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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4.1.1) Describe school practices that promote a safe and healthy environment. |
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Nutrition
& Food
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4.1.2) Compare unhealthy and healthy eating patterns, including eating in moderation. |
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Drug Awareness
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4.1.3) Summarize short-term and long-term effects of cigarettes and smokeless tobacco products. |
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Hygiene
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4.1.4) Summarize methods that prevent the spread of germs which cause communicable diseases. |
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Disease Prevention
& Health Care
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4.1.5) Explain how to prevent or control common childhood illnesses and conditions. Examples: asthma, allergies, diabetes, epilepsy |
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Safety
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4.1.6) Describe ways to prevent common childhood injuries. Examples: bicycle safety, wearing a seatbelt, ATV safety |
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Dimensions
of Health
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4.1.7) Compare and contrast the six dimensions of 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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4.2.1) Explain the influence of culture on health practices and behaviors. a. Explain the importance of good communication within the family unit. |
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Media &
Technology
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4.2.2) Explain how media influence thoughts, feelings, and health behaviors. |
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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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4.3.1) Locate reliable health resources from home, school, and community. Examples: parent, school nurse, counselor |
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4.3.2) Compare health-related advertisements regarding "truth in advertising." |
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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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4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others. Examples: parent, school nurse, counselor |
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Emotions
& Feelings
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4.4.2) Describe the various types of bullying and effects on the victim. Examples: types -through social media; effects--depression, suicide, eating disorders |
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Conflict Resolution
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4.4.3) Demonstrate how to avoid conflict and explain when it is necessary for an adult to intervene. |
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Refusal Skills
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4.4.4) Model refusal skills that avoid or reduce health risks. Examples: role playing how to walk away, call for help, say no |
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4.4.5) Describe how to avoid dangerous situations involving strangers and Internet safety. Example: refusing to go alone to meet online acquaintances |
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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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4.5.1) Research health-related situations that require a thoughtful decision. Examples: food choices, drug use, alcohol consumption, smoking |
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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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4.6.1) Describe ways to put a plan into place to achieve a goal. |
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Problem-Solving
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4.6.2) Identify resources to assist in achieving personal health goals. Examples: YMCA, Boys/Girls Clubs, recreation center, school clubs |
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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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4.7.1) Demonstrate a variety of healthy practices and behaviors to maintain and improve personal health. Example: planning a daily menu based on the USDA food guidelines |
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Injury Prevention
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4.7.2) Apply safety rules for engaging in outdoor physical activities requiring the use of special equipment. Examples: using a baseball or bicycle helmet, catcher's mask, knee pads |
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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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4.8.1) Describe health advocacy strategies. Examples: writing and recording public service announcements for school or community broadcasts, writing letter or email to editors of local media |