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Health Education Curriculum Health Education I (7-8)
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Core Standards of the Course

Strand 1: HEALTH FOUNDATIONS AND PROTECTIVE FACTORS OF HEALTHY SELF (HF)
Students will understand the responsibility and outcomes of personal decisions. Students will also apply their knowledge to develop social and emotional competence to make healthy and safe choices.

Standard HI.HF.1:
Create a health-related SMART goal and explain how using the SMART goal-setting process promotes health and improves self-confidence.

Standard HI.HF.2:
Research factors that contribute to decisions and apply effective decision-making strategies.

Standard HI.HF.3:
Practice resiliency skills.

  1. Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image.
  2. Explain the importance of taking responsibility for one’s actions and behaviors and discuss locus of control.
  3. Develop coping skills by learning from mistakes or perceived failures of self and others.

Standard HI.HF.4:
Demonstrate assertiveness and other effective ways to communicate personal boundaries and show respect for the boundaries of others.


Strand 2: MENTAL AND EMOTIONAL HEALTH (MEH)
Students will develop a foundation of knowledge related to reducing risk factors and enhancing factors that promote positive mental and emotional health.

Standard HI.MEH.1:
Explore a variety of stress management techniques and choices that will manage and reduce stress.

Standard HI.MEH.2:
Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services.

  1. Distinguish types of mental health disorders (for example, depression, anxiety disorders, bipolar, schizophrenia, OCD, ADD/ADHD, phobias, PTSD) by identifying signs and symptoms.
  2. Demonstrate how to ask for and offer assistance to enhance the health of self and others in harmful situations.

Standard HI.MEH.3:
Explore relevant facts about self-harming behaviors and suicide, including warning signs, and where to turn for help.


Strand 3: SAFETY AND DISEASE PREVENTION (SDP)
Students will apply practical knowledge and skills to develop lifelong behaviors for personal and community well-being.

Standard HI.SDP.1:
Demonstrate proficiency in basic first-aid and Cardiopulmonary Resuscitation (CPR).

Standard HI.SDP.2:
Demonstrate how to apply thoughtful decision-making in health-related situations (for example, substance use, vehicle safety, sun safety, recreational safety, firearm safety, physical activity, nutritional choices).

Standard HI.SDP.3:
Investigate the effects of media and technology on mental, emotional, physical, and social health (for example, dopamine levels, sleep).

Standard HI.SDP.4:
Identify how to maintain a healthy online relationship and the potential consequences of sharing private information using technology including photos and videos.

Standard HI.SDP.5:
Explain the harmful effects of pornography and recognize that recovery is possible.

Standard HI.SDP.6:
Compare and contrast the signs, symptoms, prevention methods, and risk factors of infectious, acute, and chronic diseases.

Standard HI.SDP.7:
Demonstrate how to access valid and reliable health information, products, and services.


Strand 4: SUBSTANCE ABUSE PREVENTION (SAP)
Students will learn how substances affect the developing brain, practice ways to resist peer pressure, and examine consequences of substance use.

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Standard HI.SAP.1:
Practice methods to resist peer pressure with regards to alcohol, tobacco, nicotine, and other substances, including the misuse of prescription drugs.

Standard HI.SAP.2:
Analyze media and marketing tactics used to promote alcohol, tobacco, nicotine, and other drug products.

Standard HI.SAP.3:
Examine the safe use and potential risks of prescription medications, over-the-counter (OTC) medications and herbal or dietary supplements.

Standard HI.SAP.4:
Investigate potential short and long-term consequences (for example, physical, mental and emotional, social, legal, financial) of alcohol, tobacco, nicotine, and other substance use, including the misuse of prescription drugs.

Standard HI.SAP.5:
Explain how addiction is a disease and understand the need for professional intervention.

  1. Identify and recognize the warning signs of addiction.
  2. Identify community resources available to support individuals impacted by substance abuse and addiction.
  3. Recognize that recovery from addiction is possible.

Strand 5: NUTRITION (N)
Students will develop lifelong strategies for healthy eating, body image, and understanding the food environment around them.

Standard HI.N.1:
Describe the function of the six basic nutrients and the impact on individual health.

Standard HI.N.2:
Explain how nutrition and fitness contribute to long-term mental, physical, and social health and analyze situations where nutritional needs change throughout the lifespan.

Standard HI.N.3:
Explore advertising claims and potential health consequences for dietary supplements, popular fad diets, and weight-loss products.

Standard HI.N.4:
Identify internal and external influences on body image.

Standard HI.N.5:
Describe the signs, symptoms, and consequences of eating disorders or disordered eating and recognize that people with these conditions may need medical care.


Strand 6: HUMAN DEVELOPMENT (HD)
Students will understand reproductive anatomy and physiology, pregnancy, disease prevention, healthy relationships, and refusal skills. Utah Code requires parental notification for instruction on child sexual abuse prevention and parental consent for instruction on sex education. Instruction shall stress the benefit of abstinence before marriage and fidelity after marriage.

Standard HI.HD.1:
Describe the physical, social, cognitive, and emotional changes of adolescence and recognize the individual differences in growth and development, physical appearance, self-identity, and attraction.

Standard HI.HD.2:
Describe the anatomy, physiology, and ways to care for the reproductive system.

Standard HI.HD.3:
Define and describe the mental, emotional, physical, and social benefits of practicing sexual abstinence.

Standard HI.HD.4:
Understand the process of pregnancy, practices for a healthy pregnancy, and pregnancy prevention.

  1. Describe fertilization, fetal development, and the birth process.
  2. Compare and contrast the effectiveness of various contraceptive methods for pregnancy prevention.
  3. Identify adoption as an option for unintended pregnancy and discuss the Newborn Safe Haven Law.

Standard HI.HD.5:
Identify common reproductive conditions and diseases, including cancers.

Standard HI.HD.6:
Identify practices for prevention of common sexually transmitted diseases/ infections (STD/STI).

  1. Define and discuss sexual abstinence as it relates to STD/STI prevention.
  2. Compare and contrast the effectiveness of various risk-reducing behaviors, including condoms, as a method of preventing STD/STI.

Standard HI.HD.7:
Identify accurate and credible sources of information about sexual health, development, relationships, harassment, and abuse and identify who and where to turn to for help (for example, parent, relative, clergy, health care provider, teacher, counselor).

Standard HI.HD.8:
Recognize characteristics of healthy and unhealthy relationships.

  1. Recognize the difference between healthy and unhealthy relationships and practice skills necessary to build healthy relationships and end unhealthy relationships both online and in person.
  2. Identify effective ways to communicate personal boundaries and show respect for the boundaries of others to foster healthy relationships.
  3. Discuss and understand the importance of developing personal refusal skills, including how to refuse an unwanted sexual advance, and how and when to use those skills.

Standard HI.HD.9:
Recognize harassment, abuse, discrimination, and relationship violence prevention and reporting strategies.

  1. Investigate methods of reporting, seeking help, and stopping sexual harassment and sexual abuse.
  2. Explain why a person who has been raped or sexually assaulted is not at fault.
  3. Examine how alcohol and other substances, friends, family, media, society, and culture influence decisions about engaging in sexual behaviors.
  4. Explain the potential legal and emotional impacts in a relationship when there are power differences such as age, status, or position.


UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Jodi Parker and see the Health Education website. For general questions about Utah's Core Standards contact the Director - DIANA SUDDRETH .

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.