Anchor Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
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Health Promotion
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Health Behaviors
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1.1.1) Explain how healthy behaviors impact personal health. |
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Nutrition
& Food
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1.1.2) List food safety precautions. |
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Drug Awareness
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1.1.3) Explain how over-the-counter and prescription medicines can be misused. |
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Hygiene
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1.1.4) Explain rationale for not sharing hygiene products. Examples: combs, brushes, toothbrushes |
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Disease Prevention
& Health Care
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1.1.5) Apply measures for cleanliness and disease prevention. |
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Safety
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1.1.6) Demonstrate asking for assistance to enhance safety for self and others. Example: practice what to say when calling 911 or other emergency numbers. |
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Dimensions
of Health
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1.1.7) Identify positive examples of social and emotional health. |
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Anchor Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
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Analyzing Influences
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Family, Peer, & Culture
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1.2.1) Contrast tattling with reporting aggression, bullying, and violent behavior. a. List healthy foods served by the school cafeteria. |
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Media &
Technology
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1.2.2) Describe how advertisements can influence food choices. Example: show healthy vs. unhealthy options |
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Anchor Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.
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Access to Information
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Information, Products, & Services
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1.3.1) Describe the roles of various health care professionals. |
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1.3.2) Identify school and community health helpers who can be contacted in emergencies. Examples: nurse, counselor, EMT |
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Anchor Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
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Interpersonal Communication
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Social
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1.4.1) Identify ways listening skills can be used to build and maintain healthy relationships. Example: taking turns talking and listening |
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Emotions
& Feelings
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1.4.2) Discuss ways to express feelings to peers in a healthy way. Example: speaking calmly |
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Conflict Resolution
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1.4.3) Interpret the feelings of and describe ways to show empathy for others. |
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Refusal Skills
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1.4.4) Demonstrate ways to respond in an unwanted, threatening, or dangerous situation. Example: run-hide-fight |
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1.4.5) Identify appropriate and inappropriate touches. Example: recognizing touching in the bathing suit zone as inappropriate |
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Anchor Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
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Decision-Making
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Problem Solving
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1.5.1) Describe situations in which students must choose between healthy and risky behaviors. |
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Anchor Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
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Goal-Setting
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Self-Awareness
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1.6.1) Create an age- appropriate personal health goal. |
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Problem-Solving
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1.6.2) Describe ways that parents and other trusted adults can help a student achieve a health goal. |
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Anchor Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
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Self-Management
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Monitor Progress
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1.7.1) Identify healthy practices and behaviors to maintain and improve personal health. |
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Injury Prevention
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1.7.2) Determine behaviors that avoid or reduce injury. Examples: importance of riding in the back seat, meaning of traffic signs, safe pedestrian behaviors |
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Anchor Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.
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Advocacy
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Promote Healthy Habits
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1.8.1) Encourage peers to make positive health choices. Examples: reminding peers to cover their nose and mouth when sneezing, offering helpful suggestions when peers are trying to resolve a conflict |