High School Health Massachusetts Standards

Self-Advocacy and Health Promotion. Promote personal, family, and community health and well-being.

Information and Resource Seeking. Access, evaluate, and use valid and reliable health information, products, services, and related resources.

Self-awareness and Analyzing Influences. Examine how emotions, thoughts, needs, values, beliefs, and other factors (both internal and external) influence behaviors and articulate how these influences impact health behavior and outcomes.

Movement Skills. Demonstrate competence in, and knowledge of, a variety of movement forms, motor skills, physical fitness components, and principles in order to engage in purposeful and health-promoting physical activity, including sports and games.

Social Awareness, Relationship, and Communication Skills. Enhance relationships, personal health, and the health of others through social awareness and effective communication.

Self-management and Goal Setting. Set goals, engage in health-promoting behaviors, and avoid risky behaviors.

Decision-making and Problem-solving. Make health-promoting, informed, responsible decisions and solve problems in a variety of health-related situations.

Healthy Relationships

Examine, compare, and contrast aspects of various personal relationships, including characteristics of healthy and unhealthy family, peer, romantic (dating), and/or sexual relationships. [HPE; SE]

Analyze the benefits and risks of various ways people express feelings within relationships (e.g., words, acts of kindness, hugging, holding hands, kissing, sexual behaviors, jealousy, manipulation) and describe the characteristics of effective expression of feelings and emotions within a health-promoting relationship. [HE; SE]

Analyze the role of individual versus shared responsibility in building and maintaining healthy relationships. [HPE; SE]

Describe the cycle of violence in relationships and discuss strategies for getting help and leaving an unhealthy, violent, or exploitative relationship. [HPE; SE]

Discuss different forms of abuse in relationships including emotional abuse, sexual abuse, domestic violence, dating violence, gender-based violence, sex trafficking and exploitation, and available supports and resources for getting help if in an abusive or exploitative relationship. [HPE; SE]

Explain age of consent laws and why it is an individual’s responsibility to obtain consent, verify that all sexual contact is consensual, recognize that consent must be asked for and verbally given, that it cannot be given if under the influence, and that it can be taken away at any point (i.e., someone can say yes and change their mind, or say yes to certain things but not others). [HE]

Evaluate effective strategies for dealing with difficult relationships with family members, peers, and partners and demonstrate the ability to use these strategies to make health-promoting decisions regarding difficult relationships. [HPE; SE]

Examine the complexity of, and discuss considerations related to, the decision to leave an unhealthy relationship, developing a safety plan to recognize and get out of any future unsafe or unhealthy relationships, and determine situations when adult and/or professional support is needed. [HPE; SE]

Demonstrate the ability to apply a thoughtful decision-making process to maintain or enhance relationship health including the decision to leave or seek help in an unhealthy relationship. [HPE; SE]

Physical Activity and Fitness

Identify snacks and food choices that help and hinder performance, recovery, and enjoyment during physical activity. [HPE]

Choose an appropriate level of challenge to experience success through participation in a self-selected physical activity. [PE]

Evaluate opportunities and barriers for physical activity in a variety of contexts. [HPE]

Modify group activities or behaviors to accommodate for individuals with lesser or greater skills or specific needs. [PE; SE]

Solve problems and think critically in physical activity settings, both as an individual and in groups. [PE; SE]

Demonstrate the ability to work cooperatively to problem solve/make decisions on how to proceed in physically challenging situations. [PE; SE]

Sexual Health

Demonstrate the ability to apply an effective decision-making process in situations related to sexual activity and sexual health. [HE]

Discuss reasons for why it is wrong to trick, threaten, or coerce another person into sexual activity. [HE]

Analyze factors that contribute to behaviors that increase the risk of pregnancy, HIV, and other STIs. [HE]

Explain the importance of STI (including HIV) testing and counseling if sexually active on shortand long-term health, identify where to get tested, and why it is important to proactively discuss STI status with a sexual partner. [HE]

Evaluate readiness, options, and their respective consequences regarding sexual activity in consensual relationships including abstinence, postponing sexual intercourse, engaging in safe sex practices (e.g., using condoms and other barriers, using birth control). [HE]

Substance Use and Misuse

Reflect on personal beliefs, choices, and values compared to cultural, community, and societal norms around substance use and misuse. [HPE]

Evaluate situations and how various internal and external factors (e.g., peers, media, social norms, corporate practices) influence substance use and misuse. [HPE]

Analyze the potential short- and long-term impacts (including addiction) of legal (e.g., prescription drugs prescribed to you, over-the-counter drugs, and [at a certain age] nicotine, electronic vapor products, alcohol, and marijuana) and illegal drugs (e.g., prescription drugs not prescribed to you, cocaine) on multiple dimensions of health (e.g., physical, mental, emotional, social, intellectual) and on other health risk behaviors (e.g., sexual activity, impaired driving). [HPE]

Employ self-management skills to act on health-promoting decisions about legal drug use (e.g., prescription drugs prescribed to you, over-the-counter drugs, and [at a certain age] nicotine, electronic vapor products, alcohol, and marijuana). [HPE; SE]

Mental and Emotional Health

Apply strategies to appropriately respond using different levels of emotions in routine interactions. [HPE; SE]

Apply coping and stress management techniques to manage a variety of stressors (i.e., school, personal life, relationships) and create a long-term plan for stress management. [HPE; SE]

Apply strategies, including developing protective factors and personal assets, to support positive mental and emotional well-being. [HPE; SE]

Assess health practices and overall health status across multiple dimensions of wellness (e.g., physical, emotional, financial, cultural, sexual, intellectual, occupational, spiritual, environmental, social). [HPE]

Set a goal, create a plan, monitor progress, and celebrate success for plans that maximize efficiency and minimize stress. [HPE; SE]

Apply strategies that support a growth mindset including in challenging settings. [HPE; SE]

Set personal short- and long-term mental and emotional health-related goals and create and execute a plan for monitoring progress. [HPE; SE]

Nutrition and Balanced Eating

Compare and contrast various dietary guidelines and practices from different sources, locations, and cultures (e.g., USDA Guidelines, Harvard Healthy Eating Plate, Mediterranean Diet, food guidelines from different countries and cultures). [HE]

Analyze the physical, mental, social, economic, and academic benefits or consequences of various dietary habits or behaviors. [HPE]

Describe common safe food storage and preparation practices. [HE]

Demonstrate how to comparison shop for foods, including comparing nutrient density, unit pricing, food packaging, and prices of foods in various forms. [HE]

Assess personal nutrition-related practices using dietary guidelines of their choice. [HE]

Compare and contrast various factors (e.g., culture, media, peers, portion sizes) that influence nutrition-related beliefs and behaviors and analyze the ways that these factors are impacting personal beliefs and behaviors. [HE]

Develop short- and long-term nutrition goals that build on strengths and address areas for improvement. [HPE]

Analyze barriers (e.g., finances, food availability and access, social norms, media) to succeeding with a personal nutrition-related goal and identify supports to help overcome those barriers. [HPE]

Implement a plan to achieve a nutrition-related goal, monitor progress, and adjust as needed. [HPE]

Physical Activity and Fitness

Assess personal strengths and interests and how they influence engagement in physical activity. [HPE; SE]

Apply movement concepts and principles (e.g., force, motion, rotation) to analyze and improve the performance of self and/or others in a selected skill or lifetime physical activities (e.g., yoga, aquatics, biking, rock climbing, dancing, canoeing, weight training, golf, tennis). [PE]

Select and participate in physical activities that meet a variety of personal needs (personal goals, strengths, interests, enjoyment, social interaction or self-expression). [PE]

Utilize safety practices when exercising in a variety of weather conditions. [PE]

Discuss the benefits of a physically active lifestyle across multiple dimensions of health and across a person’s lifespan. [HPE]

Employ effective self-management skills to analyze and overcome personal barriers and appropriately modify physical activity patterns to maintain or enhance health. [PE; SE]

Evaluate risks and safety factors that might affect physical activity choices and preferences throughout a person’s lifespan. [PE]

Investigate relationships among different types of physical skills and activities with personal interest, social interaction, and self-expression and enjoyment and impacts on fitness, nutrition, and multiple dimensions of health. [HPE]

Apply various methods for monitoring and adjusting workout intensity in order to meet goals and heart-rate targets (e.g., calculating heart rate by taking their pulse or wearable monitors, determine intensity using rate of perceived exertion [RPE] scale). [PE]

Determine a variety of physical activities that can be implemented independently or with minimal support for the purposes of personal enjoyment or challenge, or to maintain or improve fitness. [PE]

Create a goal and plan for participating in physical activity to maintain or improve health and monitor progress. [PE]

Set a goal and create a practice plan to improve performance for a self-selected skill. [PE]

Physical Health and Hygiene

Develop a plan and implement strategies based on an identified need or want to attain a goal that improves physical health. [HPE]

Create a plan that develops agency related to individual ownership of one’s health and health care (e.g., locating a health care provider, scheduling appointments, taking medication properly, seeking support for medical issues). [HPE]

Demonstrate strategies to self-advocate in healthcare settings (e.g., getting questions answered, seeking clarity of medical instructions, seeking a prescription refill). [HE]

Examine and describe signs, causes and symptoms of menstruation- related health conditions (e.g., endometriosis, fibroids, premenstrual syndrome and polycystic ovary syndrome) and explain strategies to manage and reduce discomfort. [HE]

Describe external factors (such as social determinants of health) that can affect health and one’s agency in addressing health. [HPE]

Personal Safety

Explain human trafficking and sexual exploitation and identify recruitment tactics used to exploit vulnerabilities and recruit youth. [HE]

Demonstrate strategies, including risk reduction strategies, that can help avoid or address situations related to sexual exploitation in physical and digital settings. [HE]

Evaluate ways and demonstrate strategies to reduce risk and stay safe, follow laws, and act respectfully in physical and digital settings. [HE]

Evaluate personal responsibility in and the consequences related to pressuring someone for sexually explicit pictures, sending sexually explicit pictures or messages by email or cell phone, or posting sexually explicit pictures on social media sites (e.g., chat groups, email, texting, websites, phone and tablet applications). [HE]

Demonstrate strategies for asking for assistance or providing support for self and peers when faced with unsafe situations. [HPE; SE]

Demonstrate proficiency in Cardiopulmonary Resuscitation (CPR) and the use of Automated External Defibrillators (AEDs). [HPE]

Healthy Relationships

Explain why it is harmful to disrespect others who have differing views and beliefs and demonstrate positive ways to express understanding of differing perspectives. [HPE; SE]

Use assertive communication techniques, including refusals, in a variety of settings and with a variety of audiences to meet personal needs and maintain or enhance overall health. [HPE; SE]

Summarize the importance of talking with parents, guardians, caregivers, and other trusted adults about issues related to relationships, growth and development, and sexual health. [HPE; SE]

Use effective strategies (e.g., boundary setting, maintaining personal boundaries, respecting others’ boundaries, I-statements, stating your needs, recognizing warning signs) to avoid negative relationships and improve or maintain positive relationships. [HPE; SE]

Summarize benefits (e.g., mutual respect, deeper connections, inclusion) of respecting individual differences in aspects of sexuality (e.g., sexual activity, sexual abstinence, sexual orientation), gender (e.g., gender expression, gender identity), growth and development, and physical appearance. [HPE; SE]

Reflect on the role individual behaviors and external factors have in a conflict and discuss how individual behaviors and external factors may inform the ability to resolve conflict in the future. [HPE; SE]

Demonstrate effective ways to communicate with trusted adults about bullying, harassment, abuse, assault, discrimination, or exploitation. [HPE; SE]

Appropriately resolve interpersonal conflicts in a variety of settings (e.g., school, family, work, community, and personal relationships). [HPE; SE]

Demonstrate empathy (e.g., active listening, withholding judgement, compassion) toward others. [HPE; SE]

Demonstrate communication skills that account for the perspective of others while allowing for active and effective social engagement. [HPE; SE]

Evaluate verbal, physical, and non-verbal social, cultural, and environmental cues to predict and respond to the emotions and communication style of others. [HPE; SE]

Mental and Emotional Health

Describe both positive (e.g., developmental assets, protective factors, resilience, supportive adult relationships) and negative factors (e.g., trauma, adversity, adverse childhood experiences) that can impact mental and emotional health and well-being. [HE; SE]

Demonstrate strength-based strategies for implementing aspects of cultural humility, embracing differences, accepting others, and acknowledging others’ perspectives. [HPE; SE]

Demonstrate the ability to communicate about mental health in culturally responsive ways that reduce stigma. [HE; SE]

Communicate non-judgmentally when there is a concern about one’s own or someone else’s mental well-being or where someone is considering harming or killing themselves. [HE; SE]

Discuss the benefits of trauma-informed approaches to relationships. [HE; SE]

Demonstrate strategies for expressing understanding towards those who hold different beliefs. [HPE; SE]

Evaluate how society and cultural norms, morals, and values affect personal interactions. [HPE; SE]

Evaluate the influence of peers, media, family, society, community, and culture on body image and the impact body image has on health. [HPE; SE]

Evaluate personal engagement in social situations at home, school, and in the community and create a plan for personal growth in social engagement. [HPE; SE]

Analyze power imbalances in relationships and demonstrate strategies that communicate your value, your right to say no, and hold others accountable for their actions. [HE; SE]

Apply appropriate boundary setting strategies (e.g., acknowledge feelings, communicate the boundary, target alternative) within authentic contexts. [HPE; SE]

Demonstrate a variety of culturally responsive strategies for collaborating with peers, adults, and others in the community. [HPE; SE]

Physical Activity and Fitness

Apply best practices for participating safely in physical activity (e.g., injury prevention, spacing, hydration, use of equipment, implementation of rules, sun protection). [PE]

Implement and provide feedback to improve performance without prompting from teacher. [PE; SE]

Exhibit proper etiquette, respect for others, and teamwork while engaging in physical activity. [PE; SE]

Analyze sources of conflict within teams and groups and articulate strategies to address conflict and minimize the opportunity for conflict to arise. [PE; SE]

Acknowledge the difference between foul play and fair play in a competition setting (e.g., intentional fouls, performance-enhancing substances, gambling, current events in sport). [PE]

Assume a leadership role (e.g., task or group leader) in a sports or physical activity setting. [PE]

Respect others’ ideas, cultural norms, and abilities during cooperative and collaborative movement or team projects that contribute to positive social interaction in movement. [PE; SE]

Evaluate the opportunity for social interaction and social support in a variety of physical activities in and out of school. [HPE; SE]

Contribute to the creation of inclusive physical activity environments by respecting and considering others’ ideas, emotions, perspectives, cultural backgrounds, and physical abilities while participating in group or collaborative physical activities. [PE; SE]

Use communication skills (including encouraging and supporting others) that promote team and group cooperation. [PE; SE]

Physical Activity and Fitness

Demonstrate activity-specific movement skills in a variety of lifetime recreational physical activities and health-related fitness activities (e.g., strength, cardiovascular, functional). [PE]

Demonstrate one or more forms of dance (e.g., social, cultural, contemporary, creative). [PE]

Demonstrate movement sequences based on the movement framework (body, space, effort, time, and relationships). [PE]

Demonstrate appropriate techniques to support flexibility, cardiovascular health, muscular strength and endurance, and skill-related fitness training [PE].

Analyze performance and select appropriate modifications to movement concepts and biomechanical principles (e.g., force, motion, rotation) that improve performance of self or others in a selected skill and during game play. [PE]

Design strategies and tactics to elicit a higher level of performance during a variety of sports, athletic, or physical activities. [PE]

Apply the terminology associated with exercise and participation in a variety of lifetime recreational physical activities. [PE]

Public, Community and Environmental Health

Explore the impact of social determinants of health (e.g., education, social environment, socioeconomic conditions, public safety) on individuals at different levels (e.g., interpersonal, intrapersonal, community, policy). [HPE]

Evaluate the influence of social context/environment, not solely personal choices, on an individual’s health. [HPE]

Identify contributing causes (e.g., public policy, industrial growth, racism, power, inequity/inequality) that can influence public, community, or environmental health and analyze strategies to address these causes in ways that may improve health outcomes. [HPE; SE]

Analyze the behavioral (e.g., sedentary lifestyle, smoking, dietary habits) and environmental factors (e.g., policies, access and availability, built environment) that contribute to major chronic diseases (e.g., diabetes, heart disease, lung cancer). [HPE]

Identify and evaluate global influences (e.g., pollution, climate change, warfare, global policies) on personal and community health. [HE]

Analyze the relationship between the health of various groups in a community and its impact on overall community health. [HPE; SE]

Analyze behaviors, policies and practices in the school community that promote dignity and respect and reduce stigma for all individuals. [HPE; SE]

Physical Activity and Fitness

Analyze the role of technology and social media tools in supporting a healthy, active lifestyle. [HPE]

Analyze the impact of a variety of factors (e.g., culture, life choices, economics, motivation and accessibility) on people’s participation in physical activity. [HPE]

Recognize personal assets and demonstrate strategies that support growth mindset related to personal abilities to succeed, grow, and persist through physical activity challenges. [HPE; SE]

Identify and discuss the historical and cultural roles of games, sports, and dance in a society. [PE]

Physical Health and Hygiene

Analyze how different cultural backgrounds, perceptions of norms, and social influences encourage or discourage health-promoting and risky behaviors. [HPE; SE]

Analyze how health risk behaviors (e.g., lack of physical activity, lack of sleep, poor nutrition, texting and driving) and protective factors (e.g., school connectedness, meaningful relationships, access to health care, regular physical activity) can influence overall health and how environmental factors can impact those behaviors. [HPE]

Sexual Health

Analyze a variety of internal and external influences (e.g., peers, media, family, society, community, culture) on a person’s attitudes, beliefs, and expectations about sexual behavior and identity. [HE]

Determine the role of personal views about gender, sexual identity, and sexual health on choices and behaviors. [HE]

Discuss the role of personal and collective beliefs and values in creating a culture free of bullying, sexual harassment, sexual abuse, sexual assault, exploitation, incest, rape, domestic violence, dating violence, and gender-based violence. [HE; SE]

Healthy Relationships

Demonstrate how to access valid information and resources to help maintain positive relationships and get help if in negative or unhealthy relationships. [HE; SE]

Demonstrate how to access valid information and resources to help or support someone else (e.g., who is being bullied or harassed or is a survivor of sexual abuse, incest, rape, sexual harassment, sexual assault, domestic violence, dating violence, gender-based violence). [HPE; SE]

Mental and Emotional Health

Discuss a variety of supports available at home, school, and community for maintaining or enhancing mental and emotional health. [HE; SE]

Evaluate the validity of and use resources from home, school, and community that provide valid health information on enhancing mental and emotional well-being, including effective coping strategies for loss and grief. [HPE; SE]

Use valid and reliable resources to find information on risk factors for, and signs and symptoms of, mental health issues and conditions and access appropriate support for self or others. [HE; SE]

Recognize the signs of behavioral addictions (e.g., gambling, overuse of social media) and demonstrate strategies for seeking help for self or others. [HE]

Use valid and reliable resources to find information on risk factors for, and signs and symptoms of suicide ideation or non-suicidal self-injury. [HE; SE]

Physical Activity and Fitness

Develop a physical fitness and/or health plan using community resources (e.g., facilities, programs) to maintain or improve one’s fitness goals. [HPE]

Evaluate the validity of claims made by commercial products and programs intended to promote or improve fitness and a healthy, active lifestyle. [HPE]

Evaluate available resources, supports, and participation requirements of community-sponsored activities related to physical activity and fitness. [HPE]

Substance Use and Misuse

Evaluate the validity of information, products and services that are intended to help a person make health-promoting choices when making decisions related to legal drug use (e.g., prescription drugs prescribed to you, over-the-counter drugs, and [at a certain age] nicotine, electronic vapor products, alcohol and marijuana). [HE]

Use valid and reliable information to analyze the relationship of using legal and illegal (regarding legal age of use and type) drugs to causes of death (including overdose) and disease (including addiction) in the United States. [HE]

Recognize the signs of substance misuse, substance use crisis, and addiction (including addictive behaviors such as gambling, overeating, and overuse of social media) and demonstrate strategies for seeking help for self or others. [HE]

Identify laws that protect a person who calls for professional help during a substance use crisis (e.g., Good Samaritan Laws) [HE]

Access valid and reliable resources to determine laws regarding the purchasing, distributing, and selling of drugs (e.g., dispensaries, on the street, store, legal vs. illegal, travel across state lines). [HE]

Determine when professional services may be required related to legal (e.g., prescription drugs prescribed to you, over-the-counter drugs, and [at a certain age] nicotine, electronic vapor products, alcohol and marijuana) and illegal drugs (e.g., prescription drugs not prescribed to you, cocaine) and locate valid and reliable resources and services in the community that can help. [HE]

Public, Community and Environmental Health

Identify cost-effective ways to minimize environmental pollutants (e.g., chemicals, trash, noise) in the home and in the community. [HE]

Analyze programs, policies, and strategies to reduce and eliminate health inequities and disparities. [HPE; SE]

Examine health outcome data and evaluate policies or initiatives that address a public health concern within the community. [HPE]

Participate in projects to help make positive change in a community (e.g., volunteering, service learning, service project). [HPE; SE]

Evaluate the ways communities are, and are not, supporting menstrual health. [HE]

Demonstrate proper and effective technique as it relates to CPR and AED use. [HPE]

Sexual Health

Discuss how to foster empathy, inclusiveness, and respect around issues related to sexuality (such as sexual activity, sexual abstinence, sexual orientation), gender expression, and gender identity. [HPE; SE]

Identify and support school and community policies and programs that promote safety, dignity, and respect for all sexual orientations and people of all gender identities and gender expressions. [HPE; SE]

Social Factors

School and Community Efforts

Public Health

Social Factors

School and Community Efforts

Public Health

Social Factors

School and Community Efforts

Community and Public Health

Improvement

Interdependence

Improvement

Interdependence

Ecological Health

Resource Management Practices

Health Care

Resource Management Practices

Health Care

Resource Management Practices

Health Care

Consumer Health and Resource Management

Identify and describe health careers

Interpret the symbols and information provided on labels for health care products and food products

Identify advertising techniques

Identify resources used by individuals to manage their daily lives (such as time and money)

Name and weigh criteria for selecting a consumer product and evaluate the product's safety and health aspects

Describe how allowing time for healthy activities (such as exercise, preparing nutritious meals, getting adequate sleep) can improve health

Evaluate both the physical effectiveness and cost effectiveness of health care products

Identify ways consumer decisions and actions can influence physical and mental health

Describe the decision-making process when planning a budget to save money for a special purpose

Identify ways that family and friends can positively or negatively influence consumer choices

Explain when and how to use self-care or professional health care services

Identify information needed to select and maintain relationships with health care providers to meet the needs of individuals and family members

Describe the various methods for gaining access to health care and health insurance

Apply planning and management skills to organize tasks and responsibilities

Explain criteria for making consumer decisions about various kinds of products

Review the positive and negative influences of the media that impact on health

Describe the individual's responsibility to be a wise and informed consumer, including how to plan a budget that includes a spending and savings plan

Analyze decisions about making specific purchases and maintaining those products or services

Identify procedures for making consumer complaints, such as determining if/when a complaint is warranted, gathering relevant information, and identifying the appropriate agencies to contact

Explain the contribution of business, industry, and technology to the improvement of consumer products and choices

Describe types of natural resources and their connection with health

Describe how business, industry, and individuals can work cooperatively to solve ecological health problems, such as conserving natural resources and decreasing pollution

Describe methods and benchmarks for evaluating the state of the environment

Identify individual and community responsibility in ecological health

Evaluate solutions generated by science, technology/engineering, and individuals regarding ecological health problems (such as energy use, water use, waste disposal, and food shortage)

List the jobs carried out by people at school and in the community that support health and success in school

Identify ways the physical environment is related to individual and community health

List practices and products that make living safer

Identify how individuals can be knowledgeable and active in the school and community to promote health

Identify the origins and accuracy of facts in social messages that promote healthy and unhealthy behaviors

Describe how local public health departments have developed and implemented policies to keep communities safe

Analyze the effects of diseases on the community and society

Evaluate the availability and quality of services for community health

Explain how service in community health can improve the physical health of community members

Identify prevalent health concerns and health promotion initiatives in the United States and compare with other parts of the world

Wellness

Development

Wellness

Development

Wellness

Development

Reproduction/Sexuality

Social Influences

Safe and Adequate Food Supply

Improving Nutrition

Social Influences

Safe and Adequate Food Supply

Improving Nutrition

Social Influences

Safe and Adequate Food Supply

Improving Nutrition

Nutrition

Personal and Social Competency

Fitness

Motor Skill Development

Personal and Social Competency

Fitness

Motor Skill Development

Personal and Social Competency

Fitness

Motor Skill Development

Physical Activity and Fitness

Life Cycles

Body Systems

Life Cycle

Body Systems

Growth and Development

Name the external and internal parts of the body and the bodysystems (nervous, muscular, skeletal, circulatory, respiratory, digestive, endocrine, and excretory systems)

Identify behaviors and environmental factors that influence functioning of body systems

Identify appropriate accommodations and aids for people with physical disabilities

Distinguish the characteristics of living and non-living organisms

List the stages in the basic growth process of living organisms (fertilization, growth, reproduction, and death)

Identify the stages of the human life cycle (from prenatal through late adulthood)

Explain the function of the human body systems and how body systems work together

Describe the influence of health habits on growth and development

Apply skills that increase immediate peak functioning of body systems (vigorous exercise, eating nutritious foods, adequate rest)

Define genes and the concept of heredity

Describe the impact of behavior and environment on failure of body systems (nervous, muscular, skeletal, circulatory, respiratory, endocrine, and excretory systems)

Describe the growth patterns and body changes within human beings throughout the life cycle (from prenatal through late adulthood), including critical periods in growth and development

Describe how both heredity (including congenital factors) and the environment influence growth and development

Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and improve physical performance

Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and non-locomotor (twisting, balancing, extending) skills as individuals and in teams

Perform rhythm routines, including dancing, to demonstrate fundamental movement skills

Identify physical and psychological changes that result from participation in a variety of physical activities

Explain the benefits of physical fitness to good health and increased active lifestyle

Identify the major behaviors that contribute to wellness (exercise, nutrition, hygiene, rest, and recreation, refraining from using tobacco, alcohol, and other substances)

Demonstrate responsible personal and social conduct used in physical activity settings

Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others

Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing an opponent from challenging, and accurate striking proficiency

Perform a rhythm routine that combines traveling, rolling, balancing, and weight transfer into smooth flowing sequences with intentional changes in direction, speed, and flow

Apply basic principles of training and appropriate guidelines of exercise to improve immediate and long-term physical fitness

Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension

Explain the personal benefits of making positive health decisions and monitor progress towards personal wellness

Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance

Demonstrate strategies for inclusion of all students in physical activity settings related to strength and speed

Describe the purpose and benefits of sports, games, and dance in modern society

Demonstrate developmentally appropriate competence (basic skills, strategies, and rules) in many and proficiency in a few movement forms and motor skills (team sports, aquatics, individual/dual sports, outdoor pursuits, self-defense, dance, and gymnastics)

Demonstrate activities for warming up and cooling down before and after aerobic exercise

Apply concepts about sequential motor learning and development, biomechanics, exercise physiology, and sports psychology

Demonstrate exercises in strength training, cardiovascular activities, and flexibility training

Identify the components of physical fitness and the factors involved in planning and evaluating fitness programs for individuals at different stages of the life cycle

Conduct a personally developed physical activity program

Meet developmentally appropriate health-related fitness benchmarks

Identify life-management skills and protective factors that contribute to achieving personal wellness health goals, including researching, evaluating, and implementing strategies to manage personal wellness, monitor progress, and revise plans

Understand how activity participation patterns are likely to change throughout life and identify strategies to deal with those changes, including a plan for life-long wellness

Apply safe practices, rules, procedures, and sportsmanship etiquette in physical activity settings, including how to anticipate potentially dangerous consequences and outcomes of participation in physical activity

Define the functions of leadership in team sports (increasing motivation, efficiency, and satisfaction)

Identify the key nutrients in food that support healthy body systems (skeletal, circulatory) and recognize that the amount of food needed changes as the body grows

Use the USDA Food Guide Pyramid and its three major concepts of balance, variety, and moderation to plan healthy meals and snacks

Recognize hunger and satiety cues and how to make food decisions based upon these cues

Identify heredity, diet, and physical activity as key factors in body shape and size

Identify the connection between food served in the home with regional food production

Describe personal hygiene and safety measures used in preparing foods

Describe how food choices are influenced by availability, individual and family preferences, media, and background, and identify healthy foods within various social groups

List the functions of key nutrients and describe how the United States Dietary Guidelines relate to health and the prevention of chronic disease throughout the life span

Describe a healthy diet and adequate physical activity during the adolescent growth spurt

Describe the components of a nutrition label and how to use the information from labels to make informed decisions regarding food

Analyze dietary intake and eating patterns

Explain factors associated with a safe food supply (food handling, production, food storage, and preparation techniques)

Identify the behaviors and avenues of support for young people with disordered eating behaviors or eating disorders

Describe how food choices are influenced by availability, individual and family preferences, media, and background, and identify healthy foods within various social groups

Explain the relationships among dietary intake (including nutritional supplements), eating behaviors, physical activity, and emotional health

Describe the nutritional needs and outcomes associated with life stages (prenatal through late adulthood)

Identify the effects of food preparation techniques on the nutritional value of the food

Identify common food-borne illnesses

Identify and practice resource management skills needed to maintain and improve nutritional health

Identify and analyze dietary plans, costs, and long-term outcomes of weight management programs

Identify how social and cultural messages about food and eating influence nutrition choices

Identify the components, functions, and processes of the reproductive system

Identify the physical changes as related to the reproductive system during puberty

Define sexual orientation using the correct terminology (such as heterosexual, and gay and lesbian)

Recognize that diet, exercise, rest, and avoidance of risk behaviors such as smoking, drinking, and other substance use contribute to the health of a mother and fetus

Recognize the emotional and physical changes as related to the reproductive system during puberty

Explain the benefits of abstinence, postponing sexual behavior, and setting limits on sexual behavior

Describe short- and long-term consequences of sexuality-related risk behaviors and identify barriers and supports for making health-enhancing decisions

Describe behaviors and methods for pregnancy prevention, including abstinence

Define the types of sexually transmitted infections (STIs), including HIV/AIDS, and how they are prevented

Identify sexual discrimination and harassment

Identify the stages of the male and female reproductive systems over the life cycle

List the signs of pregnancy

Describe the effectiveness and consequences of various pregnancy, HIV, and STI prevention methods, including abstinence

Identify possible determinants of sexual orientation and analyze the weight of each in light of available research

Explain the importance of examination of both genders for HIV and STIs before conception and the risks and precautions of delivery when HIV and STIs are present

Describe proper prenatal care and identify types of birth defects

Explain the importance of communication and setting limits in a sexual relationship

Identify and distinguish among types and degrees of sexual risk (pregnancy, sexual assault, STIs, including HIV/AIDS)

Evaluate the impact of HIV/AIDS on the community, medical resources, and family

Identify resources available for treatment of reproductive health problems

Alternatives

Contributing Factors

Awareness

Alternatives

Contributing Factors

Awareness

Alternatives

Contributing Factors

Awareness

Violence Prevention

Healthy Decisions

Effects on the Body

Healthy Decisions

Effects on the Body

Healthy Decisions

Effects on the Body

Tobacco, Alcohol, and Substance Use/Abuse Prevention

Emergency Intervention

Self Protection

Hazard Prevention

Emergency Intervention

Self Protection

Emergency Intervention

Self Protection

Hazard Prevention

Safety and Injury Prevention

Health Maintenance

Signs, Causes, and Treatment

Prevention

Health Maintenance

Signs, Causes, and Treatment

Prevention

Health Maintenance

Signs, Causes, and Treatment

Prevention

Disease Prevention and Control

Describe how the body fights germs and disease naturally and with medicines and immunization

Identify the common symptoms of illness and recognize that being responsible for individual health means alerting caretakers to any symptoms of illness

Apply skills to prevent and control the spread of disease, including those that help promote cleanliness (such as correct handwashing, regular bathing, and washing clothes)

Identify tooth functions and causes of tooth health and decay, and apply proper dental health skills (such as choosing healthy tooth snacks, brushing, flossing)

Identify ways individuals can reduce risk factors related to communicable and chronic diseases

Describe the importance of early detection in preventing the progression of disease

Explain the need to follow prescribed health care procedures given by parents and health care providers

Describe how to demonstrate safe care and concern toward ill and disabled persons in the family, school, and community

Discuss how cleanliness and good grooming show consideration for self and others, and ways to promote cleanliness

Describe the relationship between overexposure to the sun and skin cancer

List the factors contributing to tooth decay, diseases of the mouth, and preventive measures

Describe the influence that rest has on physical functioning (recovering from fatigue, restoring energy), personal requirements for sleep, and methods for getting adequate sleep

Explain how the immune system functions to prevent and combat disease

Identify positive health behaviors that reduce the risk of disease

Learn how to use effective physical self-examination procedures and at what age they become necessary

Demonstrate how to discuss procedures and test results with health care providers

Describe the leading causes of death for different age groups, symptoms of common diseases among youth, the importance of early diagnosis, and the need for active involvement in the treatment and management of disease and chronic health problems

Analyze the interaction between genetics and disease

Explain the prevention and control of common communicable infestations, diseases, and infections

List rules for fire safety, weapons safety, bus safety, and seatbelt use where applicable, such as at home, school, community, and play, and explain why the rules are important

Name persons and community helpers (such as police officers, fire fighters, and emergency medical personnel) who can be contacted to help with health, safety, and injury prevention and describe the appropriate procedures for contacting healthcare personnel in an emergency

Describe personal responsibility for reducing hazards and avoiding accidents

Distinguish among safe, unsafe, and inappropriate touch

Demonstrate the use of assertive behavior, refusal skills, and actions intended for personal safety

Follow universal precautions for all first aid involving any blood and other body fluids

Apply appropriate first aid for cuts and bruises, including observing universal precautions

Describe actions and behaviors to protect oneself when alone at home or in the community or caring for small children (such as first aid and rescue breathing)

List safety rules for recreational activities, including use of helmets, pads, and the proper use of equipment

Recognize sexual abuse and child abuse and how to get help

Distinguish among symptoms of bleeding, choking, shock, poisoning, burns, broken bones, and cardiac arrest

Apply appropriate first aid for bleeding, choking, and burns

Explain the connection between accidents and injuries, including the importance of using seatbelts

Describe the precautions necessary for safety during violent weather conditions and natural disasters

Define harassment based on gender, race, national origin, sexual orientation, religion, or handicap

Define date and acquaintance rape, and describe both how to protect oneself in these situations and how to seek help

Evaluate home safety conditions, including the presence and proper use of smoke detectors and fire extinguishers

Describe practices related to safety conditions in the workplace (such as the use of eye protection, gloves, and hard hats)

Demonstrate appropriate first aid for stings, bites, broken bones, bleeding, choking, shock, poisoning, burns, and cardiac arrest (cardiopulmonary resuscitation - CPR)

Describe symptoms and procedures for sudden illness conditions

Identify and distinguish between substances that are safe and unsafe to be taken by mouth

Describe the purpose of medicines (prescription and over-the-counter) and how they can be used or misused in the treatment of common medical problems

Describe how tobacco and prolonged exposure to cigarette smoke affects the body

Identify whom to seek help from for a possible poisoning or overdose

Describe addictions to alcohol, tobacco, and other drugs, and methods for intervention, treatment, and cessation

List the potential outcomes of prevalent early and late adolescent risk behaviors related to tobacco, alcohol, and other drugs, including the general pattern and continuum of risk behaviors involving substances that young people might follow

Identify internal factors (such as character) and external factors (such as family, peers, community, faith-based affiliation, and media) that influence the decision of young people to use or not to use drugs

Demonstrate ways of refusing and of sharing preventive health information about tobacco, alcohol, and other drugs with peers

Describe the relationship between multi-drug use and the increased negative effects on the body, including the stages of addiction, and overdose

Describe the harmful effects of tobacco, alcohol, and other substances on pregnant women and their unborn children

Explain the consequences of driving under the influence of alcohol and other drugs, including the effects on passengers when the driver is impaired

Explain the physical, financial, social, and psychological cost of addiction

Demonstrate the ability to make informed decisions regarding the use of tobacco, alcohol, and other drugs

Describe the influence of drug abuse on family members

Apply promotion skills to encourage healthy behaviors (such as identifying and evaluating initiatives and opportunities for promotion, collecting and disseminating information, and modeling)

Describe some of the ways that young children can be intentionally helpful and intentionally hurtful to one another

Identify factors (such as internal character and personality attributes and forces external to individuals, such as the media or society) related to both violent and nonviolent attitudes

Differentiate between one's personal rights and those of others and use communication and problem-solving to set personal boundries, resolve conflicts, and develop positive relationships

Identify helping resources regarding violence in the school and community, such as counselors, neighbors, law enforcement, and members of faith-based groups

Identify reasons why some people choose to join gangs and understand how gangs undermine community and lead to violence

Identify the social and emotional consequences of harassment (for example, gender, racial, handicap, sexual in nature, etc.)

Define intolerance and explain how it can contribute to violence

Describe the power of the individual in reducing violence and identify situations where individuals can become active about violence prevention

Demonstrate effective communication, negotiation, and conflict resolution for resolving potentially violent conflicts

Explain the signs of abuse in relationships, including emotional abuse and physical assault, and identify the available resources in schools and the local community, such as counselors, law enforcement, and faith-based groups

Identify shared community and societal beliefs that underlie violence

Describe the relationship between negative stress and violence

Identify the mental health and legal consequences of harassment (for example, gender, racial, handicap, sexual in nature, etc.)

Describe the relationships among attitudes, behaviors, and vulnerability to violence

Explain why some people admire others who gain social status through violence and how this can contribute to further violence

Identify those character traits that are connected with peaceful living in society, such as respectfulness, tolerance, honesty, self-discipline, kindness, and empathy

Describe the responsibility of the family in teaching children non-violent attitudes and conduct

Demonstrate skills for refusal, negotiation, and collaboration to avoid potentially harmful situations in personal, work, and community relationships

Identify the health consequences of domestic violence, child abuse, rape, and other forms of violence and discuss strategies to deal with as well as prevent them

Romantic Relationships

Peer Relationships

Communication

Romantic Relationships

Peer Relationships

Communication

Peer Relationships

Communication

Interpersonal Relationships

Parenting

Supports

Functions and Purpose

Parenting

Supports

Functions and Purpose

Parenting

Supports

Functions and Purpose

Family Life

Decision Making

Identity

Feelings and Emotions

Decision Making

Identity

Feelings and Emotions

Decision Making

Identity

Feelings and Emotions

Mental Health

Identify the various feelings that most people experience and describe the physical and emotional reactions of the body to intense positive and negative feelings

Apply methods to accommodate a variety of feelings in a constructive manner in order to promote well being

Define character traits such as honesty, trustworthiness, self-discipline, respectfulness, and kindness and describe their contribution to identity, self-concept, decision-making, and interpersonal relationships

Describe the effects of leadership skills on the promotion of teamwork

Explain and practice a model for decision-making that includes gathering information, predicting outcomes, listing advantages and disadvantages, identifying moral implications, and evaluating decisions

Explain how coping skills (such as perceiving situations as opportunities, taking action/exerting control where possible) positively influence self-concept

Identify and describe the experience of different feelings (such as elation, joy, grief, and rage) and how feelings affect daily functioning

Identify the causes and effects of depression and how to seek help

Describe the relationships among physical appearance, changes in the body, and self-concept and esteem

Describe the contribution of a personal support system to good mental health

Analyze healthy ways to express emotions and to cope with feelings, including the common causes of stress, its effects on the body, and managing stress

Identify the factors that help people deal with grief

Analyze research on health behaviors and brain chemistry and emotional functioning

Describe theories of personality development, including identity formation, and differentiate among the concepts of ideal self, public self, and private self

Describe the influence of gender on identity and self-concept

Describe the signs of destructive behavior, and identify intervention strategies and kinds of professional intervention

Identify common mental health disorders (for example, anxiety, schizophrenic, and mood, including depression and bipolar) and treatments (for example, psychological, biomedical)

Identify ways in which decision-making is influenced by sound character, family, and personal beliefs

Explain positive techniques for handling difficult decisions

Describe different types of families, addressing membership and social influences, and the functions of family members

Describe factors, such as character traits of individuals and life events, that can strengthen families

Identify whom to talk with about family problems and successes

Identify what parents do to provide a safe, healthy environment for their children

Describe how the functions, purposes, and responsibilities of family members change with life events

Explain the family life cycle and recognize that raising a child is one of the most important functions of a family

Describe those one can trust or turn to for help when needed, such as a support system that can include relatives, friends, neighbors, community organizations, and faith-based groups

Describe ways in which relationships among parents and children change during adolescence, and compare peer and parental influences

Explain the functions, purposes, and social significance of family from various historical periods, including modern times

Identify the traits of a healthy family (such as responsibility, communication, trust, loyalty, respect, commitment, love, affirmation, and self-reliance) and explain the interdependence and independence of family members

Identify steps for getting support or help, including identifying resources for families whose members have special health needs

Identify the child-rearing skills (including emotional maturity to nurture children and knowledge of child development stages) and the financial resources needed for parenting

Evaluate various types of discipline parents might use with children of different ages

Describe the consequences of teen parenting from the perspectives of the teen mother, teen father, and the parents of the teens

Identify desirable character traits (such as love, respectfulness, generosity, kindness, and forgiveness) and describe the development of good character, including the role of parents and family in the moral development of children

Describe considerations relevant to becoming a parent (including the various ways of becoming a parent such as foster parenting, adoption, and stepparenting)

Describe parental practices that encourage literacy in young children

Explain why communication is essential in human relationships and identify people from whom children can learn how to communicate, such as family members, friends, community members, and members of faith-based groups

Apply both verbal and non-verbal communication skills to develop positive relationships and improve the social environment of the school

Describe the concept of friendship and contrast qualities that strengthen or weaken a friendship, including the importance of sound character in interacting with others

Describe the concepts of prejudice and discrimination

Apply attentive listening, feedback, and assertiveness skills to enhance positive interpersonal communication

Explain how peer pressure influences choices and apply strategies for managing negative peer pressure and encouraging positive peer pressure

Recognize the positive contributions of character traits (such as tolerance, honesty, self-discipline, respectfulness, and kindness) to relationships, the benefit to relationships which include understanding and respecting individual differences, and the detrimental effect of prejudice (such as prejudice on the basis of race, gender, sexual orientation, class, or religion) on individual relationships and society as a whole

Describe the purpose of dating and acceptable dating attitudes (such as respect) and appropriate conduct

Explain the benefits of abstinence, postponing sexual behavior, and setting limits on sexual behavior

Identify techniques for handling anger and resolving conflicts in the family, friendships, and the workplace, including seeking help from professional and community organizations and faith-based groups

Contrast the emotional impact on long-term relationships of positive communication (such as active listening, praise, and humor) with negative communication (such as teasing, name calling, bullying)

Describe the influence of the larger social group on individual conduct (such as giving comfort, solving problems, and controlling deviant behavior through enforcing laws and the development of good character in the members of society)

Explain the importance of communication in setting limits in a sexual relationship

Explain the purpose of friendship in different stages of the life cycle and describe how friends can support one another in making healthy decisions

Recognize and identify the concept of friendship without romantic involvement and how friendship may develop into romantic relationships

Explain the importance of responsibility and character traits such as love, respectfulness, generosity, kindness, and forgiveness, in committed relationships

Describe commitment in casual and serious relationships