Curriculum Standard One: The student will accept personal responsibility for lifelong health.

Transcription

1 Curriculum Standard One: The student will accept personal responsibility for lifelong health. 1. The student will demonstrate ways in which he/she can enhance and maintain his/her health and well-being. THE HUMAN BODY A. Can the student practice good personal hygiene? The student will practice good personal hygiene to help prevent disease that includes caring for teeth, gums, eyes, ears, nose, skin, hair, and nails. The student will understand the need to obtain a sufficient amount of sleep. The student will understand the changing needs of personal hygiene for preadolescents and adolescents. The student will identify elements of a healthy lifestyle. B. Can the student use protective equipment or practice behaviors to protect the body? The student will understand the need for and use protective equipment and practice behaviors that protect the body at home, at play, on the road, and in or on the water. The student will understand the importance of safe behavior in and around his/her neighborhood. The student will identify potentially dangerous situations he/she might encounter outside school The student will understand the dangers of weapons. 1

2 1. The student will demonstrate ways in which he/she can enhance and maintain his/her health and well-being. FOOD CHOICES C. Can the student investigate healthy eating patterns, explore different food grouping systems, and learn how to select a variety of foods that promote health? The student will make healthy food choices that establish and maintain healthy eating habits. The student will understand the guidelines of the Food Guide Pyramid. The student will describe purposes and sources of nutrients in foods. The student will prepare a variety of healthy foods using safe and sanitary food preparation and storage techniques. The student will understand how foodhandling and preparation practices affect the safety and nutrient quality of foods. The student will analyze how food choices are influenced by peers, the media, and the community. The student will explore a wide variety of healthy food choices available in all cultures. 2

3 1. The student will demonstrate ways in which he/she can enhance and maintain his/her health and well-being. PHYSICAL ACTIVITY D. Can the student participate in physical activities? The student will participate regularly in a variety of enjoyable physical activities that include aerobic conditioning, flexibility, and muscular strength. The student will develop regular exercise habits. The student will understand the necessity for and will follow safety rules during physical activities. The student will explore out-of-school play activities that promote fitness and health. E. Can the student develop an understanding of the means of achieving physical fitness? The student will identify and set personal fitness goals. The student will understand that nutrition and fitness equal a healthy body. The student will obtain a sufficient amount of sleep. The student will understand the benefits and develop regular exercise habits. 3

4 1. The student will demonstrate ways in which he/she can enhance and maintain his/her health and well-being. MENTAL AND EMOTIONAL HEALTH F. Can the student develop appropriate strategies for coping with the emotional challenges of adolescence? The student will identify and share feelings in appropriate ways. The student will demonstrate personal characteristics that contribute to selfconfidence and self-esteem, such as honesty, integrity, and respect for the dignity of others. The student will develop protective factors that help foster resiliency. The student will develop and use effective verbal and non-verbal communication skills. The student will develop and use effective coping strategies that include critical thinking, effective decision making, goal setting, and problem solving. The student will develop assertiveness and refusal skills. The student will identify and practice strategies for resisting negative peer pressure. The student will identify activities that are fun, safe, and healthy. The student will discuss ways that help him/her get along with others, including parents and teachers. 4

5 2. The student will demonstrate behaviors that prevent disease and speed recovery from illness. DISEASE PREVENTION A. Can the student recognize and demonstrate behaviors that can help prevent disease or reduce its influence? The student will practice good personal hygiene to prevent the spread of disease. The student will identify and practice positive health behaviors to reduce the risk of disease. The student will cooperate in regular health screenings. The student will prepare food in the classroom as a way of learning about the importance of sanitary food preparation and storage to avoid communicable diseases and food-borne illness. The student will identify how to cooperate in treating and managing disease. 5

6 2. The student will demonstrate behaviors that prevent disease and speed recovery from illness. TREATMENT OF DISEASE B. Can the student recognize the common symptoms of illness and behaviors that can be taken to recover from illnesses? The student will recognize symptoms of common illnesses. The student will cooperate in treatment or management of disease, with an emphasis on accepting responsibility for such cooperation and communicating appropriately with parents and health-care providers. The student will understand the need to take prescriptions and over-the-counter medications properly and never to take medications prescribed for someone else. The student will explain how to take prescriptions and over-the-counter medications correctly. 6

7 3. The student will practice behaviors that reduce the risk of becoming involved in potentially dangerous situations and react to potentially dangerous situations in ways that help to protect his/her health. POTENTIALLY DANGEROUS SITUATIONS A. Can the student recognize the potential for danger in everyday situations and behave in ways that help to protect his/her own safety and well-being? The student will understand and follow rules prohibiting possession of weapons at school. The student will report and obtain assistance if abused or faced with unsafe situations. The student will develop and use appropriate skills to identify, avoid when possible, and cope with potentially dangerous situations. The student will practice safe behavior in and near motorized vehicles. The student will practice safe behavior in recreational activities The student will practice safe behavior in and near water. The student will develop and use appropriate skills to avoid, resolve, and cope with conflicts, emphasizing how peers can help each other avoid and cope with conflict. 7

8 3. The student will practice behaviors that reduce the risk of becoming involved in potentially dangerous situations and react to potentially dangerous situations in ways that help to protect his/her health. ALCOHOL, TOBACCO, AND OTHER DRUGS B. Can the student demonstrate an understanding of the negative impact that chemical substances can have on health and develop skills necessary to resist influences that promote drug use? The student will list factors that influence decision-making. The student will examine alternatives and consequences in a given situation. The student will recognize that he/she has the power and responsibility to control personal behavior. The student will exercise self-control. The student will develop and use interpersonal skills (i.e., refusal, negotiation, and conflict-resolution) to avoid use of alcohol, tobacco, or other drugs. The student will distinguish between helpful and harmful substances. The student will identify ways to cope with or seek assistance when confronted with situations involving alcohol, tobacco, or other drugs. The student will identify and use appropriate ways to respond to negative social influences and pressure to use alcohol, tobacco, or other drugs. The student will differentiate between the use and misuse of prescriptions and non prescription drugs. The student will practice positive peer pressure to resist the pressure to use alcohol, tobacco, or other drugs. 8

9 3. The student will practice behaviors that reduce the risk of becoming involved in potentially dangerous situations and react to potentially dangerous situations in ways that help to protect his/her health. CHILD ABUSE, INCLUDING SEXUAL EXPLOITATION C. Can the student recognize behaviors of child abuse and sexual exploitation? The student will discuss how family stress could be a factor in causing child abuse and neglect. The student will identify ways to seek assistance if concerned, abused, or threatened, including how to overcome fear of telling. The student will recognize and avoid situations that can increase risk of abuse, such as leaning into a car when giving directions to a stranger. The student will distinguish between appropriate and inappropriate physical contact. The student will discuss how child abuse and neglect differs from discipline. The student will demonstrate ways to say no to unwanted sexual advances. 9

10 3. The student will practice behaviors that reduce the risk of becoming involved in potentially dangerous situations and react to potentially dangerous situations in ways that help to protect his/her health. EMERGENCIES D. Can the student recognize emergencies and know how to respond appropriately? The student will recognize and respond appropriately to emergencies, including: 1. knowing where to find emergency supplies 2. practicing first-aid procedures (breathing, choking, bleeding, shock, poisoning, minor burns) 3. knowing and using universal precautions when dealing with other people s blood The student will understand and develop the skills necessary to follow a family emergency plan. 10

11 Curriculum Standard Two: The student will respect and promote the health of others. HEALTH 5 1. The student will play a positive, active role in promoting the health of his/her family. ROLE OF FAMILY MEMBERS A. Can the student demonstrate ways he/she can support and contribute to positive family interactions? The student will recognize the importance of being a part of a family and will support and value all family members and recognize their roles. The student will demonstrate ways in which children can help support positive family interactions. The student will develop and use effective communication skills. The student will practice health-promoting behaviors with the family, such as encouraging family walks and meals at which the entire family is present. The student will participate in daily activities that help maintain the family. The student will analyze concerns associated with latchkey children. The student will describe responsibilities which children assume at various ages. The student will discuss the responsibilities of parenthood and will develop respect for the responsibility of parenting elementary children. 11

12 1. The student will play a positive, active role in promoting the health of his/her family. ROLE OF FAMILY MEMBERS A. Can the student demonstrate ways he/she can support and contribute to positive family interactions? The student will discuss traits of a good parent, such as positive self-control, emotional maturity, ability to cope with stress, and ability to make good decisions. The student will discuss how the family and community support groups can meet the needs of individual family members. The student will identify and appreciate different types of family structures. 12

13 1. The student will play a positive, active role in promoting the health of his/her family. CHANGE AND THE FAMILY B. Can the student examine the effects of change on the family? The student will identify family crises which affect children, such as job loss, moving, long-term illness, death, and suicide. The student will list positive and negative ways of handling conflict. The student will identify feelings related to changes within the family and will effectively express them to others in a positive way. The student will identify effective strategies to cope with change in the family, including identifying a support system. The student will identify support systems available when dealing with stress. The student will describe types of conflicts that occur in families and list positive and negative ways of dealing with them. The student will recognize how family stress can be a factor in causing child abuse and neglect. 13

14 2. The student will promote positive health practices within the school and the community, including positive relationships with peers. FRIENDSHIP AND PEER RELATIONSHIPS A. Can the student demonstrate positive relationships with peers? The student will know ways that help him/her to get along with others, including parents and teachers. The student will explain how to be a friend and how friendships are formed. The student will identify acceptable methods of gaining attention and showing and expressing feelings. The student will demonstrate positive actions toward others. The student will identify ways to resolve conflicts in a positive, constructive way. B. Can the student become aware that peer influence has the potential to be either positive or negative? The student will demonstrate how to resist negative peer pressure. The student will identify ways in which peer pressure can be positive. The student will discuss physical and emotional disabilities as they affect the students around them. The student will demonstrate behaviors in interacting appropriately with special populations. 14

15 SCHOOL-BASED AND COMMUNITY- BASED EFFORTS TO PROMOTE AND PROTECT HEALTH 2. The student will promote positive health C. Can the student explore how his/her The student will understand and follow practices within the school and the school and/or community promotes and school rules related to health. community, including positive relationships protects the health of students? The student will participate in school with peers. efforts to promote health; for example, helping to select fund-raising activities that are consistent with efforts to promote health, such as choosing a jog-a-thon rather than a candy sale. The student will assume responsibility for helping to take care of the school, such as picking up trash on the school grounds and helping other students assume responsibility for that action. The student will participate in community efforts to address local health and environmental issues. The student will contribute to the strengthening of health-related policies at school, such as serving on a student safety committee. The student will recognize that public policies and laws influence health-related issues. 15

16 Curriculum Standard Three: The student will understand the process of growth and development. 1. The student will understand the variety of physical, mental, emotional, and social changes that occur throughout life. LIFE CYCLE A. Can the student understand the physical, mental, emotional, and social changes that occur during puberty? The student will recognize the physical changes that occur during puberty including, body hair, breast development, lowering of voice, perspiration, menstruation, and musclo-skeletal changes. The student will develop and use effective communication skills to discuss with parents the changes that occur during preadolescence. The student will practice good personal hygiene, paying particular attention to the changing needs of preadolescents and adolescents. The student will recognize changing emotions. 16

17 *FAMILY LIFE 1. The student will understand the variety of physical, mental, emotional, and social changes that occur throughout life. B. Can the student understand the physical, mental, emotional, and social changes that occur during puberty as they relate to the human reproductive process? The student will use correct terminology for reproductive body parts. The student will manage feelings appropriately, including being able to express feelings and practice self-control as they relate to the human reproductive process. The student will develop and use effective communication skills to discuss with parents the changes that occur during preadolescence as they relate to the human reproductive process. The student will list ways communication is used to express needs. The student will practice communication skills in a variety of settings. *California Education Code requires parents to be notified in writing of courses designated family life education and be given the opportunity to have their student exempt from attending. 17

18 GROWTH AND 2. The student will understand and accept individual differences in growth and development. DEVELOPMENT A. Can the student understand that rate of growth and development and the rate of maturation in every person is different? The student will compare similarities and differences in individual growth patterns and recognize that the rate of change during puberty varies with each individual. The student will adapt group activities to include a variety of individuals. The student will develop a realistic body image. The student will recognize problems associated with not having a realistic body image (including dieting and eating disorders, and seeking appropriate help). The student will demonstrate supportive and accepting behaviors in interacting with special populations. The student will discuss physical and emotional disabilities as they affect the students around them. 18

19 HEALTH 5 2. The student will understand and accept individual differences in growth and development. MENTAL AND EMOTIONAL DEVELOPMENT B. Can the student understand individuals have unique strengths and weaknesses? The student will identify, express, and manage feelings appropriately. The student will develop and use effective communication skills. The student will identify and recognize one s own strengths and limitations. The student will identify and explain possible birth defects and other physical and mental disabilities. The student will develop and use coping strategies (including critical thinking, effective decision making, goal setting, and problem solving). The student will develop a focus on the future, such as having realistic short-term and long-term goals and delaying gratification. 19

20 Curriculum Standard Four: The student will become an informed user of health-related information, products, and services. 1. The student will identify products, services, and information that may be helpful or harmful to his/her health. PRODUCTS AND SERVICES A. Can the student look critically at health claims and food advertisements? The student will identify places for obtaining health services and social services and know what services are provided. The student will distinguish between health products that are necessary, unnecessary, and those that may be harmful. The student will identify a variety of consumer influences and analyze how those influences affect decisions. The student will look critically at health claims. The student will analyze marketing, advertising, and peer pressure and their influences on the selection of healthrelated services and products. The student will seek care from the school nurse or school-linked services together with his/her family when appropriate, such as when needed for proper management of asthma. 20

21 1. The student will identify products, services, and information that may be helpful or harmful to his/her health. FOOD CHOICES B. Can the student look critically at health claims and food advertisements to help him/her to become thoughtful consumers? The student will read and interpret the information available on food labels. The student will use labels to compare the contents of food products, including a comparison of the cost of various foods according to their nutritional value. The student will use critical-thinking skills to analyze marketing and advertising techniques and their influences on food selection. The student will use valid nutrition information to make healthy food choices. The student will purchase nutritious foods in a variety of settings. The student will use unit pricing to determine the most economical purchases. The student will analyze and taste foods from different ethnic and cultural groups. The student will develop basic foodpreparation skills. 21

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