Skills for Health Education
C. High School
§115.31. Implementation
of Essential Knowledge and Skills for Health Education, High School.
The provisions of this written curriculum shall be effective beginning September 1, 1997.
§115.32. Health
1, Grades 9-10 (One-Half Credit).
(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 Health 1, students develop skills that will
make them health-literate adults. Students gain a
deeper understanding of the knowledge and
behaviors they use to safeguard their health,
particularly pertaining to health risks. Students
are taught how to access accurate information that
they can use to promote health for themselves and
others. Students use problem-solving, research,
goal-setting and communication skills to protect
their health and that of the community.
(b) Knowledge and skills.
(1) Health information. The student analyzes health
information and applies strategies for enhancing
and maintaining personal health throughout the life
span. The student is expected to:
(A) relate the nation's health goals and
objectives to individual, family, and
community health;
(B) examine the relationship among body
composition, diet, and fitness;
(C) explain the relationship between nutrition,
quality of life, and disease;
(D) describe the causes, symptoms, and treatment
of eating disorders;
(E) examine issues related to death and grieving;
(F) discuss health-related social issues such as
organ donation and homelessness;
(G) analyze strategies to prevent suicides;
(H) examine causes and effects of stress and
develop strategies for managing stress and
coping with anxiety and depression; and
(I) describe the importance of taking
responsibility for establishing and
implementing health maintenance for
individuals and family members of all ages.
(2) Health information. The student is health literate
in disease prevention and health promotion
throughout the life span. The student is expected
to:
(A) analyze the relationship between health
promotion and disease prevention;
(B) analyze the influence of laws, policies, and
practices on health-related issues including
those related to disease prevention;
(C) identify, describe, and assess available
health-related services in the community that
relate to disease prevention and health
promotion; and
(D) develop and analyze strategies related to the
prevention of communicable and non-
communicable diseases.
(3) Health information. The student recognizes the
importance and significance of the reproductive
process as it relates to the health of future
generations. The student is expected to:
(A) explain fetal development from conception
through pregnancy and birth;
(B) explain the importance of the role of prenatal
care and proper nutrition in promoting optimal
health for both the baby and the mother such
as breast feeding;
(C) analyze the harmful effects of certain
substances on the fetus such as alcohol,
tobacco, other drugs, and environmental
hazards such as lead; and
(D) explain the significance of genetics and its
role in fetal development.
(4) Health information. The student investigates and
evaluates the impact of media and technology on
individual, family, community, and world health.
The student is expected to:
(A) analyze the health messages delivered through
media and technology; and
(B) explain how technology has impacted the health
status of individuals, families, communities,
and the world.
(5) Health information. The student understands how to
evaluate health information for appropriateness.
The student is expected to:
(A) develop evaluation criteria for health
information;
(B) demonstrate ways to utilize criteria to
evaluate health information for
appropriateness;
(C) discuss the legal implications regarding
sexual activity as it relates to minor
persons; and
(D) demonstrate decision-making skills based on
health information.
(6) Health behaviors. The student assesses the
relationship between body structure and function
and personal health throughout the life span. The
student is expected to:
(A) examine the effects of health behaviors on
body systems;
(B) relate the importance of early detection and
warning signs that prompt individuals of all
ages to seek health care; and
(C) appraise the significance of body changes
occurring during adolescence.
(7) Health behaviors. The student analyzes the
relationship between unsafe behaviors and personal
health and develops strategies to promote
resiliency throughout the life span. The student is
expected to:
(A) analyze the harmful effects of alcohol,
tobacco, drugs, and other substances such as
physical, mental, social, and legal
consequences;
(B) explain the relationship between alcohol,
tobacco, and other drugs and other substances
used by adolescents and the role these
substances play in unsafe situations such as
Human Immunodeficiency Virus (HIV)/Sexually
Transmitted Disease (STD), unplanned
pregnancies, and motor vehicle accidents;
(C) develop strategies for preventing use of
tobacco, alcohol, and other addictive
substances;
(D) analyze the importance of alternatives to drug
and substance use;
(E) analyze and apply strategies for avoiding
violence, gangs, weapons, and drugs;
(F) analyze strategies for preventing and
responding to deliberate and accidental
injuries;
(G) analyze the relationship between the use of
refusal skills and the avoidance of unsafe
situations such as sexual abstinence;
(H) analyze the importance and benefits of
abstinence as it relates to emotional health
and the prevention of pregnancy and sexually-
transmitted diseases;
(I) analyze the effectiveness and ineffectiveness
of barrier protection and other contraceptive
methods including the prevention of Sexually
Transmitted Diseases (STDs), keeping in mind
the effectiveness of remaining abstinent until
marriage;
(J) analyze the importance of healthy strategies
that prevent physical, sexual, and emotional
abuse such as date rape;
(K) 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;
and
(L) 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.
(8) Influencing factors. The student analyzes the
effect of relationships on health behaviors. The
student is expected to:
(A) evaluate positive and negative effects of
various relationships on physical and
emotional health such as peers, family, and
friends; and
(B) explain the benefits of positive relationships
among community health professionals in
promoting a healthy community.
(9) Influencing factors. The student differentiates
between positive and negative family influences.
The student is expected to:
(A) describe the roles of parents, grandparents,
and other family members in promoting a
healthy family; and
(B) analyze the dynamics of family roles and
responsibilities relating to health behavior.
(10)Influencing factors. The student evaluates the
effect of a variety of environmental factors on
community and world health. The student is expected
to:
(A) assess the impact of population and economy on
community and world health;
(B) analyze the impact of the availability of
health services in the community and the
world; and
(C) describe a variety of community and world
environmental protection programs.
(11)Influencing factors. The student understands how to
access school and community health services for
people of all ages. The student is expected to:
(A) research various school and community health
services for people of all ages such as vision
and hearing screenings and immunization
programs; and
(B) compare and analyze the cost, availability,
and accessibility of health services for
people of all ages.
(12)Influencing factors. The student understands
situations in which people of all ages require
professional health services. The student is
expected to:
(A) identify situations requiring professional
health services for people of all ages such as
primary, preventive, and emergency care; and
(B) explain how to access health services for
people of all ages.
(13)Personal/interpersonal skills. The student
analyzes, designs, and evaluates communication
skills for building and maintaining healthy
relationships throughout the life span. The student
is expected to:
(A) demonstrate communication skills in building
and maintaining healthy relationships;
(B) distinguish between a dating relationship and
a marriage;
(C) analyze behavior in a dating relationship that
will enhance the dignity, respect, and
responsibility relating to marriage;
(D) evaluate the effectiveness of conflict
resolution techniques in various situations;
(E) demonstrate refusal strategies;
(F) explore methods for addressing critical-health
issues; and
(G) evaluate the dynamics of social groups.
(14)Personal/interpersonal skills. The student
analyzes, designs, and evaluates strategies for
expressing needs, wants, and emotions in healthy
ways. The student is expected to:
(A) demonstrate strategies for communicating
needs, wants, and emotions;
(B) examine the legal and ethical ramifications of
unacceptable behaviors such as harassment,
acquaintance rape, and sexual abuse; and
(C) communicate the importance of practicing
abstinence.
(15)Personal/interpersonal skills. The student
appraises communication skills that show
consideration and respect for self, family,
friends, and others. The student is expected to:
(A) apply communication skills that demonstrate
consideration and respect for self, family,
and others;
(B) demonstrate empathy towards others; and
(C) analyze ways to show disapproval of
inconsiderate and disrespectful behavior.
(16)Personal/interpersonal skills. The student
synthesizes information and applies critical-
thinking, decision-making, and problem-solving
skills for making health-promoting decisions
throughout the life span. The student is expected
to:
(A) identify decision-making skills that promote
individual, family, and community health;
(B) summarize the advantages of seeking advice and
feedback regarding the use of decision-making
and problem-solving skills;
(C) classify forms of communication such as
passive, aggressive, or assertive; and
(D) associate risk-taking with consequences such
as drinking and driving.
(17)Personal/interpersonal skills. The student applies
strategies for advocating and evaluating outcomes
for health issues. The student is expected to:
(A) research information about a personal health
concern;
(B) demonstrate knowledge about personal and
family health concerns; and
(C) develop strategies to evaluate information
relating to a variety of critical health
issues.
§115.33. Advanced
Health, Grades 11-12 (One-Half Credit).
(a) General requirements. The recommended prerequisite for
this course is Health I.
(b) 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 Advanced Health, students are provided
opportunities for researching, discussing, and
analyzing health issues. This higher level of
involvement provides students with experiences
designed to reinforce positive health behaviors.
Students are given the opportunity to learn more
about technology, how it affects health, and how
to use electronic technology to gain health
information. The emphasis in this course is less
related to learning facts and more related to
providing students with the skills necessary to
access their own health information and services
and become health literate.
(c) Knowledge and skills.
(1) Health information. The student applies technology
to analyze and appraise personal health. The
student is expected to:
(A) generate a personal-health profile using
appropriate technology such as stress
reduction, body fat composition, and
nutritional analysis; and
(B) explain how technology can influence health.
(2) Health information. The student researches and
analyzes information in the management of health
promotion and disease prevention. The student is
expected to:
(A) investigate various sources in the community
that promote health and prevent disease; and
(B) design health promotion materials.
(3) Health information. The student investigates the
importance and significance of the reproductive
process as it relates to the health of future
generations. The student is expected to:
(A) analyze problems during various stages of
fetal development;
(B) investigate the role of prenatal care and
proper nutrition in promoting optimal health
for both the baby and the mother such as
breast feeding;
(C) describe the harmful effects of certain
substances on the fetus such as alcohol,
tobacco, environmental hazards such as lead,
and other drugs;
(D) analyze roles of relationships and
responsibilities relating to marriage; and
(E) analyze behavior in romantic relationships
that enhance dignity, respect, and
responsibility
.
(4) Health information. The student evaluates the
validity of health information. The student is
expected to:
(A) research current health-related standards
related to health information and products
from valid sources such as the Centers for
Disease Control and Prevention and the Food
and Drug Administration;
(B) analyze health information based on health-
related standards; and
(C) evaluate the impact of laws relating to the
use of medication, alcohol, tobacco, and other
drugs/substances.
(5) Health information. The student describes the
effect of marketing and advertising on health
behavior. The student is expected to:
(A) analyze marketing and advertising techniques
in health-product and service promotion; and
(B) apply marketing and advertising techniques to
health promotion.
(6) Health information. The student evaluates and
utilizes communication skills in building and
maintaining healthy relationships. The student is
expected to:
(A) apply effective communication skills for
building and maintaining healthy
relationships;
(B) design strategies for implementing effective
conflict resolution/mediation strategies; and
(C) present a model for effective communication
skills.
(7) Health behaviors. The student generates strategies
that address health-risk behaviors. The student is
expected to:
(A) participate in school-related efforts to
address health-risk behaviors;
(B) develop a plan to participate in community
efforts to address health-risk behaviors;
(C) develop educational-safety models for children
and adults for use at home, school, and in the
community;
(D) evaluate the impact of laws relating to
tobacco, alcohol, drugs and other substances;
(E) investigate treatment plans for drug
addiction; and
(F) describe the interrelatedness of alcohol and
other drugs to health problems such as drugs
and date rape, Human Immunodeficiency Virus
(HIV)/Sexually Transmitted Disease (STD), and
drinking and driving.
(8) Influencing factors. The student researches and
evaluates a variety of environmental factors that
impact personal and community health. The student
is expected to:
(A) analyze the impact of environmental factors
such as air, water, or noise on the health of
the community such as air pollution affecting
asthma and drought conditions affecting water
supplies;
(B) formulate strategies for combating
environmental factors that have a detrimental
effect on the health of a community; and
(C) develop strategies for aiding in the
implementation of a community environmental
health plan.
(9) Influencing factors. The student assesses the
impact of the economy on community and world
health. The student is expected to:
(A) relate economic status to availability of
health services within the community; and
(B) analyze health care costs of various health
services in different countries.
(10)Influencing factors. The student recognizes the
importance of personal contributions to the health
of the community. The student is expected to:
(A) research and/or participate in community
health programs that benefit various
populations such as volunteering for teen
health lines and volunteering in nursing
homes; and
(B) participate in a presentation to educate
others about a variety of health issues such
as panel discussions and role plays or skits
to inform younger students about the dangers
of drug use or smoking.
(11)Influencing factors. The student understands issues
related to community health services. The student
is expected to:
(A) analyze how the cost, availability, and
accessibility of health-care services affects
the community; and
(B) evaluate how the selection of health care
services, products, and information affects
the community.
(12)Influencing factors. The student investigates
technological advances in the community that impact
the health of individuals, families, and
communities. The student is expected to:
(A) describe technological advances available in
the community that treat health problems such
as medical procedures at local hospitals for
treating heart disease and cancer; and
(B) locate health care facilities at which members
of the community can obtain medical care.
(13)Personal/interpersonal skills. The student
analyzes, designs, and evaluates strategies for
expressing needs, wants, and emotions in healthy
ways. The student is expected to:
(A) create and apply strategies for communicating
emotions, needs, and wants;
(B) demonstrate leadership skills for advocating
health;
(C) investigate and summarize current laws
relating to unacceptable behaviors such as
harassment, acquaintance and statutory rape,
and sexual abuse; and
(D) create strategies that promote the advantages
of abstinence.
(14)Personal/interpersonal skills. The student
evaluates communication skills that show
consideration and respect for self, family,
friends, and others. The student is expected to:
(A) appraise effective communication skills that
demonstrate consideration and respect for
self, family, and others;
(B) associate effective communication with success
in school and the workplace;
(C) explain the detrimental effects of
inconsiderate and disrespectful behavior;
(D) apply criteria for using passive, aggressive,
and assertive communication in relationships;
(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;
and
(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.
(15)Personal/interpersonal skills. The student
synthesizes information and applies strategies for
making health-promoting decisions. The student is
expected to:
(A) apply decision-making skills to health-
promoting decisions;
(B) interpret information provided by parents and
other adults; and
(C) determine causal connections that promote
health in relationships.
(16)Personal/interpersonal skills. The student applies
strategies for advocating and evaluating outcomes
for health issues. The student is expected to:
(A) research information regarding personal and
family health concerns;
(B) design materials for health advocacy; and
(C) apply the concept of research and evaluation
for determining health information for special
populations.