Skills for Health Education
B. Middle School
§115.21. Skills
for Health Education, Middle School.
The provisions of this written curriculum shall be implemented
beginning September 1, 1997.
§115.22. Health
Education, Grade 6.
(a) Introduction.
(1) In health education, students acquire the health
information and skills necessary to become healthy
adults and learn about behaviors in which they
should and should not participate. To achieve that
goal, students will understand the following:
students should first seek guidance in the area of
health from their parents; personal behaviors can
increase or reduce health risks throughout the
lifespan; health is influenced by a variety of
factors; students can recognize and utilize health
information and products; and
personal/interpersonal skills are needed to
promote individual, family, and community health.
(2) In middle school, students learn about health
behaviors that will safeguard their health as well
as information related to understanding puberty
and the reproductive process. Students are taught
about factors in their environment that impact,
not only their health and the health of their
families, but the health of their communities as
well. Middle school students learn to refine their
critical-thinking skills to avoid unsafe
situations, analyze health information and
products, and maintain healthy relationships.
Students begin to investigate health in the
broader context of community.
(b) Knowledge and skills.
(6.1)Health information. The student comprehends ways
to enhance and maintain personal health throughout
the life span. The student is expected to:
(A) analyze healthy and unhealthy dietary
practices;
(B) explain the importance of a personal dietary
and exercise plan;
(C) compare immediate and long-range effects of
personal health care choices such as personal
and dental hygiene;
(D) identify causes and affects associated with
poor body image such as eating disorders and
growth patterns;
(E) examine the concept of cost versus
effectiveness of health-care products;
(F) describe the mental, physical, and social
benefits of regular exercise and fitness;
(G) describe the importance of establishing and
implementing a periodic health-maintenance
clinical assessment; and
(H) demonstrate strategies for managing stress.
(6.2)Health information. The student recognizes ways
that body structure and function relate to personal
health throughout the life span. The student is
expected to:
(A) analyze the relationships among the body
systems;
(B) describe changes in male and female anatomy
and physiology during puberty;
(C) analyze the role of hormones as they relate to
growth and development and personal health;
and
(D) describe menstrual health and identify the
relationship to reproduction.
(6.3)Health information. The student comprehends and
utilizes concepts relating to health promotion and
disease prevention. The student is expected to:
(A) describe various modes of disease
transmission;
(B) compare healthy cell growth to cell growth in
the disease process; and
(C) list noncommunicable and hereditary diseases
and respective prevention and treatment
techniques.
(6.4)Health information. The student comprehends ways
of researching, accessing, and analyzing health
information. The student is expected to:
(A) list ways to evaluate health products,
practices, and services such as sunblocks,
dietary aides, and over-the-counter
medications; and
(B) use critical thinking to research and evaluate
health information.
(6.5)Health behaviors. The student engages in behaviors
that reduce health risks throughout the life span.
The student is expected to:
(A) analyze the use and abuse of prescriptions and
non-prescription medications such as over-the-
counter;
(B) examine social influences on drug-taking
behaviors;
(C) describe chemical dependency and addiction to
tobacco, alcohol, and other drugs and
substances;
(D) explain the relationship between tobacco,
alcohol, drugs, and other substances and the
role these items play in unsafe situations
such as drinking and driving and Human
Immunodeficiency Virus (HIV)/Sexually
Transmitted Disease (STD) transmission;
(E) identify ways to prevent the use of tobacco,
alcohol, drugs, and other substances such as
alternative activities;
(F) demonstrate an understanding of basic first-
aid procedures;
(G) demonstrate strategies for the prevention of
and response to deliberate and accidental
injuries such as using conflict resolution
skills instead of fighting and wearing a seat
belt;
(H) identify and describe strategies for avoiding
drugs, violence, gangs, weapons, and other
harmful situations; and
(I) explain the consequences of sexual activity
and the benefits of abstinence.
(6.6)Influencing factors. The student understands how
factors in the environment influence individual and
community health. The student is expected to:
(A) identify factors that affect an individual's
physical, emotional, and social health such as
school climate and safety measures; and
(B) make healthy choices from among environmental
alternatives such as leaving a smoke-filled
room or selecting healthy snacks from vending
machines.
(6.7)Influencing factors. The student recognizes how
relationships influence individual health behaviors
including skills necessary for building and
maintaining relationships. The student is expected
to:
(A) differentiate between positive and negative
relationships that can affect individual
health such as clubs, gangs, or families;
(B) explain ways of maintaining healthy
relationships such as resisting peer pressure
to engage in unsafe behavior;
(C) practice conflict resolution/mediation skills;
(D) describe strategies such as abstinence for
communicating refusal to engage in unsafe
behaviors; and
(E) describe methods for communicating important
issues with parents and peers.
(6.8)Influencing factors. The student comprehends how
media and technology influence individual and
community health. The student is expected to:
(A) identify and analyze various media and
technologies that influence individual and
community health such as computer software and
the World Wide Web; and
(B) explain the relationship between health needs
and technology development such as the
development of a Human Immunodeficiency Virus
(HIV) vaccine.
(6.9)Influencing factors. The student differentiates
between positive and negative family influences.
The student is expected to:
(A) develop strategies for supporting and
respecting all family members; and
(B) identify strategies for coping with unhealthy
behaviors in the family such as abuse,
alcoholism, and neglect.
(6.10) Personal/interpersonal skills. The student
describes healthy ways to communicate consideration
and respect for self, family, friends, and others.
The student is expected to:
(A) demonstrate ways to communicate empathy to
others and have consideration for others;
(B) assess healthy ways of responding to
disrespectful behaviors such as mediation;
(C) practice methods for self-control;
(D) describe healthy ways to express affection and
love;
(E) describe ways to manage anxiety and grief;
(F) define stress and its effects on individual
health and relationships; and
(G) identify stressors and their impact on the
health of the individual and family.
(611)Personal/interpersonal skills. The student
analyzes information and applies critical-thinking,
decision-making, goal-setting and problem-solving
skills for making health-promoting decisions. The
student is expected to:
(A) seek the input of parents and other trusted
adults in problem solving and goal setting;
(B) demonstrate the use of refusal skills in
unsafe situations;
(C) explain the impact of peer pressure on
decision making;
(D) compare the risks and benefits of various
health behaviors such as choosing not to
smoke; and
(E) identify the possible health implications of
long-term personal and vocational goals.
§115.23. Health
Education, Grade 7-8.
(a) Introduction.
(1) In health education, students acquire the health
information and skills necessary to become healthy
adults and learn about behaviors in which they
should and should not participate. To achieve that
goal, students will understand the following:
students should first seek guidance in the area of
health from their parents; personal behaviors can
increase or reduce health risks throughout the
lifespan; health is influenced by a variety of
factors; students can recognize and utilize health
information and products; and
personal/interpersonal skills are needed to
promote individual, family, and community health.
(2) In middle school, students learn about health
behaviors that will safeguard their health as well
as information related to understanding puberty
and the reproductive process. Students are taught
about factors in their environment that impact,
not only their health and the health of their
families, but the health of their communities as
well. Middle school students learn to refine their
critical-thinking skills to avoid unsafe
situations, analyze health information and
products, and maintain healthy relationships.
Students begin to investigate health in the
broader context of community.
(b) Knowledge and skills.
(1) Health information. The student comprehends ways to
enhance and maintain personal health throughout the
life span. The student is expected to:
(A) analyze the interrelationships of physical,
mental, and social health;
(B) identify and describe types of eating
disorders such as bulimia, anorexia, or
overeating;
(C) identify and describe lifetime strategies for
prevention and early identification of
disorders such as depression and anxiety that
may lead to long-term disability; and
(D) describe the life cycle of human beings
including birth, dying, and death.
(2) Health information. The student recognizes ways
that body structure and function relate to personal
health throughout the life span. The student is
expected to:
(A) explain how differences in growth patterns
among adolescents such as onset of puberty may
affect personal health;
(B) describe the influence of the endocrine system
on growth and development;
(C) compare and contrast changes in males and
females;
(D) describe physiological and emotional changes
that occur during pregnancy; and
(E) examine physical and emotional development
during adolescence.
(3) Health information. The student comprehends and
utilizes concepts relating to health promotion and
disease prevention throughout the life span. The
student is expected to:
(A) explain the role of preventive health
measures, immunizations, and treatment in
disease prevention such as wellness exams and
dental check-ups;
(B) analyze risks for contracting specific
diseases based on pathogenic, genetic, age,
cultural, environmental, and behavioral
factors;
(C) distinguish risk factors associated with
communicable and noncommunicable diseases; and
(D) summarize the facts related to Human
Immunodeficiency Virus (HIV) infection and
sexually transmitted diseases.
(4) Health information. The student knows how to
research, access, analyze, and use health
information. The student is expected to:
(A) use critical thinking to analyze and use
health information such as interpreting media
messages;
(B) develop evaluation criteria for health
information;
(C) demonstrate ways to use health information to
help self and others; and
(D) discuss the legal implications regarding
sexual activity as it relates to minor
persons.
(5) Health behaviors. The student engages in behaviors
that reduce health risks throughout the life span.
The student is expected to:
(A) analyze and demonstrate strategies for
preventing and responding to deliberate and
accidental injuries;
(B) describe the dangers associated with a variety
of weapons;
(C) identify strategies for prevention and
intervention of emotional, physical, and
sexual abuse;
(D) identify information relating to abstinence;
(E) analyze the importance of abstinence from
sexual activity as the preferred choice of
behavior in relationship to all sexual
activity for unmarried persons of school age;
(F) discuss abstinence from sexual activity as the
only method that is 100% effective in
preventing pregnancy, sexually transmitted
diseases, and the sexual transmission of HIV
or acquired immune deficiency syndrome, and
the emotional trauma associated with
adolescent sexual activity;
(G) demonstrate basic first-aid procedures
including Cardiopulmonary Resuscitation (CPR)
and the choking rescue;
(H) explain the impact of chemical dependency and
addiction to tobacco, alcohol, drugs and other
substances;
(I) relate medicine and other drug use to
communicable disease, prenatal health, health
problems in later life, and other adverse
consequences;
(J) identify ways to prevent the use of tobacco,
alcohol, and other drugs such as alternative
activities;
(K) apply strategies for avoiding violence, gangs,
weapons and drugs; and
(L) explain the importance of complying with rules
prohibiting possession of drugs and weapons.
(6) Influencing factors. The student understands how
physical and social environmental factors can
influence individual and community health
throughout the life span. The student is expected
to:
(A) relate physical and social environmental
factors to individual and community health
such as climate and gangs; and
(B) describe the application of strategies for
controlling the environment such as emission
control, water quality, and waste management.
(7) Influencing factors. The student investigates
positive and negative relationships that influence
individual, family, and community health. The
student is expected to:
(A) analyze positive and negative relationships
that influence individual and community health
such as families, peers, and role models; and
(B) develop strategies for monitoring positive and
negative relationships that influence health.
(8) Influencing factors. The student researches ways in
which media and technology influence individual and
community health throughout the life span. The
student is expected to:
(A) explain the role of media and technology in
influencing individuals and community health
such as watching television or reading a
newspaper and billboard; and
(B) explain how programmers develop media to
influence buying decisions.
(9) Influencing factors. The student understands how
social factors impact personal, family, community,
and world health. The student is expected to:
(A) describe personal health behaviors and
knowledge unique to different generations and
populations; and
(B) describe characteristics that contribute to
family health.
(10)Personal/interpersonal skills. The student
recognizes and uses communication skills in
building and maintaining healthy relationships. The
student is expected to:
(A) differentiate between positive and negative
peer pressure;
(B) describe the application of effective coping
skills;
(C) distinguish between effective and ineffective
listening such as paying attention to the
speaker versus not making eye-contact;
(D) summarize and relate conflict
resolution/mediation skills to personal
situations; and
(E) appraise the importance of social groups.
(11)Personal/interpersonal skills. The student
understands, analyzes, and applies healthy ways to
communicate consideration and respect for self,
family, friends, and others. The student is
expected to:
(A) describe techniques for responding to
criticism;
(B) demonstrate strategies for coping with
problems and stress;
(C) describe strategies to show respect for
individual differences including age
differences;
(D) describe methods of communicating emotions;
(E) describe the effect of stress on personal and
family health; and
(F) describe the relationships between emotions
and stress.
(12)Personal/interpersonal skills. The student analyzes
information and applies critical-thinking, decision-
making, goal-setting and problem-solving skills for
making health-promoting decisions. The student is
expected to:
(A) interpret critical issues related to solving
health problems;
(B) relate practices and steps necessary for
making health decisions;
(C) appraise the risks and benefits of decision-
making about personal health;
(D) predict the consequences of refusal skills in
various situations;
(E) examine the effects of peer pressure on
decision making;
(F) develop strategies for setting long-term
personal and vocational goals; and
(G) demonstrate time-management skills.