6.H.3.1.1 Describe the causes and effects of conflict in schools and families. (825.01.a)
6.H.3.1.2 Demonstrate refusal and decision-making skills that enhance personal relationships including substance use and abuse. (825.01.b)
6.H.3.1.3 Explain interpersonal communication skills that can be used to build interactions between family, friends, and community. (825.01.c)
Standard 4: Consumer Health
Goal 4.1: Organize, analyze, and apply health information practices and services appropriate for individual needs.
6.H.4.1.1 Evaluate the validity of health information, products, and services. (826.01.a)
6.H.4.1.2 Analyze how the media influences information about tobacco, alcohol, and drugs. (826.01.b)
6.H.4.1.3 Determine health resources available in personal community and state. (826.01.c)
Standard 5: Mental and Emotional Wellness
Goal 5.1: Understand and demonstrate the key components to positive mental and emotional health.
6.H.5.1.1 Analyze skills that positively express personal emotions and feelings. (827.01.a)
6.H.5.1.2 Analyze the influence exercise has on relieving mental and emotional tension. (827.01.b)
6.H.5.1.3 Identify skills necessary for stress management, decision-making, and managing conflicts. (827.01.c)
6.H.5.1.4 Explore aspects of emotional safety. (827.01.d)
6.H.5.1.5 Explore factors that influence the use of alcohol, tobacco, and drugs. (827.01.e)
Standard 7 : Personal Safety
Students learn to recognize and identify injury/violence prevention and safety.
Goal 6.1: Understand and demonstrate key components of personal safety.
Objective(s): By the end of Grade 4, students will be able to:
Injury/Violence Prevention & Safety
Recognize and describe, an age appropriate safe environment and demonstrate safety procedures and readiness skills dealing with emergency situations (i.e. fire, strangers, home alone, etc.)
Explain basic first aide procedures for bleeding, resuscitation, poisons and burns, then develop a list of telephone numbers for emergency contacts
Review basic rules for bicycle and pedestrian safety
Compare appropriate and inappropriate kinds of physical contact and how to report incidence
Discuss potential dangers of using the Internet
Identify effective steps to conflict resolution
Identify and discuss TV and other media violence and it’s impact on youth
Discuss various types of peer groups
Take responsibility for the safety of one’s self and others
Supplemental Education
Health
Grade 6
Topic: Puberty
Instructor - Girls: Judy Gerstenberger, School Nurse
Boys: Principal, or other male speaker
Length of Course: 30 minutes (1 session)
Materials: "The New Me" by Sunburst Video and Discussion
Goal: Alleviate any fear children may have by presenting puberty positively, thus helping them to accept it as an exciting and important time in their lives
Objectives:
Reference: Teachers Guide "The New Me: Accepting Body Changes", Sunburst Communications
LAKELAND CONTENT STANDARDS
GRADE 7
HEALTH
7th GRADE
(Revised 2006)
PHILOSOPHY: Health education teaches students ways in which to take positive action regarding their own health. Students learn that their physical health, mental/emotional health and social health are all interrelated. Students also learn that good health habits can improve the way they look, the way they perform in school, and the way they interact with others. Today's health education should reflect this wellness focus. This includes instruction in Health and Wellness, Nutrition, Fitness, Mental and Emotional Health, Social Health, Tobacco, and Alcohol and Drugs.
The program, “Peak” will be incorporated as part of the 7th grade health program. Following completion of the program, the students are able to:
Students are expected to know content and apply skills from previous grades.
Standard 1: Healthy Lifestyles
Objective(s): By the end of Grade 7, students will be able to:
7-8.H.1.1.1 Identify the components of physical fitness. (832.01.a)
7-8.H.1.1.3 Demonstrate knowledge of basic first aid and injury prevention. (832.01.c)
7-8.H.1.1.4 Explain the relationship among mental/emotional, physical, and social health as a basis for wellness. (832.01.d)
7-8.H.1.1.5 Recognize the impact of substance abuse on personal health. (832.01.e)
7-8.H.1.1.6 Identify how food choices affect health. (832.01.f)
7-8.H.1.1.7 Label the major components of each body system and identify the relationship to overall health. (832.01.g)
7-8.H.1.1.9 Examine environmental health and recognize how it relates to a healthy lifestyle. (832.01.i)
Standard 2: Risk Taking Behavior
Students evaluate risk-taking behaviors on personal health.
Students will identify the risks associated with early sexual involvement through participation in the “Peak” program.
Employ responses that say no to pressure to become sexually involved
Objective(s): By the end of Grade 7, students will be able to:
7-8.H.2.1.2 Evaluate the impact of risky behavior on personal health. (833.01.b)
7-8.H.2.1.3 Identify the short-term effects and long-term consequences of substance abuse. (833.01.c)
Standard 3: Communication Skills for Healthy Relationships
Students demonstrate communication skills that enhance both intra-personal and inter-personal relationships.
Goal 3.1: Demonstrate the ability to use communication skills to enhance health.
Objective(s): By the end of Grade 7, students will be able to:
7-8.H.3.1.2 Demonstrate communication skills that enhance personal relationships. (834.01.b)
Standard 5: Mental and Emotional Health
Objective(s): By the end of Grade 7, students will be able to:
7-8.H.5.1.2 Recognize the personal aspects of mental and emotional health. (836.01.b)
7-8.H.5.1.3 Identify stressors and techniques for stress management. (836.01.c)
7-8.H.5.1.4 Demonstrate aspects of emotional safety. (836.01.d)
7-8.H.5.1.5 Analyze factors that influence the use of alcohol, tobacco, and drugs. (836.01.e)
LAKELAND CONTENT STANDARDS
GRADE 8
HEALTH
8th GRADE
(Revised 2006)
PHILOSOPHY: Health education teaches students ways in which to take positive action regarding their own health. Students learn that their physical health, mental/emotional health and social health are all interrelated. Students also learn that good health habits can improve the way they look, the way they perform in school, and the way they interact with others. Today's health education should reflect this wellness focus. This includes instruction in Health and Wellness, Nutrition, Fitness, Physical Activity and Weight Management, Mental and Emotional Health, Social Health, Tobacco, and Alcohol and Drugs.
Students are expected to know content and apply skills from previous grades.
Standard 1: Healthy Lifestyles
Objective(s): By the end of Grade 8, students will be able to:
7-8.H.1.1.2 Identify the prevention, causes, symptoms, treatment, and consequences of diseases and disorders. (832.01.b)
7-8.H.1.1.3 Demonstrate knowledge of basic first aid and injury prevention. (832.01.c)
7-8.H.1.1.4 Explain the relationship among mental/emotional, physical, and social health as a basis for wellness. (832.01.d)
7-8.H.1.1.5 Recognize the impact of substance abuse on personal health. (832.01.e)
7-8.H.1.1.6 Identify how food choices affect health. (832.01.f)
7-8.H.1.1.8 Analyze the importance of healthy relationships. (832.01.h)
Standard 2: Risk Taking Behavior
Students evaluate risk-taking behaviors on personal health.
Objective(s): By the end of Grade 8, students will be able to:
7-8.H.2.1.1 Identify risk factors that lead to STDs and pregnancy. (833.01.a)
7-8.H.2.1.2 Evaluate the impact of risky behavior on personal health. (833.01.b)
7-8.H.2.1.3 Identify the short-term effects and long-term consequences of substance abuse. (833.01.c)
Standard 3: Communication Skills for Healthy Relationships
Students demonstrate communication skills that enhance both intra-personal and inter-personal relationships.
Objective(s): By the end of Grade 8, students will be able to:
7-8.H.3.1.1 Describe and explain the causes and effects of conflict in schools and families. (834.01.a)
Standard 4: Consumer Health
Objective(s): By the end of Grade 8, students will be able to:
7-8.H.4.1.1 Analyze the validity of health information, products, and services. (835.01.a)
7-8.H.4.1.2 Identify the available resources that provide health care services and information. (835.01.b)
Standard 5: Mental and Emotional Health
Objective(s): By the end of Grade 8, students will be able to:
7-8.H.5.1.1 Identify mental and emotional disorders. (836.01.a)
7-8.H.5.1.2 Recognize the personal aspects of mental and emotional health. (836.01.b)
7-8.H.5.1.3 Identify stressors and techniques for stress management. (836.01.c)
7-8.H.5.1.5 Analyze factors that influence the use of alcohol, tobacco, and drugs. (836.01.e)
LAKELAND CONTENT STANDARDS
GRADE 9-12
HEALTH - REVISED 2006
Philosophy
Health education is a subject that creates an environment supportive of healthful behavior. It involves teaching the importance of personal responsibility for one’s own wellness. A comprehensive health curriculum, includes the following topic areas: Healthy Lifestyles, Risk taking behavior, Communication skills for Healthy Relationships, Consumer Health, and Mental and emotional Wellness. Comprehensive school health education incorporates life management skills with an emphasis on decision-making and problem solving. This increases the likelihood that students will develop habits which will improve the quality of their lives as well as extend it.
Students are expected to know content and apply skills from previous grades.
Standard 1: Healthy Lifestyles
Objective(s): By the end of Grade 12, students will be able to:
Assess the benefits of proper nutrition and regular physical activity on the health of humans throughout the life cycle.
Identify the diseases associated with obesity and eating disorders.
Recognize short and long-term effects of physical activity and nutrition on the body systems.
Assess how personal health issues change during life (puberty, aging, disability, serious illness/injury).
Evaluate the psychological, social, emotional, and physical implications of human sexuality in developing and maintaining a responsible and healthy lifestyle.
Demonstrate knowledge and concepts of basic injury prevention, emergency care, and crisis management procedures.
Recognize and identify different types of wounds and their treatment.
List priorities in an emergency situation.
Identify and evaluate the prevention, causes, symptoms, treatment, and consequences of diseases and disorders.
Assess environmental and other external factors that affect individual and community health (public health policies, governmental regulations, research).
Standard 2: Risk Taking Behavior
Students assess and evaluate consequences resulting from risking-taking behaviors.
Objective(s): By the end of Grade 12, students will be able to:
Assess the consequences of sexual activity (unplanned pregnancy, STDs, emotional distress).
Identify the symptoms and treatment for the most serious diseases.
Recognize the only sure way to prevent the spread of STD’s is abstinence.
Assess the short and long-term consequences of tobacco, alcohol, and other drugs (use, misuse, abuse, dependency).
Recognize there are different support groups for abusers and their families.
Develop healthy ways to relieve pain without drugs.
Identify common drug types and their effects.
Evaluate the impact of risky behaviors on personal and community health.
Identify prevention strategies that address positive behaviors and their benefits.
Standard 3: Communication Skills for Healthy Relationships
Students analyze and evaluate the importance of developing strong communication skills.
Objective(s): By the end of Grade 12, students will be able to:
Analyze the causes and effects of conflict in schools, families, workplaces, and communities.
Define harassment, hazing, peer pressure and violence.
Demonstrate and evaluate communication skills that enhance intra-personal and inter-personal health (coping skills, self-efficacy, affirmations, refusal skills, conflict resolution).
Relate how effective interpersonal communication skills can be used to build, maintain, and enhance interactions between family, peers, workplace, and society.
Standard 4: Consumer Health
Objective(s): By the end of Grade 12, students will be able to:
Evaluate the validity of health information, products and services (advertising claims, quackery, fraudulence, health-related research).
Evaluate resources from home, school, library, and the community that provide valid health care information.
Evaluate factors and situations that influence personal selection of health care products and services (when to seek treatment, when or what product to use).
Identify community services available for disease prevention.
Identify potential problems and possible resolutions with health care products and services.
Assess the impact of economic conditions on community and world health.
Analyze the cost and accessibility of health care services.
Standard 5: Mental and Emotional Health
Objective(s): By the end of Grade 12, students will be able to:
Assess strategies for coping with and overcoming feelings of stress (rejection, social isolation, other forms of stress, burnout).
Identify methods for addressing mental and emotional concerns (depression, grief, eating disorders, suicide).
Recognize that mental health is more than the absence of mental illness.
Identify risk behaviors and their consequences that affect mental health
Recognize that different situations one faces each day have an impact on the level of mental health
Identify the various types of care providers and support groups for mental health
Examine categories of organic and functional mental disorders. These include neurosis, psychosis, and personality disorders
Develop healthy ways to cope with depression and suicidal thoughts through group application
Identify common defense mechanisms and their application for coping
Demonstrate awareness of methods to help relieve excess stress through relaxation techniques