Health Education II (9-12)
Core Standards of the Course
Strand 1: HEALTH FOUNDATIONS AND PROTECTIVE FACTORS OF HEALTHY SELF (HF)
Students will use goal-setting and decision-making skills to enhance health. Students will apply their knowledge to develop social and emotional competence to make healthy and safe choices.
Use SMART goal criteria to design and implement a plan for positive lifelong healthy habits.
Demonstrate effective ways to communicate personal boundaries and show respect for the boundaries of others.
Apply decision-making strategies to a health-related choice and defend the decision. Discuss practicing self-control, such as delaying immediate gratification, resisting negative peer pressure, and avoiding risks of impulsive behavior.
Develop resiliency skills.
Model strategies to prevent, manage, or resolve interpersonal conflicts in healthy ways.
Strand 2: MENTAL AND EMOTIONAL HEALTH (MEH)
Students will apply knowledge to reduce risk factors and enhance factors that promote positive mental and emotional health.
Apply stress management techniques to a personal stressor and evaluate their effectiveness.
Research current modes of technology and media use and how they impact mental and emotional health.
Explore ways individuals, families, and communities can understand, accept, and reduce the stigma of individuals with mental health disorders.
Research school and community mental health resources and determine when professional health services may be required.
Research and demonstrate knowledge of risk factors and warning signs of suicide and know how to seek help when needed.
Use accurate information to formulate a health-enhancing message for mental health and suicide prevention.
Strand 3: SAFETY AND DISEASE PREVENTION (SDP)
Students will apply practical knowledge and skills to develop lifelong behaviors for personal and community well-being.
Demonstrate high-quality hands-on CPR, how to operate an AED, and appropriate first aid.
Develop strategies for safety-related or emergency situations (for example, vehicle safety, recreation safety, firearm safety, seizure, stroke, cardiac event).
Practice responsible ways to communicate online, via text, or through other electronic means and how to respond to inappropriate contact or sexual advances online, via text, or through other electronic means.
Assess the harmful effects of pornography and recognize that recovery is possible.
Develop skills to determine the validity of current health resources, information and trends.
Research preventive measures for chronic and infectious health conditions, and the physical, mental and emotional, social and economic effects on self and society.
Analyze and describe the relationships among healthy eating, physical activity, and chronic diseases (for example, heart disease, cancer, type-2 diabetes, hypertension, osteoporosis).
Strand 4: SUBSTANCE ABUSE PREVENTION (SAP)
Students will evaluate decisions and influences about substance use. Students will also learn to speak with health care providers, research legal consequences, and analyze facts and resources for substance abuse.
Explore risk and protective factors for making healthy decisions about substance use.
Evaluate media and marketing tactics used to promote alcohol, tobacco, nicotine, and other drug products.
Discuss how substance use alters brain development and function and research the link between genetics and addiction.
Evaluate the physical, mental, emotional, social, legal, and financial impacts of the use or abuse of alcohol, tobacco, nicotine and other drugs on self, families, and communities.
Identify community resources available to support individuals impacted by substance abuse and addiction, recognizing that recovery from addiction is possible.
Demonstrate how to talk with a health care provider about prescription options, effectiveness, side effects, and interactions of medications.
Strand 5: NUTRITION (N)
Students will develop lifelong strategies for healthy eating, body image, and understanding the food environment around them by locating and using accurate evidence-based nutrition information.
Use accurate nutrition information and current research-based guidelines to describe the importance of drinking water and eating a variety of nutrient dense foods to balance nutritional needs in a variety of settings.
Demonstrate how to balance caloric intake with caloric expenditure to maintain, gain, or reduce weight in a healthy manner.
Describe how family, peers, media, and day-to-day activities influence food choices.
Develop lifelong strategies for maintaining nutrition and physical activity behaviors that improve mental, physical, and social health.
Assess the accuracy and validity of claims about health information, dietary supplements, products, and services.
Explain the effects of disordered eating and eating disorders on healthy growth and development.
Assess the relationship between food and culture. Compare and contrast the differences in the dietary guidelines, food choices, and eating habits around the world.
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.
Analyze how brain development has an impact on cognitive, social, and emotional changes of adolescence and early adulthood.
Define and describe the mental, emotional, physical, and social health benefits of sexual abstinence.
Explain the process of conception, fetal development and birth, practices for a healthy pregnancy, pregnancy prevention, and parenting responsibilities.
Identify practices for prevention of common sexually transmitted diseases or infections (STD/STI).
Explain the importance of understanding the healthy and unhealthy function of reproductive anatomy.
Discuss risk reduction, prevention and early detection methods for common reproductive conditions and diseases, including cancers, and when it may be necessary to seek medical care.
Identify accurate and credible resources for sexual health, development, and relationships, and identify who and where to turn to for help (for example, parent, clergy, relative, health care provider, teacher, counselor).
Recognize characteristics of healthy relationships, the impact a relationship has on wellness, practice skills to build healthy relationships, and emphasize the responsibility within families and communities to support healthy relationships.
Discuss harassment, abuse, discrimination, and relationship violence prevention and reporting strategies.
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 - Jennifer Throndsen. 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.