6th+Grade+Health+Standards

 Standard: 2. Physical and Personal Wellness in Health
 > 1. Access valid and reliable information, products, and services to enhance healthy eating behaviors ||  > 2. Access valid and reliable information regarding qualities of healthy family and peer relationships ||  > 3. Comprehend the relationship between feelings and actions ||  > 4. Analyze how positive health behaviors can benefit people throughout their life span ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills to engage in lifelong healthy eating] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Distinguish accurate nutrition information from inaccurate information (DOK 1-2)
 * 2) Evaluate the nutrition information on food labels to compare products (DOK 1-3)
 * 3) Demonstrate the ability to access people or sources of accurate information and reliable advice regarding healthy eating (DOK 1-3) || **Inquiry Questions:**
 * 4) Who has the final say on what is "healthy" food?
 * 5) If food is labeled with nutritional information all over the country, why do some states have higher rates of obesity?
 * 6) Does posting nutritional information on products and in restaurants change behavior?
 * Relevance & Application:**
 * 1) Advertisements are designed to sell products not necessarily to provide accurate health information.
 * 2) Family members, health professionals, organizations, books, dietary guidelines,
 * 3) "Nutrition Facts" labels help to identify healthy food choices and eating behaviors.
 * Nature Of:**
 * 1) The ability to discriminate between false advertising and accurate information is key for lifelong healthy food choices ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Describe the benefits of healthy relationships (DOK 1-2)
 * 2) Describe how peer relationships may change during adolescence (DOK 1-3) || **Inquiry Questions:**
 * 3) How does it feel when a friendship ends?
 * 4) How do I cope with conflict within my family or with my friends?
 * 5) How do healthy relationships contribute to overall wellness?
 * Relevance & Application:**
 * 1) Analyze how technological advances provide increased opportunities to develop relationships
 * 2) Discuss the various ways we communicate with one another and how that impacts human relationships
 * 3) Relationships affect your physical, mental, emotional, and social well-being.
 * Nature Of:**
 * 1) Understanding the various aspects of human relationships assists in making healthy choices ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Identify sexual feelings common to young adolescents, and differentiate between having sexual feelings and acting on them (DOK 1-3)
 * 2) Discuss possible physical, social, and emotional impacts of adolescent sexual activity (DOK 1-4)
 * 3) Describe behaviors that place one at risk for HIV/AIDS, sexually transmitted diseases (STDs), or unintended pregnancy (DOK 1-3)
 * 4) Describe the need to have clear expectations, boundaries, and personal safety strategies (DOK 1-3) || **Inquiry Questions:**
 * 5) Is sexual health a difficult topic to discuss?
 * 6) How do I figure out my personal beliefs about sexual activity?
 * 7) What do you need to help you effectively communicate with a trusted adult about sexual and reproductive health?
 * Relevance & Application:**
 * 1) Attitudes about sexuality are influenced by families, peers, and the media
 * 2) Relationships with friends and family members can influence decision-making in positive and negative ways.
 * Nature Of:**
 * 1) Learning about sexuality and discussing sexual issues is critical for health.
 * 2) There are many physical, emotional, and social implications associated with engaging in sexual activity. ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills related to health promotion, disease prevention, and health maintenance] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Explain the concepts of the food pyramid such as nutrient-rich foods being balanced with physical activity (DOK 1-2)
 * 2) Analyze the short and long-term benefits and consequences of healthy eating and physical activity (DOK 1-4)
 * 3) Summarize personal strategies for reducing sun damage as well as hearing and vision damage (DOK 1-2)
 * 4) Explain the benefits of good hygiene practices for promoting health and maintaining social relationships (DOK 1-3) || **Inquiry Questions:**
 * 5) What are the most important determinants of mortality?
 * 6) Why are there so many health problems in the U.S. caused by poor nutrition and inactivity in spite of available information?
 * 7) What are the different energy requirements of different ages and different activity levels?
 * Relevance & Application:**
 * 1) Physical activity improves physical, mental and cognitive health.
 * 2) Sunscreens come in different protection levels to accommodate individual skin-types and burn rate.
 * Nature Of:**
 * 1) People who eat a healthy diet, are physically active and do not smoke have a greatly reduced incidence of morbidity and mortality. ||

 Standard: 3. Emotional and Social Wellness in Health
 > 1. Understand how to be mentally and emotionally healthy ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Utilize knowledge and skills to enhance mental, emotional, and social well-being] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Explain the interrelationship of physical, mental, emotional, social, and spiritual health (DOK 1-4)
 * 2) Analyze the relationship between feelings and behavior (DOK 1-4)
 * 3) Explain appropriate ways to express needs, wants, and feelings (DOK 1-4)
 * 4) Explain the causes, symptoms, and effects of anxiety and depression (DOK 1-2)
 * 5) Identify feelings of depression, sadness, and hopelessness for which someone should seek help (DOK 1-2)
 * 6) Identify feelings and emotions associated with loss and grief (DOK 1) || **Inquiry Questions:**
 * 7) Why do feelings affect behavior?
 * 8) How can a person control their feelings?
 * 9) How can the expression of feelings or emotions help or hurt you and others?
 * 10) Are mental health problems as real/valid as other health problems?
 * 11) When is it normal to experience anxiety? Depression?
 * Relevance & Application:**
 * 1) Role-playing activities allow individuals to explore how they might react to unfamiliar situations.
 * 2) Being aware of one's own feelings and of being sensitive to the feelings of others is important.
 * Nature Of:**
 * 1) Physical, mental, emotional, social, and spiritual health are interrelated.
 * 2) Mental and emotional problems are often regarded as less important than physical problems but can be just as debilitating.
 * 3) Feelings of sadness and grief are normal. ||

 Standard: 4. Prevention and Risk Management in Health
 > 1. Analyze the factors that influence a person's decision to use or not to use alcohol and tobacco ||  > 2. Demonstrate the ability to avoid alcohol, tobacco, and other drugs ||  > 3. Demonstrate self-management skills to reduce violence and actively participate in violence prevention ||  > 4. Demonstrate ways to advocate for safety, and prevent unintentional injuries ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills to make health-enhancing decisions regarding the use of alcohol, tobacco, and other drugs] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Analyze internal influences such as genetics, personality, and risk-seeking behaviors on alcohol and tobacco use (DOK 1-4)
 * 2) Analyze external influences on alcohol and tobacco use (DOK 1-4)
 * 3) Analyze the influence of exercise, nutrition, and social relationships on alcohol and tobacco (DOK 1-4)
 * 4) Analyze various strategies the media use, including advertisements and movies, to encourage or discourage tobacco and alcohol (DOK 1-4)
 * 5) Identify common mixed messages about alcohol in the media such as "drink responsibly" messages (DOK 1-2)
 * 6) Analyze the perception versus the reality of alcohol use in adolescents (DOK 1-4) || **Inquiry Questions:**
 * 7) How does alcohol affect the body?
 * 8) If everyone had the most accurate information available, would they still use alcohol or tobacco?
 * Relevance & Application:**
 * 1) Historically, alcohol and tobacco were not considered harmful.
 * 2) Social networks can support positive decision making.
 * Nature Of:**
 * 1) Behaviors are affected by heredity, environment and lifestyle. ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills to make health-enhancing decisions regarding the use of alcohol, tobacco, and other drugs] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Demonstrate decision-making skills that lead to being substance-free (DOK 1-3)
 * 2) Demonstrate effective, assertive refusal skills in refusing tobacco, alcohol, drugs, and other substances (DOK 1-3)
 * 3) Explain how decisions about substances affect relationships (DOK 1-3)
 * 4) Identify and summarize positive alternatives to substance use (DOK 1-3)
 * 5) Demonstrate planning skills for avoiding alcohol, tobacco, and other drugs (DOK 1-3) || **Inquiry Questions:**
 * 6) Why is it important to be accountable for decisions about substance use?
 * 7) What would you say to a friend who asked you to try a cigarette when you did not want to?
 * Relevance & Application:**
 * 1) Learning to respectfully and assertively communicate sets the foundation for healthy choices.
 * Nature Of:**
 * 1) Good decision making involves personal efficacy, accurate information, and skill development. ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills that promote healthy, violence-free relationships] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Describe the short- and long-term consequences of violence on perpetrators, victims, and bystanders
 * 2) Explain the role of bystanders in escalating, preventing, or stopping bullying, fighting, hazing, or violence
 * 3) Describe strategies to avoid physical fighting and violence
 * 4) Identify a variety of nonviolent ways to respond when angry or upset
 * 5) Demonstrate the ability to identify a trusted adult to whom school or community violence should be reported (DOK 1-3)
 * 6) Describe the dangers of and actions to be taken if weapons are seen or suspected in schools (DOK 1-2)
 * 7) Demonstrate ways of solving conflicts nonviolently such as conflict resolution and diffusion (DOK 1-3) || **Inquiry Questions:**
 * 8) How can one person reduce violence?
 * 9) What are positive and negative effects of weapons on society?
 * 10) What situations lead to physical fighting and violence?
 * 11) Why is it my job to stop violence?
 * Relevance & Application:**
 * 1) The presence of weapons increases the risk of serious injuries.
 * 2) There are school and community resources to help with violence issues.
 * Nature Of:**
 * 1) Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations. ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Demonstrate the ability to identify and correct safety hazards at home, in school, and in the community (DOK 1-3)
 * 2) Demonstrate ways to campaign to help to promote safety, and prevent unintentional injuries (DOK 1-3) || **Inquiry Questions:**
 * 3) Is it possible to create schools and communities that are totally safe?
 * 4) Would it be desirable to create these totally safe communities?
 * Relevance & Application:**
 * 1) Advocate for safe efficient transportation for all users surrounding your school.
 * Nature Of:**
 * 1) Helping my community through advocacy efforts for safety positively affects others and may inspire others to advocate for safety concerns ||