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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8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other. a. Determine how social influences can affect physical health. b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents. |
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8.1.2) Analyze how the environment, family history, personal behaviors, and health care can affect individual healthful living. a. Describe ways to reduce or prevent injuries and illness in adolescents as it pertains to family history, personal behaviors, and health care. |
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8.1.3) Create a plan for eliminating personal unhealthy behaviors. Examples: inappropriate use of needles, tobacco use, physical inactivity, sexual contact, alcohol consumption, inadequate sleep |
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8.1.4) Analyze the relationship between engaging in regular physical activity and healthy eating as ways to improve personal health. |
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8.1.5) Analyze family history to determine the effects of health conditions that may be chronic or acute diseases. Examples: diabetes, high-cholesterol, high blood pressure, cancer, mental health issues |
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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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8.2.1) Describe the influence of culture on health beliefs, practices, and behaviors. Examples: religious beliefs, gang activity, family customs |
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8.2.2) Examine ways the school and community encourage students to use appropriate life skills to improve health. Examples: participating in conflict resolution practices, Red Ribbon Week, Walk to School Day |
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8.2.3) Analyze the influences of technology on personal and family health. Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools |
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8.2.4) Explain how societal perceptions influence healthy and unhealthy behaviors. Examples: acceptance of teenage smoking and teenage pregnancy by peers, certain communities, and cultures |
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8.2.5) Give examples of how substance abuse can increase the likelihood of other health risk behaviors. Examples: alcohol consumption lowering inhibitions, e-cigarettes or vaping leading to smoking |
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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/
Products/ Services
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8.3.1) Analyze the validity of health claims made concerning health products and services. Examples: use of herbal medicines, nutritional supplements, weight loss supplements, steroids use |
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8.3.2) Identify situations that may require professional health services, including self-harm, suicidal thoughts, substance abuse, sexual abuse, and harm toward others. |
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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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8.4.1) Analyze how strategies using verbal and nonverbal communication effectively can enhance health. Examples: verbal -- using positive interpersonal communication to avoid conflict
non-verbal -- shaking hands, displaying positive facial expressions, making eye contact |
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8.4.2) Demonstrate negotiation skills which help resolve conflict in bullying situations. |
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8.4.3) Demonstrate effective communication when confronted with mental or emotional problems in others. Examples: respect vs. disrespect, empathy vs. complacency, calmness vs. excitability, confronting vs. non-confrontational |
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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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8.5.1) Predict the impact on self and others when making a health-related decision. Examples: following a time-management plan, walking to school, limiting caffeine intake, riding with an impaired driver a. Analyze options as well as outcomes, when pressured by peers to perform illegal acts. Examples: underage drinking leading to being arrested, injury or death when not wearing a seat belt, riding a motorcycle without a helmet resulting in head injury |
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8.5.2) Critique the positive and negative outcomes of a health-related decision. Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use |
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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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8.6.1) Apply strategies and skills needed to attain a personal health goal. |
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8.6.2) Analyze how keeping an activity record will help an individual to attain a personal health goal. Examples: using food journal to track nutritional intake, My Fitness Pal, Fitbit, digital tracking device, track daily activity with activity log |
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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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8.7.1) Perform overall self-assessments and identify behaviors that will impact personal health. Examples: assessing sleeping, eating, and exercising patterns |
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8.7.2) Document healthy practices and behaviors that will improve the health of self and others. Example: maintaining a personal health journal |
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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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8.8.1) Demonstrate ways to influence and support others in making positive health choices. Examples: public service announcements, persuasive writing, YouTube videos, skits |
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8.8.2) Work collaboratively to advocate for healthy individuals, families, and schools. Examples: designing healthy recipes, supporting the school wellness policy, school newscasts, school newsletters |