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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3.1.1) Describe the relationship between healthy behaviors and personal health. |
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Nutrition
& Food
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3.1.2) Illustrate the link between the six main nutrients and being healthy. |
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Drug Awareness
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3.1.3) Examine the harmful effects of tobacco, drugs, and alcohol on the body. |
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Hygiene
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3.1.4) Describe strategies and skills important to personal hygiene. |
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Disease Prevention
& Health Care
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3.1.5) Identify symptoms which might need treatment from health care providers. Examples: fever, sore throat, toothache |
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Safety
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3.1.6) Identify personal protection equipment needed for sports or recreational activities. |
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Dimensions
of Health
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3.1.7) Identify positive examples of environmental 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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3.2.1) Describe how family influences personal health practices and behaviors. a. Identify ways that peers can influence healthy and unhealthy behaviors. |
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Media &
Technology
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3.2.2) Compare a variety of media messages affecting consumer health decisions. |
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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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3.3.1) List reliable health-related information, products, and services. Examples: parent, school nurse, counselor |
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3.3.2) Identify sources of accurate information about health products, information, and services. |
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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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3.4.1) Practice skills needed to develop and maintain personal relationships. Examples: conflict resolution, role play |
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Emotions
& Feelings
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3.4.2) Discuss healthy ways to express needs, wants, and feelings. Examples: using appropriate refusal skills, manners, communication |
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Conflict Resolution
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3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations. |
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Refusal Skills
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3.4.4) State effective refusal skills to enhance health. Examples: responding effectively in refusing alcohol, tobacco, or other drugs |
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3.4.5) Explain that each person has the right to tell others not touch his or her body. |
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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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3.5.1) Discuss the consequences of possible choices when making a health decision. Examples: healthy snack vs. junk food, outdoor activity vs. video games, active vs. sedentary, implications of not following established rules |
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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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3.6.1) Set a personal, health-enhancing goal to pursue for several weeks. Examples: setting good morning and bedtime routines, eating more fruits and vegetables |
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Problem-Solving
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3.6.2) Identify barriers to achieving personal health goals, determine how to achieve, and monitor progress. |
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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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3.7.1) Develop a plan for responsible personal health behavior. Examples: keeping an activity log, planning activities that reduce stress |
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Injury Prevention
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3.7.2) Describe healthy practices that maintain or improve personal health. Examples: wearing appropriate footwear or clothing for outdoor activity |
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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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3.8.1) Research public health and environmental laws that protect personal health. Examples: laws dealing with dumping, polluting, littering, secondhand smoke, recycling |