Current through February 27, 2024
Instruction in sixth grade, seventh grade and eighth grade in
health must be designed so that pupils meet the following performance standards
by the completion of the eighth grade:
1. Comprehend concepts related to the
promotion of health and the prevention of disease to enhance health, as
demonstrated by the ability of the pupil to:
(a) Analyze the relationship between
behaviors concerning the health of a person and personal health;
(b) Identify the behaviors of a person that
affect the function and development of the systems of the human body,
including, without limitation, the human reproductive system in accordance with
NRS
389.036;
(c) Explain the interrelationships between
the physical, emotional, intellectual and social health in
adolescence;
(d) Define personal
boundaries and clear personal limits for the pupil;
(e) Respect the personal boundaries and clear
personal limits of other persons;
(f) Describe how age, gender, physical
activity, lifestyle and heredity affect the nutrient needs of a
person;
(g) Analyze the use of a
substance that is beneficial to a person and the use of a substance that is
harmful to a person;
(h) Develop a
plan for personal safety to reduce or prevent injuries;
(i) Examine the likelihood that a person will
suffer a serious injury or illness if the person engages in behaviors that
increase the risk of such an injury or illness;
(j) Describe how behaviors of a person,
pathogens, heredity and other factors relate to the prevention of illnesses and
diseases;
(k) Discuss how the
behaviors concerning the health of a person affect that person's risk of
contracting an illness or a disease;
(l) Identify the applicable laws and
regulations which protect community health; and
(m) Apply the actions a person may take to
contribute to the enhancement of the environment.
2. Access reliable health information,
products and services to enhance health, as demonstrated by the ability of the
pupil to:
(a) Describe situations which may
require services from providers of health care;
(b) Determine the accessibility of products
and services that enhance health; and
(c) Seek protection from potentially unsafe
situations by practicing ways to stay safe while using technology.
3. Practice health-enhancing
behaviors and avoid and reduce health risks, as demonstrated by the ability of
the pupil to:
(a) Explain the importance of a
person assuming responsibility for healthy behaviors;
(b) Create a wellness plan that meets dietary
guidelines and includes moderate to vigorous physical activity;
(c) Demonstrate methods of responding to
behaviors that put a pupil at risk, including, without limitation, the use of
alcohol, tobacco and other drugs;
(d) Understand basic procedures in safety,
first aid and life-saving measures, including, without limitation, the use of
and procedures for using recreational safety equipment;
(e) Perform the psychomotor skills required
for the administration of hands-only cardiopulmonary resuscitation according to
the guidelines of the American Heart Association;
(f) Discuss the purpose, operation and safe
use of an automated external defibrillator;
(g) Evaluate the behaviors of the pupil that
put the pupil at risk for injury, including, without limitation, self-harming
behaviors and harmful trends; and
(h) Analyze the behaviors of a pupil that
increase the risk of the pupil spreading communicable diseases, including,
without limitation, sexually transmitted diseases, mononucleosis, tuberculosis
and influenza.
4.
Analyze the influence of family, peers, culture, media, technology and other
factors on behaviors concerning health, as demonstrated by the ability of the
pupil to:
(a) Explain how different sources
affect the practices and behaviors concerning the health of a person;
(b) Explain how a person's perceptions of
norms affect the behaviors concerning the person's health and the
health-related risks taken by the person;
(c) Examine how different sources influence a
person's food choices;
(d) Examine
the influence of family, peers and information on the decision of a person to
use, misuse and abuse substances;
(e) Explain how school policies and public
health policies affect the promotion of health and the prevention of diseases;
and
(f) Critique a variety of
consumer influences that affect decisions concerning the health of a
person.
5. Use
interpersonal communication skills to enhance health and to reduce or avoid
health risks, as demonstrated by the ability of the pupil to:
(a) Practice refusal and negotiation skills
that avoid or reduce health risks;
(b) Express ways to communicate with other
persons about the pupil's perceived body image;
(c) Practice appropriate methods for
responding to situations that present a risk of harm to a person, including,
without limitation, situations involving the use of alcohol, tobacco and other
drugs;
(d) Demonstrate the ways to
ask for assistance to enhance the health of the pupil and other
persons;
(e) Implement refusal and
negotiation skills to resolve conflicts; and
(f) Describe the reporting process in the
pupil's school, including, without limitation, when and where to report a
situation that is potentially unsafe.
6. Use goal-setting skills to enhance health,
as demonstrated by the ability of the pupil to:
(a) Apply skills and strategies for the
efficient management of time to reach a long-term personal health
goal;
(b) Analyze how short-term
personal health goals and long-term personal health goals change throughout a
person's life;
(c) Analyze how
short-term personal health goals and long-term personal health goals affect the
community and environment; and
(d)
Create and analyze goals for interpersonal safety while using media and
technology.
7. Promote
and support personal, family and community health, as demonstrated by the
ability of the pupil to:
(a) Demonstrate ways
to influence and support a person in making positive health choices;
(b) Analyze how a message influences
community practices affecting the environment and consumer health;
and
(c) Demonstrate how to be a
person who is present at a potentially unsafe event or incident and intervenes
appropriately if the pupil determines such intervention is necessary for the
personal health of the pupil or the health of another person, the family of the
pupil or the community.
8. Use decision-making skills to enhance
health, as demonstrated by the ability of the pupil to:
(a) Defend the selection of choices that are
healthy and eliminate choices that are not healthy when making a
decision;
(b) Compare the
short-term and long-term consequences of a person's choice regarding the use
and abuse of substances;
(c)
Compare the short-term and long-term consequences of a person's health
decisions;
(d) Apply a
decision-making process to a health issue or significant problem, including,
without limitation, applying a decision-making process to a potentially abusive
situation in order to get help or leave the situation; and
(e) Identify the legal and social
consequences associated with abusive behaviors.
Added to NAC by Bd. of
Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009; A by
R055-17AP,
eff. 2/27/2018; A by
R087-18A,
eff. 8/21/2018; A by
R087-18AP,
eff. 8/30/2018
NRS
385.080,
385.114,
389.021,
389.520
