Current through Register Vol. 35, No. 6, March 26, 2024
A.
Content standard 1: Students will comprehend concepts related to health
promotion and disease prevention. Students will:
(1) grades 9-12 benchmark 1: analyze how
behavior can impact health maintenance and disease prevention; grades 9-12
performance standards:
(a) differentiate
between risks and benefits regarding choices in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(b) identify alternatives to health risk
behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and
other drug use; physical activity; personal safety; mental, social and
emotional well-being (i.e., abstinence, condom use, other pregnancy prevention
methods, selection of healthy food choices, "natural highs," etc.);
(c) identify ways to avoid health risk
behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and
other drug use; physical activity; personal safety; mental, social and
emotional well-being; discuss and analyze the difference(s) between healthy and
unhealthy relationships;
(d)
explain how attitude(s) and behavior(s) affect health of self and
others;
(2) grades 9-12
benchmark 2: describe the interrelationships of mental, emotional, social and
physical health throughout life; grades 9-12 performance standards:
(a) identify and analyze how social systems,
peer pressure and family history relate to mental, emotional, social and
physical health throughout life;
(b) describe the relationship between actions
and consequences in the areas related to sexuality; nutrition; alcohol, tobacco
and other drug use; physical activity; personal safety; mental, social and
emotional well-being and the impact on mental, emotional, social and physical
health throughout life (i.e., unintended pregnancy, STI/HIV, chronic diseases,
addiction, intentional and unintentional injuries, depression, suicide,
etc.);
(c) explain relationship
between risk behaviors and health behaviors in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being (i.e., drinking and sexual
behavior, lack of physical activity/nutrition choices and chronic diseases,
etc.);
(d) describe how emotions
affect health behaviors in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being (i.e., attraction, love, lust, infatuation, jealousy,
anger, etc.);
(e) describe ways to
manage stress (i.e., physical activity, relaxation, etc.);
(3) grades 9-12 benchmark 3: explain the
impact of personal health behaviors on the functioning of body systems; grades
9-12 performance standards:
(a) identify and
analyze health behaviors in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being on the functioning of body systems (i.e., physical
activity and the respiratory system, contracting a sexually-transmitted disease
and the reproductive system, etc.);
(b) identify emotional and physical changes
that occur during puberty; identify the impact of health screenings on personal
health and wellness; identify ways in which diseases are transmitted (i.e.,
HIV, bacterial diseases, viral diseases, etc.);
(c) describe how untreated health conditions
can affect the functioning of body systems (i.e., an untreated
sexually-transmitted infection on the reproductive system, untreated asthma on
the respiratory system, etc.); explain the benefits of healthy food choices and
physical activity on body systems (i.e., weight gain/loss, heart disease,
diabetes, etc.);
(4)
grades 9-12 benchmark 4: analyze how the family, peers and community influence
the health of individuals; grades 9-12 performance standards:
(a) identify and analyze how family, peers
and community can be helpful or a hindrance to healthy behaviors (i.e., family
choices for meals, community norms for sexual behavior, etc.);
(b) describe how family, peers and community
influence the ability to apply refusal skills in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(c) analyze how inappropriate behavior such
as bullying, harassment and intentional injury influence the health of
individuals;
(d) identify how
family, peer and community factors influence personal health choices in the
areas related to sexuality; nutrition; alcohol, tobacco and other drug use;
physical activity; personal safety; mental, social and emotional well-being
(i.e., religion, culture, family values, budget, etc.);
(5) grades 9-12 benchmark 5: analyze how the
environment influences the health of the community; grades 9-12 performance
standards:
(a) identify and analyze how
environmental influences can be helpful or a hindrance to healthy behaviors
(i.e., cultural, family history, socio-economic status and social norms on
choices for meals, relationships, physical activity, etc.);
(b) analyze how environmental influences
affect behavior in the areas related to sexuality; nutrition; alcohol, tobacco
and other drug use; physical activity; personal safety; mental, social and
emotional well-being (i.e., riding a bike vs. driving a car, personal
relationships, etc.);
(6) grades 9-12 benchmark 6: describe how to
delay onset and reduce risks of potential health problems during adulthood;
grades 9-12 performance standards:
(a)
describe and analyze how behaviors practiced early in life can potentially
affect health problems during adulthood in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being (i.e., smoking as a teenager
and lung disease, poor nutritional choice and lack of physical activity and
chronic diseases, sexual activity/unprotected sex and teen pregnancy/STI/HIV,
etc.);
(b) demonstrate knowledge of
pregnancy prevention and prevention of sexually transmitted infections;
understand human reproduction and how pregnancy can be prevented through the
use of various methods of contraception, including barrier and hormonal
methods;
(c) understand the concept
of sexually transmitted infections and recognize prevention strategies
including abstinence, the proper use of condoms and immunizations;
(7) grades 9-12 benchmark 7:
analyze how public health policies and government regulations influence health
promotion and disease prevention; grades 9-12 performance standards:
(a) research local, state and national
regulations and policies that influence health promotion and disease prevention
in the areas related to sexuality; nutrition; alcohol, tobacco and other drug
use; physical activity; personal safety; mental, social and emotional
well-being;
(b) identify how
policies are developed that influence health promotion and disease prevention
in the areas related to sexuality; nutrition; alcohol, tobacco and other drug
use; physical activity; personal safety; mental, social and emotional
well-being;
(8) grades
9-12 benchmark 8: analyze how the prevention and control of health problems are
influenced by research and medical advances; grades 9-12 performance standards:
(a) identify scientific journals, agencies
and organizations that contribute to research and medical advances in the areas
related to sexuality; nutrition; alcohol, tobacco and other drug use; physical
activity; personal safety; mental, social and emotional well-being;
(b) analyze how research and medical advances
can influence health promotion and disease prevention in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being (i.e., new treatment
in diabetes control, etc.).
B. Content standard 2: Students will
demonstrate the ability to access valid health information and health-promoting
products and services. Students will:
(1)
grades 9-12 benchmark 1: evaluate the availability and validity of health
information, products and services; grades 9-12 performance standards:
(a) explain and evaluate the functions and
effectiveness of school and community health information, products and services
(i.e., school nurse, school-based health center, public health office, private
health care provider, etc.);
(b)
evaluate health information products and services advertised by media;
demonstrate the ability to evaluate health information in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(2) grades 9-12 benchmark 2: demonstrate the
ability to evaluate and utilize resources from home, school and community that
provide valid health information; grades 9-12 performance standards:
(a) evaluate how community resources can be
accessed and utilized in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being (i.e., school-based health centers, primary care
clinics, school nurse, etc.);
(b)
compare and contrast valid resources in the community in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(c) identify and devise solutions to barriers
for health care (i.e., costs, transportation, culture, accessibility,
etc.);
(d) explain how community
resources can be accessed and utilized in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(e) compare and contrast valid resources in
the community in the areas related to sexuality; nutrition; alcohol, tobacco
and other drug use; physical activity; personal safety; mental, social and
emotional well-being;
(3) grades 9-12 benchmark 3: evaluate factors
that influence personal selection of health products and services; grades 9-12
performance standards:
(a) evaluate the
characteristics that media uses to influence the selection of health products
and services;
(b) describe
influences of cultural beliefs and how they influence personal selection of
health products and services;
(c)
explain factors in the community that influence health choices in the areas
related to sexuality; nutrition; alcohol, tobacco and other drug use; physical
activity; personal safety; mental, social and emotional well-being (i.e.,
religion, values, habits, budget, etc.);
(d) demonstrate and discuss ways to avoid
risky behavior in the areas related to sexuality; nutrition; alcohol, tobacco
and other drug use; physical activity; personal safety; mental, social and
emotional well-being;
(4) grades 9-12 benchmark 4: demonstrate the
ability to access school and community health services for self and others;
grades 9-12 performance standards:
(a)
demonstrate the ability to access local health resources in the areas related
to sexuality; nutrition; alcohol, tobacco and other drug use; physical
activity; personal safety; mental, social and emotional well-being (i.e.,
school-based health centers, primary care clinics, local health facilities,
walking trails, etc.);
(b)
demonstrate how to determine the appropriate school and community health
services in the areas related to sexuality; nutrition; alcohol, tobacco and
other drug use; physical activity; personal safety; mental, social and
emotional well-being (i.e., where to go for immunizations, wellness check-up,
pregnancy/STI/HIV testing, help for depression, treatment for diabetes,
etc.);
(5) grades 9-12
benchmark 5: analyze the cost and accessibility of health care services; grades
9-12 performance standards:
(a) demonstrate
the ability to compare cost and accessibility of health care services in the
community and benefits of those that are more affordable (i.e., walking vs.
joining a club for exercise, public health clinic vs. private doctor, sexual
activity/unprotected sex vs. teen pregnancy/STI/HIV, etc.);
(b) analyze the availability and costs of
health care services utilized in the areas related to sexuality; nutrition;
alcohol, tobacco and other drug use; physical activity; personal safety;
mental, social and emotional well-being (i.e., the availability and cost of
smoking cessation class, nutrition education programs, prenatal care;
etc.);
(6) grades 9-12
benchmark 6: analyze situations requiring professional health services; grades
9-12 performance standards:
(a) prepare a plan
of action for risk behaviors in situations that may lead to negative physical,
social or emotional health consequences (i.e., abuse, bullying, sexual assault,
mental health, depression, suicide, domestic violence, teen pregnancy, STI/HIV,
etc.);
(b) analyze situations
related to health crises and formulate solutions to intervene or prevent the
crisis (i.e., a friend tells you he is thinking about suicide; a friend tells
you he is smoking, a friend tells you she is pregnant, etc.);
(c) demonstrate how to access professional
health services in your community.
C. Content standard 3: Students will
demonstrate the ability to practice health-enhancing behaviors and reduce
health risks. Students will:
(1) grades 9-12
benchmark 1: analyze the role of individual responsibility for enhancing
health; grades 9-12 performance standards:
(a)
analyze the significance of personal responsibility and consequences for
healthy behaviors in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being;
(b)
demonstrate decision-making skills to determine personal health goals in the
areas related to sexuality; nutrition; alcohol, tobacco and other drug use;
physical activity; personal safety; mental, social and emotional
well-being;
(2) grades
9-12 benchmark 2: evaluate a personal health assessment to determine strategies
for health enhancement and risk reduction; grades 9-12 performance standards:
(a) differentiate among health behaviors and
health outcomes in the areas related to sexuality; nutrition; alcohol, tobacco
and other drug use; physical activity; personal safety; mental, social and
emotional well-being (i.e., the relationship between physical activity,
nutrition and chronic disease; the relationship between sexual activity and
teen pregnancy, etc.);
(b) chart
and analyze individual health assessment data that can help determine health
goals in the areas related to sexuality; nutrition; alcohol, tobacco and other
drug use; physical activity; personal safety; mental, social and emotional
well-being (i.e., physical fitness data, nutrition logs, youth reported data
for risk and resiliency factors, etc.);
(3) grades 9-12 benchmark 3: analyze the
short-term and long-term consequences of safe, risky and harmful behaviors;
grades 9-12 performance standards:
(a)
demonstrate skills to avoid risky or harmful behaviors in relationships (i.e.,
abstinence or birth control methods to avoid teen pregnancy, mediation skills
to avoid conflict, practice refusal skills to avoid smoking or drugs,
etc.);
(b) recognize and analyze
negative or harmful behaviors in relationships and identify strategies to
resolve the situation;
(c) identify
consequences of risky and harmful behaviors on self and others in the areas
related to sexuality; nutrition; alcohol, tobacco and other drug use; physical
activity; personal safety; mental, social and emotional well-being;
(4) grades 9-12 benchmark 4:
develop management strategies to improve or maintain personal, family, peer and
community health; grades 9-12 performance standards:
(a) describe personal, family, peer,
community and cultural strengths in maintaining or improving healthy behaviors
(i.e., eating patterns and physical activity related to healthy behaviors;
tobacco, alcohol or other drug use; how families deal with conflict;
etc.);
(b) develop personal,
family, community and cultural health goals and management strategies for
achieving the goals in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being;
(5) grades 9-12 benchmark 5: develop injury
prevention strategies for personal, family, peer and community health; grades
9-12 performance standards:
(a) analyze
personal, family, peer and community factors that contribute to intentional and
unintentional injuries (i.e., use of alcohol or other drugs, steroid use, food
safety, etc.);
(b) describe
prevention strategies to avoid intentional and unintentional
injuries;
(c) demonstrate refusal
skills related to personal safety in the areas of physical, emotional or sexual
abuse;
(d) demonstrate effective
negotiation and risk avoidance strategies for avoiding unwanted sexual
activity;
(6) grades
9-12 benchmark 6: demonstrate ways to avoid and reduce threatening situations;
grades 9-12 performance standards:
(a)
recognize threatening situations and formulate strategies to reduce them in the
areas related to sexuality; nutrition; alcohol, tobacco and other drug use;
physical activity; personal safety; mental, social and emotional
well-being;
(b) demonstrate refusal
skills in the context of dangerous situations (i.e., tobacco, alcohol, other
drugs, date rape, etc.);
(c)
reflect on the possible outcomes of being in dangerous situations and explain
different options that could have been chosen (i.e., riding a motorcycle
without a helmet, driving a car while intoxicated, having unprotected sex,
etc.);
(d) demonstrate effective
negotiation and risk avoidance strategies for avoiding unwanted sexual
activity;
(7) grades
9-12 benchmark 7: evaluate strategies to manage stress; grades 9-12 performance
standards:
(a) evaluate stressors and
strategies to reduce their harmful effects;
(b) explain the immediate and long-term
effects of stress on the body;
(c)
demonstrate ways to manage stress.
D. Content standard 4: Students will analyze
the influence of culture, media, technology and other factors on health.
Students will:
(1) grades 9-12 benchmark 1:
analyze how cultural practices can enrich or challenge health behaviors; grades
9-12 performance standards:
(a) explain how
cultural practices (both positive and negative) in the school and community
contribute to health, safety and personal choices in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(b) analyze how the media and culture portray
gender roles (i.e., aggressive behavior for boys vs. submissive behavior for
girls, media portrayal of sexual behavior for each gender, etc.);
(c) analyze cultural values and beliefs
compared with personal values and beliefs in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(2) grades 9-12 benchmark 2: evaluate the
effect of media and other factors on personal, family, peer and community
health; grades 9-12 performance standards:
(a) analyze health-related advertisements and
their influences on health behaviors (i.e., messages around sexual behavior,
STI/HIV, condom use, exercise, nutrition, violence, alcohol, etc.);
(b) explain positive and negative health
messages from media and other sources in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being (i.e., condom use vs.
unprotected sex, smoking vs. non-smoking, using a seat belt or not, healthy vs.
unhealthy eating habits, etc.);
(c)
analyze sources that can help to determine if media messages are true or false;
demonstrate refusal skills in choices related to media messages;
(3) grades 9-12 benchmark 3:
evaluate the impact of technology on personal, family, peer and community
health; grades 9-12 performance standards:
(a)
analyze the purposes for technology and its impact on personal, family, peer
and community health in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being (i.e., internet, medical, conveniences, communication,
etc.);
(b) compare and contrast how
advances in technology positively or negatively impact personal, family, peer
and community health (i.e., use of computers and television vs. physical
activity time, effects on communication skills, access to medical care,
etc.).
E.
Content standard 5: Students will demonstrate the ability to use interpersonal
communication skills to enhance health. Students will:
(1) grades 9-12 benchmark 1: demonstrate
skills for communicating effectively with family, peers and others; grades 9-12
performance standards:
(a) role play and
analyze effective verbal and non-verbal communication skills with family, peers
and others in the areas related to sexuality; nutrition; alcohol, tobacco and
other drug use; physical activity; personal safety; mental, social and
emotional well-being;
(b) compare
and contrast effective and ineffective verbal and non-verbal communication
skills with family, peers and others in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(2) grades 9-12 benchmark 2: analyze how
interpersonal communication affects relationships; grades 9-12 performance
standards:
(a) analyze how cultural diversity
influences verbal and non-verbal communication;
(b) role play and analyze interpersonal
communications skills that affect relationships in the areas related to
sexuality; nutrition; alcohol tobacco, and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(3) grades 9-12 benchmark 3: demonstrate
positive ways to express needs, wants and feelings; grades 9-12 performance
standards:
(a) analyze feelings associated
with different situations (i.e., conflict - frustration/satisfaction; birthday
- happy/excited, etc.);
(b) role
play and analyze how to express feelings in a positive way;
(c) role play and analyze how to respond
appropriately to other people's needs, wants and feelings;
(4) grades 9-12 benchmark 4: demonstrate ways
to communicate care, consideration and respect of self and others; grades 9-12
performance standard: role play and analyze both verbal and non-verbal ways to
show care, consideration and respect for self and others in the areas related
to sexuality; nutrition; alcohol, tobacco and other drug use; physical
activity; personal safety; mental, social and emotional well-being;
(5) grades 9-12 benchmark 5: demonstrate
strategies for solving interpersonal conflicts without harming self or others;
grades 9-12 performance standards:
(a)
demonstrate skills used in conflict resolution in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(b) describe and analyze aggressive, passive
and assertive ways to respond to conflict;
(c) explain and demonstrate means to use a
variety of conflict resolution skills in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(6) grades 9-12 benchmark 6: demonstrate
refusal, negotiation and collaboration skills to avoid potentially harmful
situations; grades 9-12 performance standards:
(a) describe and analyze risky situations in
the areas related to sexuality; nutrition; alcohol, tobacco and other drug use;
physical activity; personal safety; mental, social and emotional well-being and
identify appropriate responses;
(b)
role play and analyze refusal and negotiation skills in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(c) demonstrate effective negations and risk
avoidance strategies ( i.e., avoiding unwanted pregnancy, alcohol tobacco and
other drug use, bullying behavior, poor nutritional choices, physical
inactivity, etc.);
(7)
grades 9-12 benchmark 7: analyze the possible causes of conflict in schools,
families and communities; grades 9-12 performance standards:
(a) discuss and analyze possible causes of
conflict among youth in schools and communities in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(b) design possible solutions to resolving
conflict among youth in schools and communities in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(8) grades 9-12 benchmark 8: demonstrate
strategies to prevent conflict; grades 9-12 performance standard: demonstrate
and analyze conflict resolution skills in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being.
F. Content standard 6: Students will
demonstrate the ability to use goal-setting and decision-making skills to
enhance health. Students will:
(1) grades 9-12
benchmark 1: demonstrate the ability to utilize various strategies when making
decisions related to health needs and risks of young adults; grades 9-12
performance standard: analyze and demonstrate strategies used to make healthy
decisions in the areas related to sexuality; nutrition; alcohol, tobacco and
other drug use; physical activity; personal safety; mental, social and
emotional well-being;
(2) grades
9-12 benchmark 2: analyze health concerns that require collaborative
decision-making; grades 9-12 performance standards:
(a) describe health issues that require
decision-making in the areas related to sexuality; nutrition; alcohol, tobacco
and other drug use; physical activity; personal safety; mental, social and
emotional well-being;
(b) role play
and analyze the difference between making an individual decision or
collaborating with others in the areas related to sexuality; nutrition;
alcohol, tobacco and other drug use; physical activity; personal safety;
mental, social and emotional well-being;
(3) grades 9-12 benchmark 3: predict the
immediate and long-term impact of health decisions on the individual, family,
peers and community; grades 9-12 performance standards:
(a) predict how specific decisions result in
various consequences in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being (i.e., the decision to use a condom if sexually active
will help prevent an unwanted pregnancy or sexually transmitted infection, the
decision not to drink at the party will help prevent making other risk-taking
decisions while intoxicated, etc.);
(b) predict and analyze how impulsive actions
relate to consequences in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being (i.e., having sex without protection can lead to
unwanted pregnancy or sexually transmitted infections; taking drugs can lead to
addictive behavior, etc.);
(c)
predict and analyze how personal decisions in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being contribute to the well-being of
self, family, peers and communities;
(4) grades 9-12 benchmark 4: implement a plan
for attaining a personal health goal; grades 9-12 performance standards:
(a) analyze the relationship between health
behaviors and personal outcomes in the areas related to sexuality; nutrition;
alcohol, tobacco and other drug use; physical activity; personal safety;
mental, social and emotional well-being;
(b) create strategies and implement a plan to
attain a realistic personal health goal in at least one of the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(5) grades 9-12 benchmark 5: evaluate
progress toward achieving personal health goals; grades 9-12 performance
standard: create strategies and implement an evaluation plan in attaining a
realistic personal health goal in at least one of the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(6) grades 9-12 benchmark 6: formulate an
effective plan for lifelong health; grades 9-12 performance standard: develop
and implement a personal wellness plan that includes both short and long term
goals and describe how that plan can be effective for lifelong health and
wellness.
G. Content
standard 7: Students will demonstrate the ability to advocate for personal,
family, peer and community health. Students will:
(1) grades 9-12 benchmark 1: evaluate the
effectiveness of communication methods for accurately expressing health
information and ideas; grades 9-12 performance standard: role play and evaluate
different ways to communicate health issues in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(2) grades 9-12 benchmark 2: express
information and opinions about health issues; grades 9-12 performance standard:
define and analyze information and opinions about health issues in the areas
related to sexuality; nutrition; alcohol, tobacco and other drug use; physical
activity; personal safety; mental, social and emotional well-being;
(3) grades 9-12 benchmark 3: utilize
strategies to overcome barriers when communicating information, ideas, feelings
and opinions about health issues; grades 9-12 performance standard: analyze
barriers to effective communication about health issues in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being and illustrate ways to
overcome those barriers;
(4) grades
9-12 benchmark 4: demonstrate the ability to influence and support others in
making health-enhancing choices; grades 9-12 performance standard: role play
and analyze how to help others make healthy choices in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(5) grades 9-12 benchmark 5: demonstrate the
ability to work cooperatively when advocating for healthy communities; grades
9-12 performance standard: role play and analyze how to work cooperatively when
advocating for healthy individuals, families and schools in the areas related
to sexuality; nutrition; alcohol, tobacco and other drug use; physical
activity; personal safety; mental, social and emotional well-being;
(6) grades 9-12 benchmark 6: demonstrate the
ability to adapt health messages and communication techniques to the
characteristics of a particular audience; grades 9-12 performance standards:
(a) identify how healthy messages and
communication techniques can target different audiences;
(b) create positive health messages in the
areas related to sexuality; nutrition; alcohol; tobacco and other drug use;
physical activity; personal safety; mental, social and emotional
well-being.