New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 29 - STANDARDS FOR EXCELLENCE
Part 6 - HEALTH EDUCATION
Section 6.29.6.9 - CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR HEALTH EDUCATION, GRADES 5-8
Universal Citation: 6 NM Admin Code 6.29.6.9
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 5-8 benchmark 1: explain the
relationship between positive health behaviors and the prevention of injury,
illness, disease and premature death;
(a)
grades 5-6 performance standards:
(i)
describe risk factors and their association with health consequences in the
areas related to sexuality; nutrition; alcohol, tobacco and other drug use;
physical activity; personal safety; mental, social and emotional
well-being;
(ii) identify healthy
alternatives to unhealthy 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, selection of
healthy food choices, "natural highs," etc.);
(iii) explain how personal daily choices can
affect future health status;
(b) grades 7-8 performance standards:
(i) understand risk factors and their
association with health consequences in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(ii) understand how healthy alternatives can
replace unhealthy behaviors (i.e., abstinence, condom use, other pregnancy
prevention methods, selection of healthy food choices, "natural highs,"
etc.);
(iii) analyze how personal
daily choices can affect future health status;
(2) grades 5-8 benchmark 2: describe the
interrelationship of mental, emotional, social and physical health during
adolescence;
(a) grades 5-6 performance
standards:
(i) describe the characteristics of
peer pressure and its impact on mental, emotional, social and physical health
during adolescence in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being;
(ii)
describe the impact of family history, cultural values, social systems and
environmental influences on mental, emotional, social and physical health
during adolescence in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being;
(iii)
describe how changes during adolescence affect mental, emotional, social and
physical health;
(iv) identify
positive stress reduction techniques and the impact on mental, emotional,
social and physical health during adolescence;
(v) describe patterns of addiction and its
influence on mental, emotional, social and physical health during
adolescence;
(b) grades
7-8 performance standards:
(i) analyze the
characteristics of peer pressure and its impact on mental, emotional, social
and physical health during adolescence in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(ii) analyze the impact of family history,
cultural values, social systems and environmental influences on mental,
emotional, social and physical health during adolescence in the areas related
to sexuality; nutrition; alcohol, tobacco and other drug use; physical
activity; personal safety; mental, social and emotional well-being;
(iii) understand how changes during
adolescence affect mental, emotional, social and physical health;
(iv) identify positive stress reduction
techniques and the impact on mental, emotional, social and physical health
during adolescence;
(v) analyze
patterns of addiction and its influence on mental, emotional, social and
physical health during adolescence;
(3) grades 5-8 benchmark 3: explain how
health is influenced by the interaction of body systems;
(a) grades 5-6 performance standard: describe
the reproductive, circulatory, digestive, nervous and endocrine systems and
their relationships to adolescent health in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(b) grades 7-8 performance standard:
understand the reproductive, circulatory, digestive, nervous and endocrine
systems and their relationships to adolescent health 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 5-8 benchmark 4: describe how
family and peers influence the health of adolescents;
(a) grades 5-6 performance standard: describe
how family, peers, media, culture and others influence adolescent
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) grades
7-8 performance standard: analyze how family, peers, media, culture and others
influence adolescent 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;
(5) grades 5-8 benchmark 5: analyze how
environments and personal health are interrelated;
(a) grades 5-6 performance standards:
(i) explain how school, religion, culture,
community, society and media, along with other outside influences (such as
federal, state or local laws, policies, etc.), impact personal health
decisions;
(ii) understand the
importance of maintaining the environment and promoting its use for stress
reduction, wellness and recreational activities;
(b) grades 7-8 performance standards:
(i) analyze how school, religion, culture,
community, society and media, along with other outside influences (such as
federal, state or local laws, policies, etc.), impact personal health
decisions;
(ii) analyze the
importance of maintaining the environment and promoting its use for stress
reduction, wellness and recreational activities;
(6) grades 5-8 benchmark 6:
describe ways to reduce risks related to adolescent health issues;
(a) grades 5-6 performance standards:
(i) identify health risks in the areas
related to sexuality; nutrition; alcohol, tobacco and other drug use; physical
activity; personal safety; mental, social and emotional well-being;
(ii) identify consequences of health risks in
the areas related to sexuality; nutrition; alcohol, tobacco and other drug use;
physical activity; personal safety; mental, social and emotional
well-being;
(iii) identify ways to
reduce health risks 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, selection of healthy food choices,
etc.);
(b) grades 7-8
performance standards:
(i) analyze health
risks in the areas related to sexuality; nutrition; alcohol, tobacco and other
drug use; physical activity; personal safety; mental, social and emotional
well-being;
(ii) analyze
consequences of health risks in the areas related to sexuality; nutrition;
alcohol, tobacco and other drug use; physical activity; personal safety;
mental, social and emotional well-being;
(iii) analyze ways to reduce health risks 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, etc.);
(7) grades 5-8 benchmark 7: explain how
health care can prevent premature death and disability;
(a) grades 5-6 performance standards:
(i) identify health care providers in the
community and available services in areas related to sexuality; nutrition;
alcohol, tobacco and other drug use; physical activity; personal safety;
mental, social and emotional well-being;
(ii) identify ways to access health care
providers within the community and state; identify how family history, genetics
and preventive health care can affect personal health;
(b) grades 7-8 performance standards:
(i) identify health care providers in the
community and available services in areas related to sexuality; nutrition;
alcohol, tobacco and other drug use; physical activity; personal safety;
mental, social and emotional well-being;
(ii) identify ways to access health care
providers within the community and state;
(iii) understand how family history, genetics
and preventive health care can affect personal health;
(8) grades 5-8 benchmark 8:
describe how lifestyle, pathogens, family history and other risk factors are
related to the prevention or cause of disease and other health problems;
(a) grades 5-6 performance standards:
(i) identify how family history, genetics and
preventive health care can affect personal health in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(ii) identify how lifestyle choices can
affect personal health in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being;
(b) grades 7-8 performance standards:
(i) identify how family history, genetics and
preventive health care can affect personal health in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(ii) identify how lifestyle choices can
affect personal health in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being.
B. Content standard 2: Students will demonstrate the ability to access valid health information and health-promoting products and services. Students will:
(1)
grades 5-8 benchmark 1: analyze the availability and validity of health
information, products and services;
(a) grades
5-6 performance standards:
(i) identify school
and community health resources related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being;
(ii)
analyze health-promoting products and services (i.e., food choices, community
services, physical activity, etc.);
(iii) analyze health information that may be
confusing or contradictory (i.e., from media, peers, siblings, etc.);
(b) grades 7-8 performance
standards:
(i) explain 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.);
(ii)
identify and evaluate products that claim to have a positive impact on health
or wellness;
(iii) research
information to obtain accurate 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 5-8 benchmark 2:
demonstrate the ability to evaluate and utilize resources from home, school and
community that provide valid health information;
(a) grades 5-6 performance standards:
(i) 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;
(ii)
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;
(b) grades 7-8 performance standards:
(i) analyze 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.);
(ii)
analyze 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;
(iii) identify and provide solutions to
barriers for health care (i.e., costs, transportation, culture, accessibility,
etc.);
(iv) 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;
(v) 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 5-8 benchmark 3: analyze how the
media influences the selection of health information and products;
(a) grades 5-6 performance standards:
(i) analyze why media messages may be
misleading;
(ii) explain the goals
of media (i.e., sell, entertain, etc.);
(iii) give examples of media messages that
may contain both healthy and unhealthy messages in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(b) grades 7-8 performance standards:
(i) analyze why media messages may be
misleading;
(ii) interpret the
goals of media (i.e., sell, entertain, etc.);
(iii) analyze media messages that may contain
both healthy and unhealthy messages 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 5-8 benchmark 4:
demonstrate the ability to locate health products and services;
(a) grades 5-6 performance standards:
(i) identify valid health products and
resources in the areas related to sexuality; nutrition; alcohol, tobacco and
other drug use; physical activity; personal safety; mental, social and
emotional well-being;
(ii) identify
where to obtain products and services in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(b) grades 7-8 performance standards:
(i) analyze valid health products and
resources in the areas related to sexuality; nutrition; alcohol, tobacco and
other drug use; physical activity; personal safety; mental, social and
emotional well-being;
(ii)
demonstrate the ability to obtain products and 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., how to access
STI/HIV testing, pregnancy testing, help for depression, etc.);
(5) grades 5-8
benchmark 5: compare the costs and validity of health products;
(a) grades 5-6 performance standards:
(i) identify the availability and costs of
health products 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 the patch for
smoking cessation vs. the cost of smoking; diet and exercise vs. diabetes
treatment; abstinence vs. having a baby; etc.);
(ii) identify cost of health resources in the
community and compare benefits of those that are more affordable (i.e., walking
vs. joining a club for exercise, etc.);
(iii) analyze different health care products
and their effectiveness in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being;
(b) grades 7-8 performance standards:
(i) analyze the availability and costs of
health products 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: the patch for
smoking cessation vs. the cost of smoking; diet and exercise vs. diabetes
treatment; pregnancy prevention vs. having a baby; etc.);
(ii) analyze cost of health resources in the
community and compare benefits of those that are more affordable (i.e., walking
vs. joining a club for exercise, etc.);
(iii) research different health care products
and their effectiveness 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 5-8 benchmark 6: describe
situations requiring professional health services;
(a) grades 5-6 performance standards:
(i) identify and recognize 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, STI/HIV, etc.);
(ii) identify situations related to a health
crisis 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, etc.);
(iii) recognize and
identify professional health services in the community;
(b) grades 7-8 performance standards:
(i) analyze 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, STI/HIV and other risky behavior, etc.);
(ii) role play and discuss situations related
to a health crisis and formulate solutions to intervene or prevent the crisis
(i.e., a friend tells you he is thinking about suicide; a friend tells you she
may be pregnant, etc.);
(iii)
recognize and identify professional health services in the community.
C. Content standard 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. Students will:
(1) grades 5-8, benchmark 1: explain the
importance of assuming responsibility for personal health behaviors;
(a) grades 5-6 performance standards:
(i) identify the significance of personal
responsibility for 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;
(ii) describe the consequences of personal
health choices and their effects;
(iii) describe the relationship between
health behaviors and mental, social and emotional well-being in the areas
related to sexuality; nutrition; alcohol, tobacco and other drug use; physical
activity; personal safety;
(b) grades 7-8 performance standards:
(i) analyze the significance of personal
responsibility 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;
(ii) use 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 5-8 benchmark 2: analyze a
personal health assessment to determine health strengths and risks;
(a) grades 5-6 performance standards:
(i) determine relationship between 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.);
(ii) identify 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
log, youth-reported data for risk and resiliency factors, etc.);
(b) grades 7-8 performance
standards:
(i) compare and contrast the
relationships between 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.);
(ii) chart 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 5-8 benchmark 3: distinguish between safe and risky or harmful behavior
in relationships;
(a) grades 5-6 performance
standards:
(i) identify risky or harmful
behaviors in relationships and ways to avoid them (i.e., abstinence to avoid
teen pregnancy, mediation skills to avoid conflict, practice refusal skills to
avoid smoking or drugs, etc.);
(ii)
identify negative or harmful behaviors in relationships and identify strategies
to resolve the situation;
(b) grades 7-8 performance standards:
(i) role play risky or harmful behaviors in
relationships and ways to avoid them (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.);
(ii) recognize negative or harmful behaviors
in relationships and identify strategies to resolve the situation;
(4) grades 5-8
benchmark 4: demonstrate strategies to improve or maintain personal and family
health;
(a) grades 5-6 performance standards:
(i) describe how families, peers and culture
influence personal health in the areas related to sexuality; nutrition;
alcohol, tobacco and other drug use; physical activity; personal safety;
mental, social and emotional well-being;
(ii) identify personal, family and cultural
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;
(b) grades 7-8 performance standards:
(i) analyze family strengths and weaknesses
in relationship to healthy behaviors (i.e., eating patterns and physical
activity as related to healthy behaviors; tobacco, alcohol or other drug use;
how families deal with conflict; etc.);
(ii) develop personal, family and cultural
health goals and 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 5-8 benchmark 5:
develop injury prevention and management strategies for personal and family
health;
(a) grades 5-6 performance standards:
(i) identify factors that contribute to
intentional and unintentional injuries (i.e., use of alcohol/other drugs,
steroid use, food safety, etc.);
(ii) identify strategies to prevent
intentional and unintentional injuries;
(iii) describe skills related to personal
safety in the areas of physical, emotional or sexual abuse;
(b) grades 7-8 performance
standards:
(i) analyze factors that contribute
to intentional and unintentional injuries (i.e., use of alcohol/other drugs,
steroid use, food safety, etc.);
(ii) describe strategies to prevent
intentional and unintentional injuries;
(iii) role play skills related to personal
safety in the areas of physical, emotional or sexual abuse;
(6) grades 5-8
benchmark 6: demonstrate ways to avoid and reduce threatening situations;
(a) grades 5-6 performance standards:
(i) identify threatening situations and
reduction strategies in the areas related to sexuality; nutrition; alcohol,
tobacco and other drug use; physical activity; personal safety; mental, social
and emotional well-being;
(ii)
demonstrate refusal skills in the context of dangerous situations (i.e.,
tobacco, alcohol, other drugs, inappropriate touch, etc.);
(b) grades 7-8 performance standards:
(i) analyze threatening situations and
reduction 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;
(ii) demonstrate refusal skills in the
context of dangerous situations (i.e., tobacco, alcohol, other drugs,
inappropriate touch, etc.);
(iii)
analyze the possible outcomes of being in dangerous situations and suggest
safer options (i.e., riding a bike without a helmet, riding in a car with
someone who is intoxicated, etc.);
(7) grades 5-8 benchmark 7: demonstrate
strategies to manage stress;
(a) grades 5-6
performance standards:
(i) identify stressors
and strategies to reduce their harmful effects;
(ii) identify the immediate and long term
effects of stress on the body;
(iii) identify ways to manage
stress;
(b) Grades 7-8
performance standards:
(i) analyze stressors
and strategies to reduce their harmful effects;
(ii) analyze the immediate and long term
effects of stress on the body;
(iii) 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 5-8 benchmark 1:
describe the influence of cultural beliefs on health behaviors and the use of
health services;
(a) grades 5-6 performance
standards:
(i) identify and discuss qualities
of cultures (both positive and negative) in the school and community and how
they 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;
(ii) describe 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.);
(iii) identify community and
cultural factors that influence health (i.e., religion, values, habits, money,
gender, ethnicity, etc.);
(iv)
compare cultural values and beliefs with personal values and beliefs and
identify how they relate to health behaviors and choices;
(b) grades 7-8 performance standards:
(i) explain how qualities within cultures
(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;
(ii) examine 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.);
(iii) describe how community
and cultural factors influence health (i.e., religion, values, habits, money,
gender, ethnicity, etc.);
(iv)
compare cultural values and beliefs with personal values and beliefs, and
identify how they relate to health behaviors and choices 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 5-8
benchmark 2: analyze how messages from media and other sources influence health
behaviors;
(a) grades 5-6 performance
standards:
(i) list examples of health-related
advertisements (i.e., messages around sexual behavior, STI/HIV, exercise,
nutrition, violence, alcohol, etc.);
(ii) identify 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., abstinence vs. teenage
sex, smoking vs. non-smoking, using a seat belt or not, healthy vs. unhealthy
eating habits, etc.);
(iii)
identify sources that can help to determine whether media messages are true or
false;
(iv) apply refusal skills in
choices related to media messages;
(b) grades 7-8 performance standards:
(i) examine health-related advertisements and
their influences on health behaviors (i.e., messages around sexual behavior,
STI/HIV, exercise, nutrition, violence, alcohol, etc.);
(ii) 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., abstinence vs. teenage
sex, smoking vs. non-smoking, using a seat belt or not, healthy vs. unhealthy
eating habits, etc.);
(iii)
describe sources that can help to determine whether media messages are true or
false;
(iv) apply refusal skills in
choices related to media messages;
(3) grades 5-8 benchmark 3: analyze the
influence of technology on personal and family health;
(a) grades 5-6 performance standards:
(i) recognize the purposes for technology and
its impact on personal and family 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.);
(ii) describe advances in technology and how
they positively and negatively impact personal and family health (i.e., use of
computers and television vs. physical activity time, effects on communication
skills, access to medical care, etc.);
(b) grades 7-8 performance standards:
(i) examine the purposes for technology and
its impact on personal and family 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.);
(ii) interpret how advances in technology
positively and negatively impact personal and family health (i.e., use of
computers and television vs. physical activity time, effects on communication
skills, access to medical care, etc.);
(4) grades 5-8 benchmark 4: analyze how
information from peers influences health;
(a)
grades 5-6 performance standards:
(i)
recognize that there are multiple messages (positive and negative) about health
from peers;
(ii) describe health
messages peers give 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 messages, drug, alcohol, tobacco use
messages, suicide ideation, etc.);
(b) grades 7-8 performance standards:
(i) determine if health messages from peers
are valid and discuss appropriate responses;
(ii) identify how peers 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;
(iii)
describe health messages peers give 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., sexual activity
messages, drug, alcohol, tobacco use messages, suicide ideation,
etc.).
E. Content standard 5: Students will demonstrate the ability to use interpersonal communication skills to enhance health. Students will:
(1) grades 5-8
benchmark 1: demonstrate effective verbal and non-verbal communication skills
to maintain health-enhancing relationships;
(a) grades 5-6 performance standards:
(i) recognize and describe different feelings
and verbal and non-verbal forms of communication associated with
them;
(ii) role play effective
verbal and non-verbal communication skills in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(b) grades 7-8 performance standards:
(i) recognize differences in people (i.e.,
cultural, gender, religion, etc.) and their influences on verbal and non-verbal
communication;
(ii) role play and
analyze effective verbal and non-verbal communication skills 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 5-8
benchmark 2: describe how the behavior of family and peers affects
interpersonal communication;
(a) grades 5-6
performance standards:
(i) recognize cultural
diversity and its influence on verbal and non-verbal communication;
(ii) identify factors in the community (i.e.,
faith, values, habits, budgets, etc.) that influence behaviors of families and
peers that affect interpersonal communication;
(iii) describe how values are
formed;
(b) grades 7-8
performance standards:
(i) describe how
cultural diversity influences verbal and non-verbal communication;
(ii) describe factors in the community (i.e.,
faith, values, habits, budgets, etc.) that influence behaviors of families and
peers and affect interpersonal communication;
(iii) analyze how values are
formed;
(3)
grades 5-8 benchmark 3: demonstrate positive ways to express needs, wants and
feelings;
(a) grades 5-6 performance
standards:
(i) recognize feelings associated
with different situations (i.e., conflict - frustration/satisfaction; birthday
- happy/excited, etc.);
(ii)
describe and demonstrate how to express feelings in a positive way;
(iii) describe and demonstrate how to respond
appropriately to other people's needs, wants and feelings;
(b) grades 7-8 performance standards:
(i) recognize feelings associated with
different situations (i.e., conflict - frustration/satisfaction; birthday -
happy/excited, etc.);
(ii) analyze
and demonstrate how to express feelings in a positive way;
(iii) analyze and demonstrate how to respond
appropriately to other people's needs, wants and feelings;
(4) grades 5-8 benchmark 4:
demonstrate ways to communicate care, consideration and respect of self and
others;
(a) grades 5-6 performance standard:
identify and demonstrate, in both verbal and non-verbal ways, how 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;
(b) grades 7-8 performance standard: analyze
and demonstrate, in both verbal and non-verbal ways, how 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 5-8 benchmark 5: demonstrate
communication skills to build and maintain relationships;
(a) grades 5-6 performance standards:
(i) describe and demonstrate communication
skills as a tool to enhance relationships;
(ii) describe how someone may ask to
participate in a healthy behavior in the areas related to sexuality; nutrition;
alcohol, tobacco and other drug use; physical activity; personal safety;
mental, social and emotional well-being;
(iii) demonstrate ways to refuse to
participate in an unhealthy behavior in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being, while maintaining positive
relationships;
(b)
grades 7-8 performance standards:
(i) analyze
and demonstrate communication skills as a tool to enhance
relationships;
(ii) analyze why
someone may ask to participate in a healthy behavior in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(iii) demonstrate ways to refuse to
participate in an unhealthy behavior in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being, while maintaining positive
relationships;
(6) grades 5-8 benchmark 6: demonstrate
refusal and negotiation skills to enhance health;
(a) grades 5-6 performance standards:
(i) demonstrate 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;
(ii) discuss
aggressive, passive and assertive ways to respond to conflict;
(iii) 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;
(b) grades 7-8 performance standards:
(i) 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;
(ii) give examples of and demonstrate 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;
(iii)
analyze aggressive, passive and assertive ways to respond to
conflict;
(iv) 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;
(7) grades 5-8
benchmark 7: analyze the possible causes of conflict among youth in schools and
communities;
(a) grades 5-6 performance
standard: discuss 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) grades
7-8 performance standards:
(i) 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;
(ii) describe possible
solutions for 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 5-8 benchmark 8: demonstrate
strategies to manage conflict in positive ways;
(a) grades 5-6 performance standard:
demonstrate 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;
(b) grades 7-8 performance standard:
demonstrate 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 5-8
benchmark 1: demonstrate the ability to apply a decision-making process to
health issues and problems individually and collaboratively;
(a) grades 5-6 performance standard:
demonstrate actions both individually and collaboratively 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;
(b) grades
7-8 performance standards:
(i) describe and
demonstrate actions both individually and collaboratively 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;
(ii) analyze
the difference between making an individual decision or one in consultation
with others;
(2) grades 5-8 benchmark 2: analyze how
health-related decisions are influenced by individuals, family, peers and
community values;
(a) grades 5-6 performance
standards:
(i) describe the relationship
between personal, family, peer and community values in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(ii) describe the influences of culture,
family, peers and communities on decisions in the areas related to sexuality;
nutrition; alcohol, tobacco and other drug use; physical activity; personal
safety; mental, social and emotional well-being;
(b) grades 7-8 performance standards:
(i) describe and analyze the relationship
between personal, family, peer and community values in the areas related to
sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
personal safety; mental, social and emotional well-being;
(ii) describe and analyze the influences of
culture, family, peers and communities on decisions 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 5-8 benchmark 3:
predict how decisions regarding health behaviors have consequences for self and
others;
(a) grades 5-6 performance standards:
(i) draw conclusions as to why 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 remain
abstinent from sexual activity will lead to not having an unwanted pregnancy or
sexually transmitted infection, the decision not to smoke a cigarette will help
prevent lung cancer, etc.);
(ii)
summarize 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 (i.e., the decision to do physical activity as a
family will lead to better physical and social health, etc.);
(b) grades 7-8 performance
standards:
(i) analyze why 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.);
(ii) analyze how impulsive actions related 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.);
(iii)
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 5-8 benchmark 4: apply strategies
and skills needed to attain personal health goals;
(a) grades 5-6 performance standards:
(i) explain 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;
(ii) set and apply strategies to attain a
realistic personal health goal in the areas related to sexuality; nutrition;
alcohol, tobacco and other drug use; physical activity; personal safety;
mental, social and emotional well-being;
(b) grades 7-8 performance standards:
(i) 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;
(ii) set and apply strategies 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 5-8 benchmark 5:
describe how personal health goals are influenced by changing information,
abilities, priorities and responsibilities;
(a) grades 5-6 performance standards:
(i) evaluate how 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 change as
individuals grow older (i.e., as a child, teenager, adult, etc.);
(ii) evaluate how 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 may change
as information, abilities, priorities and responsibilities change;
(b) grades 7-8 performance
standards:
(i) analyze how 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
change as individuals grow older (i.e., as a child, teenager, adult,
etc.);
(ii) analyze how 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 may change as information, abilities, priorities and
responsibilities change;
(6) grades 5-8 benchmark 6: develop a plan
that addresses personal strengths, needs and health risks;
(a) grades 5-6 performance standards:
(i) identify personal strengths, needs and
health risks;
(ii) develop a
personal wellness plan that addresses a personal health need and
goal;
(b) grades 7-8
performance standards:
(i) identify personal
strengths, needs and health risks;
(ii) develop a personal wellness plan that
addresses a personal health need and goal.
G. Content standard 7: Students will demonstrate the ability to advocate for personal, family, peer and community health. Students will:
(1) grades
5-8 benchmark 1: analyze various communication methods to accurately express
health information and ideas;
(a) grades 5-6
performance standard: examine 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;
(b) grades 7-8
performance standard: analyze 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
5-8 benchmark 2: express information and opinions about health issues;
(a) grades 5-6 performance standard:
recognize 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;
(b) grades 7-8 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 5-8 benchmark 3:
identify barriers to effective communication of information, ideas, feelings
and opinions about health issues;
(a) grades
5-6 performance standard: describe 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 demonstrate ways to overcome those barriers;
(b) grades 7-8 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 describe ways to
overcome those barriers;
(4) grades 5-8 benchmark 4: demonstrate the
ability to influence and support others in making health-enhancing choices;
(a) grades 5-6 performance standard: role
play 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;
(b) grades 7-8 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 5-8 benchmark 5:
demonstrate the ability to work cooperatively when advocating for healthy
individuals, families and schools;
(a) grades
5-6 performance standard: role play 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;
(b) grades 7-8 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.
Disclaimer: These regulations may not be the most recent version. New Mexico may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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