HEALTH

Course Standards

Standard 1

Students develop skills and processes that contribute to the development of a healthy self. 

Objective 1
Determine the influence of behavioral choices on mental, social, emotional, physical, and spiritual health.

  • Explain Maslow’s Hierarchy of Needs and resources available to support those needs.
  • Analyze the positive and negative effects of environmental factors on mental health.
  • Identify the healthy and unhealthy uses of defense mechanisms in daily life.
  • Describe common mental disorders/illnesses and treatments; e.g., depression, anxiety/panic, somatoform, affective, personality.
  • Analyze the role of developmental assets in building resiliency; e.g., contributes to self-efficacy, establishes support systems.

Objective 2
Demonstrate positive strategies for managing stress.

  • Identify situations or circumstances that cause stress.
  • Evaluate personal responses to stressful situations.
  • Develop a variety of healthy ways to reduce or prevent stress.
  • Design a time-management plan for stress prevention or reduction.

Objective 3
Analyze the grieving process.

  • Identify emotions or reactions associated with grief.
  • Determine a variety of healthy ways to express or process these emotions.
  • Determine the role family, friends, schools, and communities can play in helping individuals with grief.

Objective 4
Develop a decision-making process to resolve a dilemma.

  • Determine the influence of values, dreams, and goals on the decision-making process.
  • Predict the short- and long-term effects of risks.
  • Evaluate the effects of media on perceptions and decisions.
  • Identify steps in decision making.
  • Weigh ethical implications of decisions.

Standard 2

Students develop health-promoting and risk-reducing behaviors used to prevent substance abuse.

Objective 1
Determine the individual and societal implications of drug use and non-use.

  • Identify consequences of illegal and legal/age-restricted drug use.
  • Identify some common antagonistic and synergistic effects of drug interactions.
  • Analyze the impact of personal substance misuse or abuse on family, friends, and society; e.g., communication skills, financial costs, relationships, life management, services needed.
  • Describe the impact of alcohol, tobacco, and other drug (ATOD) use by males and females on fetal and child development; e.g., fetal alcohol syndrome/effects (FAS/FAE), drug-affected children, asthma, impaired motor abilities, emotional/mental impact.
  • Describe responsible use of legal drugs and supplements; e.g., prescription, over-the-counter (OTC), herbs, vitamins, cretin.
  • Apply decision-making skills and values to a variety of legal, social, and emotional scenarios related to substance use.

Objective 2
Analyze the impact an individual could have in promoting substance abuse prevention, intervention, and treatment.

  • List a variety of activities that could be positive alternatives to substance use.
  • Determine ways in which all peers can help with prevention and intervention of substance abuse.
  • Identify benefits of a strong support system.
  • Explain the need for professional intervention when individuals are involved in a dependency or other addictive process.
  • Compile a list of community/agency resources available to support individuals impacted by substance abuse.
Standard 3
Students determine how knowledge, skills, attitudes, and behaviors contribute to healthy relationships with self and others.

Objective 1
Analyze the influence of differing cultural and societal norms regarding gender roles on behavior, dreams, and goals.

  • Predict how an individual’s beliefs regarding gender roles may influence behavior, dreams, and goals.
  • Identify factors that influence beliefs about gender roles; e.g., age, media representation, culture, societal norms.
  • Explain the impact of gender-specific messages on healthy behavior for males and females throughout the lifecycle; e.g., equity, respect, education, careers, sports, relationships.

Objective 2
Develop skills that contribute to healthy, dynamic relationships.

  • Identify characteristics necessary for healthy relationships; e.g., empathy, confidence, trust, individual rights and responsibilities.
  • Identify skills necessary for healthy relationships; e.g., communication, listening, goal-setting.
  • Generate ways to open discussions with parents/guardians.
  • Identify the role of grief and loss in relationships.
  • Develop ways to accept, manage, and/or adapt to changes in relationships.

Objective 3
Demonstrate the skills needed to manage unhealthy or dangerous relationships or situations.

  • Identify unhealthy behaviors; e.g., coercion, selfishness, obsession, neediness, control, manipulation, apathy, aggression.
  • Predict the possible consequences when there is a wide disparity in age of partners; e.g., growth, power, respect, goals, earning potential, equity, aging, children.
  • Identify behaviors that lead to sexual harassment and/or aggression.
  • Develop strategies for managing sexual harassment/aggression in self and others.
  • Identify people, resources, and services that may help with personal or relationship issues.

Objective 4
Predict how responsibilities related to sexual development and health maintenance change throughout the lifecycle.  

  • Explain reproductive anatomy and physiology of females and males.
  • Identify the benefits of sexual abstinence before marriage and fidelity after marriage as a means of preventing certain communicable diseases.
  • Describe how sexual abstinence before marriage and fidelity after marriage contributes to overall wellness; e.g., physical, emotional, spiritual, mental, social.
  • Identify means of prevention of early and/or unintended pregnancy and sexually transmitted infections; e.g., abstinence before marriage and fidelity after marriage.
  • Identify means and associated limitations of reducing the risks of early and or unintended pregnancy and sexually transmitted infections; e.g., disease prevention, contraception/condom use.* (*Contraceptive/condom information is subject to Utah State law and State Board of Education policy. Demonstration is not allowed -- please see below.)
  • Explain the importance of health maintenance, including breast and testicular self-exams, pap smears, and annual physical examinations. Analyze the effects of aging on the physiological functions and health of reproductive systems; e.g., menopause, hormonal changes, prostate and other cancers. Adoption presentation. (Subject to Utah State Law -- see below.)

Objective 5
Determine the benefits of planning for pregnancy and parenthood.

  • Determine how planning ahead can contribute to healthy pregnancy(s), fetal development, birth, and relationships.
  • Explain the value of prenatal care, nutrition and exercise, and abstinence from ATOD.
  • Explain the various stages of fetal development and birth.
  • Identify factors that may complicate pregnancy and/or contribute to birth defects; e.g., choices, environment, illness, substance use, genetics, nutrition, undetermined factors.
Standard 4
Students analyze issues related to health promotion and disease prevention.

Objective 1
Analyze how non-communicable, chronic illnesses affect individuals, families, and society.

  • Identify common chronic illnesses; e.g., asthma, diabetes, cancer, Alzheimer’s, schizophrenia, depression.
  • Predict the impact of chronic illness on economic, social, mental, emotional, and physical well-being.
  • Explain the positive and negative results of living with health challenges.
  • Determine the benefits of assisting those living with chronic illness for individuals, volunteers, family, and community.

Objective 2
Analyze the impact of HIV disease, hepatitis, and sexually transmitted infections on self and others.

  • Explain transmission, physiology, and treatment for HIV disease, hepatitis, and sexually transmitted infections.
  • Determine methods of prevention; e.g., abstinence from alcohol, Tobacco and other drugs (ATOD), abstinence from sexual activity before marriage and fidelity after marriage, universal precautions, sterilizing needles, body piercing, and/or tattoo equipment.
  • Determine methods of reducing the risk of infection; e.g., correct condom use per package instructions.* (*Condom information is subject to Utah State law and State Board of Education policy. Demonstration is not allowed &emdash; please see below.)
  • Predict the economic, social, mental, emotional, and physical impact of HIV/AIDS, hepatitis, and sexually transmitted diseases.

Standard 5
Students determine how individual and group behaviors impact personal and community health and safety.

Objective 1
Demonstrate ability to manage conflict peacefully and safely.

  • Explain the role of conflict in interpersonal relationships.  
  • Identify warning signs that conflict may be escalating.  
  • Develop strategies for dealing safely with conflict.  
  • Practice conflict-management skills and/or strategies.

Objective 2
Identify ways to help self or others when dealing with suicide.

  • Identify warning signs of suicide.
  • Practice skills or strategies that can help prevent a suicide; e.g., questioning skills, communicating with others, asking for help, expressing emotions, referral.
  • Compile a list of resources in the school and community to help a person dealing with suicide.

Objective 3
Develop strategies for ensuring personal safety in a variety of situations.

  • Identify potentially dangerous situations.
  • Identify person(s) to rely on in risky situations.
  • Create safety plans to address a variety of potential risks; e.g., automobile, recreational, natural disasters, assault, rape, confrontations, domestic and other violence.

Objective 4
Analyze the process of creating a safe and caring environment for citizens.

  • Identify common values, rules, and responsibilities of various communities; e.g., nonviolence, respect, responsibility, honesty, civility, cooperation, compassion.
  • Identify ways a community cares for itself; e.g., Neighborhood Watch, city and school clean-up, law enforcement, community mobilization, health resources and services, volunteerism.
  • Compile a list of community/agency resources that contribute to a safe and caring community; e.g., public safety and health, recreational opportunities, mental health services.

Standard 6
Students plan to incorporate healthy nutritional and fitness behaviors.

Objective 1
Evaluate nutrient density and balance of individual food intake

  • Identify the basic nutrients found in each food group; i.e., vitamins, minerals, fats, proteins, water, and carbohydrates.
  • Evaluate various types of foods using the food labels.
  • Compare individual nutrient intake and Recommended Daily Allowances (RDA).
  • Identify low-nutrient foods.
  • Identify nutrient-dense foods that are enjoyable and cost effective.

Objective 2
Design a personal peak performance plan to include proper nutrition, physical activity, and healthy behaviors.

  • Identify the five components of fitness and how to attain each.
  • Compute the proper amounts of exercise, rest, and nutrition to provide peak personal performance.
  • Determine how fast food could be included in the plan.
  • Determine how addictions and fads impact personal health and performance; e.g., disordered eating, dietary supplements, performance-enhancing supplements, dysfunctional weight loss or gain.
  • Strategize ways to manage influences of heredity and prevent disease; e.g., body type, diabetes, hypertension, heart disease, cancer, osteoporosis.
  • Compare nutritional contents of personal plan with Dietary Guidelines for Healthy Americans.

Objective 3
Analyze the relationship between a healthy sense of self and eating patterns.

  • Identify characteristics of a healthy self and body.
  • Compare body image and body acceptance and the influence of one on the other.
  • Predict how external and internal factors impact body image and acceptance; e.g., media, fashion, trauma, abuse, perfectionism, control, lack of self-worth.
  • Explain the potential impact of negative body image and acceptance; e.g., fad dieting, starvation, compulsive eating and/or exercising, bulimia, anorexia, other disordered eating.
  • Develop strategies for improving body image and acceptance.
  • Identify warning signs and short- and long-term effects of disordered eating.
  • Identify ways to help someone who is experiencing disordered eating.
Standard 7
Students evaluate health information needed to advocate for personal, peer, family, community, and environmental health.

Objective 1
Determine how fads and trends may influence health.

  • Identify health-related fads and trends.
  • Summarize how fads and trends have influenced health in the past.
  • Predict how fads and trends may influence health in the future.

Objective 2
Create and implement an advocacy plan to address an unmet health need.

  • Identify various professions that contribute to, or advocate for, health.
  • Identify health needs, opportunities to be proactive, related community resources, and available services.
  • Practice advocacy skills and methods.
  • Reflect on results of the action process.