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The student is expected to: (A) demonstrate an understanding of basic first-aid procedures; (B) describe chemical dependency and addiction to tobacco, alcohol, drugs, including prescription drugs, and other substances; (C) explain the relationship among 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; (D) identify ways such as alternative activities to prevent the use of tobacco, alcohol, drugs, and other substances; (E) identify ways to prevent substance misuse, including the misuse of prescription and over-the-counter drugs, and substance use disorders; (F) 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; (G) identify and describe strategies for avoiding drugs, violence, gangs, weapons, and other harmful situations; (H) explain the consequences of sexual activity and the benefits of abstinence; and (I) identify signs and symptoms of prescription drug misuse such as using medicine prescribed for someone else or for reasons other than its intended use. The student understands how factors in the environment influence individual and community health.The student is expected to: (A) identify how environmental influences may affect an individual's substance misuse and substance use disorder; (B) identify factors that affect an individual's physical, emotional, and social health such as school climate and safety measures; and (C) make healthy choices from among environmental alternatives such as leaving a smoke-filled room or selecting healthy snacks from vending machines. 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) examine social influences on drug-taking behaviors; (C) explain ways of maintaining healthy relationships such as resisting peer pressure to engage in unsafe behavior; (D) practice conflict resolution/mediation skills; (E) describe strategies such as abstinence for communicating refusal to engage in unsafe behaviors; and (F) describe methods for communicating important issues with parents and peers. The student comprehends how media and technology influence individual and community health.The student is expected to: (A) identify ways in which media and technology influence social norms such as using prescription and over-the-counter drugs; (B) identify and analyze various media and technologies that influence individual and community health such as computer software and the internet; and (C) explain the relationship between health needs and technology development such as the development of an HIV vaccine. The student differentiates between positive and negative family influences.
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) describe ways to control anger and emotions when responding to others; (G) demonstrate strategies for showing respect for individual differences such as race, physical appearance, and socio-economic status; (H) define stress and its effects on individual health and relationships; and (I) identify stressors and their impact on the health of the individual and family. The student analyzes information and applies critical-thinking, decision-making, goal-setting, and problem-solving skills for making health-promoting decisions.
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. The student comprehends ways to enhance and maintain personal health throughout the life span.
Students begin to investigate health in the broader context of community. 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 effects 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. 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. The student comprehends and utilizes concepts relating to health promotion and disease prevention.With insights from top education specialists, these parenting articles provide advice and information for both typical and unusual parenting circumstances.