Personal health skills for personal hygiene may include: -dental Health -hand Washing -physical Activity -sun Safety 2.5.5 Describe ways technology can influence health and disease (i.e., internet, video games, electronic toothbrush). 2.8.5 Explain how local school and public health policies can influence health promotion and disease prevention. 2.12.5 Analyze current events and their influence on health promotion and disease prevention. Prevention/Control of Disease 2.5.6 Analyze how stated and implied messages from media influence health behaviors. 2.8.6 Critique a variety of consumer influences that affect health decisions. 2.12.6 Evaluate the impact of media and technology on personal, family, and community health. Health Content Standard 3.0: (ACCESSING INFORMATION) Students will demonstrate the ability to access reliable health information, products, and services to enhance health. By the end of the grade band: By the end of the grade band, students know and are able to do everything required in earlier grades and: By the end of grade band, students know and are able to do everything required in earlier grades and: By the end of band, students know and are able to do everything required in earlier grades and: Standards Pre K -2 Grade 3-5 Grade 6-8 Grade 9-12 Strands 3.5.1 Locate resources from home, school, and 3.8.1 of Environmental/ Consumer
Communication Skills may include: -listening -verbal tone-non-verbal body language -negotiation strategies -refusal skills -techniques for avoiding violence 4.2.1 List healthy ways of communication/listening to express needs, wants, and feelings. 4.5.1 effective verbal and non-verbal communication skills.** 4.8.1 Practice refusal and negotiation skills that avoid or reduce health risks. 4.12.1 refusal, negotiation and collaboration skills to enhance health. Personal Health 4.5.2 Discuss ways to communicate with others about stages of growth and development.** 4.8.2 Express ways to communicate with others about perceived body image. 4.12.2 Communicate acceptance of physical and developmental characteristics of self and others Growth and Development 4.5.3 Demonstrate refusal and negotiation skills. 4.8.3 Practice appropriate methods of response to negative risk–taking situations including , alcohol, tobacco, and other drugs. Substance Use and Abuse 4.5.4 Recognize refusal skills when confronted with unhealthy situations including alcohol, tobacco, and drugs. 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and others. 4.12.4 Implement communication skills to enhance responsible decision-making about the use and abuse of substances. Standards Grade Pre K -2 Grade 3-5 Grade 6-8 9-12 Strands
Include: -cultural competency -exploration -questioning techniques 4.2.5 Identify ways to respond/report when in an unwanted, threatening, or dangerous situation. 4.5.5 Demonstrate strategies to manage or resolve conflict. 4.8.5 Implement refusal and negotiation skills necessary to resolve conflict. 4.12.5 Apply strategies to prevent or resolve interpersonal conflicts without harming self or others. Injury/Violence Prevention and Safety 4.2.6 Identify potential dangers in digital environments and how to report potentially unsafe situations. 4.5.6 Describe unacceptable and unsafe behaviors in digital environments and how to report potentially unsafe situations 4.8.6 Define the reporting process within the school setting and describe and when to report unsafe situations. 4.12.6 Explain the reporting process within the school setting and describe where and when to report dangerous situations. Personal Safety 4.2.7 Identify ways to safely respond when someone is being bullied or made to feel unsafe. 4.5.7 Describe ways to safely respond when someone is being bullied or made to feel unsafe. **Reference NRS.389.065 to include sexual responsibility content/communication Content Standard 5.0: (DECISION MAKING) Students will demonstrate the ability to use decision-making skills to enhance health . By the end of the grade band: By the end of the grade band, students know and are able to do everything required in earlier grades and: By the end of grade band, students know and are able to do everything required in earlier grades and: By the end of band, students know and are able to do everything required in earlier grades and: Standards Grade Pre K -2 Grade 3-5 Grade 6-8 Grade 9-12 Strands
Sample Topics: Daily decision making skills for health -nutrition -sun safety -oral health -physical activity -hygiene habits 5.2.1 Discuss healthy options vs. unhealthy options. 5.5.1 Apply a healthy choice when making personal decisions. 5.8.1 Defend healthy alternatives over unhealthy alternatives when making a decision. 5.12.1 Formulate an effective plan for personal health enhancement. Personal Health 5.2.2 Identify resources/individuals that would aid in healthy decision-making. 5.5.2 Predict how decisions substance use and abuse have consequences for self and others. 5.8.2 Compare the short and impact of choices regarding substance use and abuse. 5.12.2 Evaluate the effectiveness of substance abuse decision making. Substance Use and Abuse 5.2.3 Identify situations when a health-related decision is needed. 5.5.3 Predict how decisions regarding health behaviors have consequences for self and others. 5.8.3 Compare the short and impact of health decisions. 5.12.3 Determine the of applying a thoughtful decision-making process in health-related situations. Prevention/Control of Disease Standards Pre K -2 Grade 3-5 6-8 Grade 9-12 Strands long- term
By the end of the grade band: By the end of the grade band, students know and are able to do everything required in earlier grades and: By the end of grade band, students know and are able to do everything required in earlier grades and: By the end of grade band, students know and are able to do everything required in earlier grades and: Standards Grade Pre K -2 Grade 3-5 Grade 6-8 Grade 9-12 Strands . This standard includes the critical steps that are needed to achieve both short-term and long-term health goals. These topics should include: -nutrition -physical activity -oral health -personal hygiene -sun safety -other behaviors applicable to developmental stages . 6.2.1 Define a and personal health goal. 6.5.1 Set a personal health goal through tracking progress toward its achievement. 6.8.1 Apply time management strategies and skills needed to attain a personal long-term health goal. 6.12.1 Implement strategies to monitor progress towards achieving a personal health goal. Personal Health 6.2.2 Develop goals to practice daily health habits (i.e., personal hygiene, sun safety, nutrition and physical activity). 6.5.2 Implement goals to enhance daily health habits 6.8.2 Analyze how personal health goals may need to be revised throughout your life. 6.12.2 Execute a plan that addresses strengths, needs, and risks to attain personal health goals. Prevention/Control of Disease 6.2.3 Identify resources when assistance is needed to develop personal health goals (i.e. Recycling, water conservation, littering, food choice). 6.5.3 Compare available resources to assist in making personal health goals (i.e. oral health products, sun safety, food choices). 6.8.3 Analyze how personal impact the community and environment. 6.12.3 Create an action plan towards improving the community/ environment. Environmental/ Consumer Health 6.2.4 Identify goals for interpersonal safety when using media and technology 6.5.4 Set goals for interpersonal safety when using media and technology 6.8.4 Create and analyze goals for interpersonal safety when using media and technology 6.12.4 Evaluate how interpersonal safety goals for media and technology will impact your physical, mental, social, and emotional health. Personal Safety Content Standard 7.0: (SELF MANAGEMENT) Students will demonstrate the ability to practice health-enhancing behaviors and to avoid or reduce health
risks. By the end of the band: By the end of the grade band, students know and are able to do everything required in earlier grades and: By the end of grade band, students know and are able to do everything required in earlier grades and: By the end of band, students know and are able to do everything required in earlier grades and: Standards Grade Pre K -2 Grade 3-5 Grade 6-8 Grade 9-12 Strands Classroom topics should promote the students' acceptance of personal responsibility for health and encourage the practice of healthy behaviors. 7.2.1 Identify responsible personal health behaviors. 7.5.1 Demonstrate behaviors that avoid or reduce health risks. 7.8.1 Explain the importance of assuming responsibility for personal health behaviors. 7.12.1 Analyze a variety of behaviors that avoid or reduce health risks to self and others. Personal Health 7.2.2 Choose healthy foods that help you grow. 7.5.2 Demonstrate the ability to interpret nutrition information (i.e. food labels). 7.8.2 Create a wellness plan that dietary guidelines and incorporates moderate to vigorous physical activity. 7.12.2 Implement a wellness plan that dietary guidelines and incorporates moderate to vigorous physical activity. Nutrition and Physical Activity 7.2.3 Explore various movements that enhance an active, healthy lifestyle (Sedentary vs. active). 7.5.3 Engage in behaviors that promote physical activity. Standards Grade Pre K -2 Grade 3-5 Grade 6-8 9-12 Strands Classroom topics should promote the students' acceptance of personal responsibility for health and encourage the practice of healthy behaviors. 7.5.4 Develop coping behaviors in response to various substance use situations (i.e. medications, alcohol, tobacco and other drugs). 7.8.4 Demonstrate methods of response to risk taking behaviors including alcohol, tobacco and other drugs. 7.12.4 Evaluate personal behaviors for substance use/abuse. Substance Use and Abuse
7.2.5 Identify basic safety measures (i.e. sun safety, helmet use, pedestrian safety, seatbelts, gun safety, 911 procedures, fire safety, universal safety precautions). 7.5.5 Describe first aid procedures and responses to common emergencies. 7.8.5 Understand basic safety, first aid, and life-saving techniques (i.e., routine use of recreational safety equipment and procedures). 7.12.5 Demonstrate a variety of practices and behaviors that will avoid injury and reduce risks of injury to self and others. (i.e. Impaired driving, seatbelt usage, fighting, self-harming behaviors). Injury/Violence Prevention and Safety 7.5.6 Assess safe/unsafe situations and practices 7.8.6 Evaluate personal risk taking behavior (i.e., self-harming behaviors, harmful fads). 7.5.7 Demonstrate personal health care practices that prevent communicable and chronic diseases. 7.8.7 Analyze risky behaviors that may lead to the spread of communicable disease (i.e., sexually transmitted infections (STIs), hepatitis, mononucleosis, TB, flu)** 7.12.7 Evaluate personal responsibility in promoting health and avoiding or reducing risky behaviors to self and others. Prevention/Control of Disease **Reference NRS.389.065 district guidelines for sexual responsibility content/communication Content Standard 8.0: Students will demonstrate the ability to support/promote family, personal, and community health. By the end of the grade band: By the end of the grade band, students know and are able to do everything required in earlier grades and: By the end of grade band, students know and are able to do everything required in earlier grades and: By the end of grade band, students know and are able to do everything required in earlier grades and: Standards Grade Pre K -2 Grade 3-5 Grade 6-8 Grade 9-12 Strands
8.2.1 Identify ways to promote personal and family health. 8.5.1 Describe ways to influence and support others to make positive health choices. 8.8.1 Demonstrate ways to influence and support others to make positive health choices. 8.12.1 Implement activities that influence and support others to make positive health choices. Personal Health 8.2.2 Identify consumer/ environmental health messages. 8.5.2 Compare consumer and environmental health messages. 8.8.2 Analyze how messages may influence community practices affecting the environment and consumer health. 8.12.2 Design a health-enhancing message that promotes community health. Environmental/ Consumer Health 8.2.3 Define bystander/up stander behavior. 8.5.3 Differentiate between bystander and up stander behavior. 8.8.3 Demonstrate how to be an up stander in an unsafe situation. 8.12.3 Recognize how up standers can help prevent violence by reporting unsafe situations. Personal Safety