WV CSO's for Health - West Virginia Department of Education

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					                                            126CSR44E

                                        TITLE 126
                                    LEGISLATIVE RULE
                                   BOARD OF EDUCATION

                           SERIES 44E
   NEXT GENERATION HEALTH EDUCATION 5-12 CONTENT STANDARDS AND
           OBJECTIVES FOR WEST VIRGINIA SCHOOLS (2520.5)



§126-44E-1. General.

    1.1. Scope. -- W. Va. 126CSR42, West Virginia Board of Education Policy 2510, Assuring
the Quality of Education: Regulations for Education Programs (Policy 2510), provides a
definition of a delivery system for, and an assessment and accountability system for, a thorough
and efficient education for West Virginia public school students. Policy 2520.5 defines the
content standards (or instructional goals) and objectives for health education 5-12 as required by
Policy 2510.

   1.2. Authority. -- W. Va. Constitution, Article XII, §2, W. Va. Code §§18-2-5, 18-2-9 and
18-9A-22.

   1.3. Filing Date. -- December 16, 2011

   1.4. Effective Date. -- July 1, 2012

    1.5. Repeal of a Former Rule. -- This legislative rule amends W. Va. 126CSR44E, West
Virginia Board of Education Policy 2520.5, “21st Century Health Education Content Standards
and Objectives for West Virginia Schools” filed March 19, 2007 and effective July 1, 2008; and
repeals W. Va §126CSR50B, West Virginia Board of Education Policy 2422.45, “Exclusion of
Students From Acquired Immunodeficiency Syndrome (AIDS) and Sexually Transmitted
Disease (STD) Instruction in Health Education Classes: filed January 18, 1990 and effective
March 2, 1990; and repeals W. Va §126CSR21, West Virginia Board of Education Policy 2422.13,
“Cardiopulmonary Resuscitation Instruction” filed December 27, 1982 and effective February 27, 1983.


§126-44E-2. Purpose.

   2.1. This policy defines the content standards (or instructional goals) and objectives for the
program of study required by Policy 2510 in health.

§126-44E-3. Incorporation by Reference.
                                          126CSR44E

    3.1. A copy of the Next Generation Next Generation Health Education 5-12 Content
Standards and Objectives for West Virginia Schools is attached and incorporated by reference
into this policy. Copies may be obtained in the Office of the Secretary of State and in the West
Virginia Department of Education, Office of Healthy Schools.

§126-44E-4. Summary of the Content Standards and Objectives.

    4.1. The West Virginia Board of Education has the responsibility for establishing high
quality standards pertaining to all educational standards pertaining to all education
programs (W. Va. Code §18-9A-22). The content standards and objectives provide a focus for
teachers to teach and students to learn those skills and competencies essential for future success
in the workplace and further education. The document includes content standards for health
education 5-12, an explanation of terms; objectives that reflect a rigorous and challenging
curriculum; and performance descriptors.
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Explanation of Terms

Content Standards are broad descriptions of what students should know and be able to do in a content area. Content standards
describe what students’ knowledge and skills should be at the end of a K-12 sequence of study.

Objectives are incremental steps toward accomplishment of content standards. Objectives are listed by grade level and are organized
around the content standards. Objectives build across grade levels as students advance in their knowledge and skills.

Performance Descriptors describe in narrative format how students demonstrate achievement of the content standards. Five
performance levels have been proposed for West Virginia: distinguished, above mastery, mastery, partial mastery and novice.
Performance Descriptors serve two functions. Instructionally, they give teachers more information about the level of knowledge and
skills they are building in their students. Performance levels and descriptors are also used to categorize and explain student
performance on statewide assessment instruments.


Numbering of Standards
The number for each content standard is composed of three parts, each part separated by a period:
               The content area code (e.g., HE for Health);
               The letter S, for Standard; and
               The standard number.
Illustration: HE.S.1 refers to health content standard #1.

Numbering of Objectives
The number of each objective is composed of four parts, each part separated by a period:
               The content area code;
               The grade level (an exception is high school health, which uses HS for the grade designation);
               The number of the content standard addressed; and
               The objective number.
Illustration: HE.6.2.03 refers to a health sixth grade objective that addresses standard #2 in health and that is the third objective listed
under that standard.


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Numbering of Performance Descriptors
The number for each group of five performance descriptors is composed of four parts, each part separated by a period:
               The content area or course code;
               The letters PD, for Performance Descriptors; The grade level (See exceptions noted above for grade level under
               numbering of objectives); and
               The standard number.
Illustration: HE.PD.8.02 refers to Health performance descriptors for eighth grade, content standard 2.

Unique Electronic Numbers (UENs)

Unique Electronic Numbers (or UENs) are numbers that help to electronically identify, categorize and link specific bits of
information. Once Policy 2520.5 is available on the Web, each standard, each objective, and each group of five performance
descriptors will have a Unique Electronic Number (UEN) that will always remain the same.

The codes printed in Policy 2520.5 form the basis of the UENs. The only additional set of numbers that will be added to each code to
formulate its it’s UEN will be a prefix that indicates the year and month that a particular version of Policy 2520.5 is approved by the
State Board of Education.

The prefix for the UENs for each content area in Policy 2520.5 is noted at the top of each page containing standards, objectives and
performance descriptors. As sections of 2520.5 are revised, UENs will be changed to reflect the new approval date.

UENs (Unique Electronic Numbers) are unique numbers that facilitate implementation of WV Standards into Electronic formats such
as Databases and XML Files. The WV Department of Education encourages everyone who is going to use the WV Content Standards
in any kind of electronic distribution, alignment, or software development to use the UENs so that all efforts can be cross-referenced
and there is consistency across initiatives.

Illustration: The UEN for performance descriptors for fifth grade health, standard #2 will be “200602.HE.5.02”.



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                                           Abbreviations




Content Area

HE           Health
Other Abbreviations
PD           Performance Descriptors
O            Objective
S            Standard (Content Standard)




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HEALTH EDUCATION - Policy 2520.5

Health literacy for all students is the fundamental goal of a comprehensive school health education curriculum. The health
literate student is a critical thinker and problem solver, a self-directed learner, an effective communicator, and a responsible,
productive citizen. Students must have the capacity to obtain, interpret, and understand basic health information and services
and the competence to use such information and services in ways that enhance a healthy lifestyle. A comprehensive school
health education curriculum from grades five to twelve is essential to enable students to acquire and apply health promoting
knowledge, skills and behaviors.




The intent of the health standards is to provide a consistent target for both educators and students in West Virginia. It is intended to
show what students should know and be able to do at certain grade levels. Teachers and policy-makers can use the health standards to
design curricula, to allocate instructional resources, and to provide a basis for assessing student achievement and progress.


Standard 1: Health Promotion and Disease Prevention (HE.S.1)
The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing
behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models.
Concepts that focus on both health promotion and risk reduction are included in the performance indicators.


Standard 2: Culture, Media, and Technology (HE.S.2)
Health is impacted by a variety of positive and negative influences within society. This standard focuses on identifying and
understanding the diverse internal and external factors that influence health practices and behaviors among youth including personal
values, beliefs and perceived norms.




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Standard 3: Health Information and Services (HE.S.3)
Accessing valid health information and health-promoting products and services is critical in the prevention, early detection, and
treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven
sources. Applying the skills of analysis, comparison and evaluation of health resources empowers students to achieve health literacy.


Standard 4: Communication (HE.S.4)
Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use
verbal and non-verbal skills to develop and maintain healthy personal relationships. The ability to organize and to convey information
and feelings is the basis for strengthening interpersonal interactions and reducing or avoiding conflict.


Standard 5: Decision Making (HE.S.5)
Decision-making skills are needed in order to identify, implement and sustain health enhancing behaviors. This standard includes the
essential steps needed to make healthy decisions as prescribed in the performance indicators. When applied to health issues, the
decision-making process enables individuals to collaborate with others to improve quality of life.


Standard 6: Goal Setting (HE.S.6)
Goal-setting skills are essential to help students identify, adopt and maintain healthy behaviors. This standard includes the critical
steps needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations
and plans for the future.


Standard 7: Health Behaviors (HE.S.7)
Research confirms that practicing health enhancing behaviors can contribute to a positive quality of life. In addition, many diseases
and injuries can be prevented by reducing harmful and risk taking behaviors. This standard promotes accepting personal responsibility
for health and encourages the practice of healthy behaviors.


Standard 8: Advocacy (HE.S.8)
Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to
target their health enhancing messages and to encourage others to adopt healthy behaviors.

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.
The Role of Technology
West Virginia’s vision for education includes the integration of technology throughout the curriculum so that all West Virginia
students have the opportunity to develop technology skills that support learning and provide the ability to adapt to change. Successful
learning environments provide opportunities for students to use education technology interwoven with relevant curricular content.
West Virginia teachers are responsible for integrating technology appropriately in the students’ learning environment.

Organization of the Health Education Program of Study
This document is an organized, sequential list of learning standards and objectives closely aligned with the National Standards for
Health Education regarding quality health education for middle and high students. A major focus has been given to what the Center
for Disease Control recognizes as risk behaviors (tobacco use, dietary patterns contributing to disease, sedentary lifestyle, alcohol and
other drug use, and behaviors that result in intentional and unintentional injuries). Teachers and policy-makers can use the health
education standards to design curricula, allocate instructional resources, provide a basis for assessing student achievement and
progress, and promote a rigorous and challenging health education curriculum.




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Fifth Grade Health Content Standards and Objectives

Grade five represents the beginning of an important time in the social, emotional and physical growth of students. Students are
assessing future prospects and making important decisions that will shape who they become as adults. Because of these factors, the
health education curriculum will focus on promoting positive behaviors as societal norms, critically examining the influence of media,
peers and society on individual decisions and actions and improving proficiency and confidence with skills that will enhance health
and safety. Students will understand the physical changes occurring during puberty, the relationship of varying growth and
development patterns, self-acceptance, and the effects of physical activity and nutrition on personal health, growth and self-concept.
By examining attitudes toward tobacco, alcohol and other drug non-use, students should recognize the benefits of being drug-free.
Respect for individuality and independence are incorporated into the delivery of the fifth grade curriculum. The West Virginia
Standards for Next Generation Learning include the following components: Next Generation Content Standards and Objectives and
Next Generation Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that
integrates learning skills, technology and objectives.


Grade 5          Health Education
Standard:1       Health Promotion and Disease Prevention Objectives (HE.S.1)
(HE.S.1)         Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Performance Descriptors HE.S.1
Distinguished                 Above Mastery                 Mastery                       Partial Mastery             Novice
Fifth grade students at the   Fifth grade students at the   Fifth grade students at the   Fifth grade students        Fifth grade students
distinguished level will      above mastery level will      mastery level will            performing at the partial   performing at the novice
identify, explain and         identify and explain: five    identify: five dimensions     mastery level will with     level will with guidance
analyze: five dimensions      dimensions of total           of total wellness and         practice identify: five     and assistance identify:
of total wellness and         wellness and describe the     describe the changes that     dimensions of total         five dimensions of total
describe the changes that     changes that occur during     occur during adolescence;     wellness and describe the   wellness and describe the
occur during adolescence;     adolescence; describe the     describe the relationships    changes that occur during   changes that occur during
describe the relationships    relationships between         between nutrition and         adolescence; the            adolescence; describe the
between nutrition and         nutrition and health risk     health risk factors;          relationships between       relationships between
health risk factors;          factors; recognize            recognize potentially         nutrition and health risk   nutrition and health risk
recognize potentially         potentially dangerous         dangerous situations and      factors; recognize          factors; recognize
dangerous situations and      situations and explain        explain how to obtain         potentially dangerous       potentially dangerous
explain how to obtain         how to obtain help            help appropriately;           situations and explain      situations and explain
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help appropriately;          appropriately; different     different organisms that     how to obtain help              how to obtain help
different organisms that     organisms that cause         cause disease; basic         appropriately; different        appropriately; different
cause disease; basic         disease; basic anatomy       anatomy and functions of     organisms that cause            organisms that cause
anatomy and functions of     and functions of the body    the body systems;            disease; basic anatomy          disease; basic anatomy
the body systems;            systems; identify            identify environmental       and functions of the body       and functions of the body
identify environmental       environmental hazards        hazards and describe         systems; identify               systems; identify
hazards and describe         and describe precautions     precautions and              environmental hazards           environmental hazards
precautions and              and treatments for           treatments for exposure to   and describe precautions        and describe precautions
treatments for exposure to   exposure to the elements     the elements; identify       and treatments for              and treatments for
the elements identify        identify three body          three body changes and       exposure to the elements        exposure to the elements
three body changes and       changes and describe two     describe two feelings that   identify three body             identify three body
describe two feelings that   feelings that emerge in      emerge in puberty;           changes and describe two        changes and describe two
emerge in puberty;           puberty; describe            describe precautions and     feelings that emerge in         feelings that emerge in
describe precautions and     precautions and              treatments for exposure to   puberty; describe               puberty; describe
treatments for exposure to   treatments for exposure to   the elements.                precautions and                 precautions and
the elements.                the elements.                                             treatments for exposure to      treatments for exposure to
                                                                                       the elements.                   the elements.
Objectives       Students will
HE.5.1.01        identify five dimensions of total wellness (i.e., physical, emotional, social, intellectual, spiritual, intellectual,
                 environmental) and describe typical changes during adolescence that affect these dimensions.
HE.5.1.02        describe how poor nutrition impacts health risk factors.
HE.5.1.03        recognize potentially dangerous situations (e.g., bullying, harassment, drug use, criminal activities) and know how to
                 obtain help.
HE.5.1.04        describe different organisms (e.g., viruses, bacteria, protozoa, worms, fungi) that cause diseases.
HE.5.1.05        identify basic anatomy and explain functions of the body systems.
HE.5.1.06        identify environmental hazards (e.g., poisonous plants, insect bites/stings, pollution
                 identify three body changes of puberty for males and females and describe two feelings that may change/emerge during
HE.5.1.07
                 puberty
HE.5.1.08        Describe precautions and treatments for exposure to the elements (e.g., sun, cold, wind, floods, lightning, tornadoes).


Grade 5          Health Education
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Standard:2       Culture, Media, and Technology (HE.S.2)
(HE.S.2)         Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.
Performance Descriptors HE.S.2
Distinguished                 Above Mastery                 Mastery                      Partial Mastery              Novice
Fifth grade students          Fifth grade students          Fifth grade students         Fifth grade students         Fifth grade students
performing at the             performing at the above       performing at the mastery    performing at the partial    performing at the novice
distinguished level will      mastery level will give       level will: discuss how      mastery level will with      level with guidance and
analyze and explain: how      examples of: how risk         risk behaviors as seen       practice: discuss how risk   assistance will: discuss
risk behaviors as seen        behaviors as seen through     through the media may        behaviors as seen through    how risk behaviors as
through the media may         the media may influence       influence a student’s        the media may influence      seen through the media
influence a student’s         a student’s future            future behaviors: identify   a student’s future           may influence a student’s
future behaviors: identify    behaviors: identify ways      ways peers, societal         behaviors: identify ways     future behaviors: identify
ways peers, societal          peers, societal norms and     norms and the media          peers, societal norms and    ways peers, societal
norms and the media           the media influence the       influence the                the media influence the      norms and the media
influence the                 development of eating         development of eating        development of eating        influence the
development of eating         disorders; health practices   disorders; describe how      disorders; describe how      development of eating
disorders; health practices   are impacted by cultural      health practices are         health practices are         disorders; describe how
are impacted by cultural      differences; peers can        impacted by cultural         impacted by cultural         health practices are
differences; peers can        influence healthy and         differences; discuss how     differences; discuss how     impacted by cultural
influence healthy and         unhealthy behaviors;          peers can influence          peers can influence          differences; discuss how
unhealthy behaviors;          technology can have a         healthy and unhealthy        healthy and unhealthy        peers can influence
technology can influence      positive and negative         behaviors; describe ways     behaviors; describe ways     healthy and unhealthy
personal health; describe     influence personal health;    technology can have a        technology can have a        behaviors; describe ways
how families, schools,        describe how families,        positive and negative        positive and negative        technology can have a
and communities can           schools, and communities      influence personal health;   influence personal health;   positive and negative
support personal health       can support personal          describe how families,       describe how families,       influence personal health;
practices and behaviors.      health practices and          schools, and communities     schools, and communities     describe how families,
                              behaviors.                    can support personal         can support personal         schools, and communities
                                                            health practices and         health practices and         can support personal
                                                            behaviors.                   behaviors.                   health practices and
                                                                                                                      behaviors.
Objectives       Students will

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HE.5.2.01         discuss how risk behaviors as seen through the media (e.g., TV, movies, video games, smart phones) may influence a
                  student’s future behaviors (e.g., tobacco and alcohol use, sexual activity, violence, relationships).
HE.5.2.02         identify ways that peers, societal norms, and the media influence the development of eating disorders.
HE.5.2.03         describe how health practices are impacted by cultural differences (e.g., diet, religion, traditions)
HE.5.2.04         discuss how peers can influence healthy and unhealthy behaviors.
HE.5.2.05         describe ways technology can have a positive and negative influence on personal health.
HE.5.2.06         describe how families, schools, and communities can support personal health practices and behaviors.


Grade 5           Health Education
Standard: 3       Health Information and Services (HE.S.3)
(HE.S.3)          Students will demonstrate the ability to access valid information and products and services to enhance health.
Performance Descriptors HE.S.3
Distinguished                    Above Mastery                 Mastery                       Partial Mastery               Novice

Fifth grade students             Fifth grade students          Fifth grade students          Fifth grade students          Fifth grade students
performing at the                performing at the above       performing at the mastery     performing at the partial     performing at the novice
distinguished level will         mastery level will explain    level will: investigate       mastery level will with       level will with guidance
research and analyze:            and give examples of:         safety-promoting              practice: investigate         and assistance:
safety-promoting                 safety-promoting              activities of community       safety-promoting              investigate safety-
activities of community          activities of community       agencies; identify legal      activities of community       promoting activities of
agencies; legal and illegal      agencies; legal and illegal   and illegal drugs; identify   agencies; identify legal      community agencies;
drugs; characteristics of        drugs; characteristics of     characteristics of valid      and illegal drugs; identify   identify legal and illegal
valid health information         valid health information      health information            characteristics of valid      drugs; identify
products and services            products and services;        products and services;        health information            characteristics of valid
locate valid health              locate valid health           locate valid health           products and services         health information
information resources.           information resources.        information resources.        locate valid health           products and services;
                                                                                             information resources.        locate valid health
                                                                                                                           information resources..
Objectives        Students will
HE.5.3.01         investigate community agencies that promote safety.
HE.5.3.02         identify legal and illegal drugs (e.g., consider access, purpose, cost, effects on the body).
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HE.5.3.03          identify characteristics of valid health information products and services.
HE.5.3.04          locate home, school, community, and web resources that provide valid health information.


Grade 5            Health Education
Standard:4         Communication (HE.S.4)
(HE.S.4)           Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce
                   health risk.
Performance Descriptors HE.S.4
Distinguished                   Above Mastery                   Mastery                        Partial Mastery                Novice
Fifth grade students            Fifth grade students            Fifth grade students           Fifth grade students           Fifth grade students
performing at the               performing at the above         performing at the mastery      performing at the partial      performing at the novice
distinguished level will        mastery level will explain      level will: identify           mastery level will with        level will with guidance
research and analyze:           and give examples of:           interpersonal                  practice: identify             and assistance: identify
interpersonal                   interpersonal                   communication skills;          interpersonal                  interpersonal
communication skills;           communication skills;           demonstrate positive           communication skills;          communication skills;
positive coping and             positive coping and             coping and conflict            demonstrate positive           demonstrate positive
conflict resolution skills      conflict resolution skills      resolution skills to help      coping and conflict            coping and conflict
to help manage upset            to help manage upset            manage upset feelings          resolution skills to help      resolution skills to help
feelings and/or difficult       feelings and/or difficult       and/or difficult situations;   manage upset feelings          manage upset feelings
situations; refusal skills to   situations; refusal skills to   display refusal skills to      and/or difficult situations;   and/or difficult situations;
avoid risky behaviors;          avoid risky behaviors;          avoid risky behaviors;         display refusal skills to      display refusal skills to
assertive strategy              assertive strategy              demonstrate assertive          avoid risky behaviors;         avoid risky behaviors;
methods when asking for         methods when asking for         strategy methods when          demonstrate assertive          demonstrate assertive
help in an emergency.           help in an emergency.           asking for help in an          strategy methods when          strategy methods when
                                                                emergency.                     asking for help in an          asking for help in an
                                                                                               emergency.                     emergency.
Objectives         Students will
HE.5.4.01          identify effective verbal and non-verbal communication skills (e.g., body language, restating, listening).
HE.5.4.02          demonstrate positive coping and conflict resolution skills to help manage upset feelings and/or difficult situations.
HE.5.4.03          display refusal skills to avoid risky behaviors or situations (e.g., drug use, criminal activity, being alone with a stranger,

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                 texting, internet communication)
HE.5.4.04        demonstrate assertive strategy methods when asking for help in an emergency.


Grade 5          Health Education
Standard: 5      Decision Making (HE.S.5)
(HE.S.5)         Students will demonstrate the ability to use decision-making skills to enhance health.
Performance Descriptors HE.S.5
Distinguished                Above Mastery                 Mastery                        Partial Mastery              Novice
Fifth grade students         Fifth grade students          Fifth grade students           Fifth grade students         Fifth grade students
performing at the            performing at the above       performing at the mastery      performing at the partial    performing at the novice
distinguished level will     mastery level will give       level will: identify health-   mastery level will with      level will with guidance
analyze and explain:         examples of: health-          related situations that        practice: identify health-   and assistance: identify
health-related situations    related situations that       require thoughtful             related situations that      health-related situations
that require thoughtful      require thoughtful            decisions; know when to        require thoughtful           that require thoughtful
decisions; when to ask for   decisions; when to ask for    ask for assistance; list       decisions; know when to      decisions; know when to
assistance; healthy          assistance; healthy           healthy strategies to          ask for assistance; list     ask for assistance; list
strategies to solving        strategies to solving         solving health-related         healthy strategies to        healthy strategies to
health-related issues or     health-related issues or      issues or problems;            solving health-related       solving health-related
problems; both positive      problems; both positive       predict both positive and      issues or problems;          issues or problems;
and negative potential       and negative potential        negative potential             predict both positive and    predict both positive and
outcomes of healthy          outcomes of healthy           outcomes of healthy            negative potential           negative potential
options to health-related    options to health-related     options to health-related      outcomes of healthy          outcomes of healthy
issues when making           issues when making            issues when making             options to health-related    options to health-related
health-related decisions.    health-related decisions.     health-related decisions.      issues when making           issues when making
                                                                                          health-related decisions.    health-related decisions.
Objectives       Students will
HE.5.5.01        identify health-related situations that require thoughtful decisions (e.g., drinking, smoking, weight control).
HE.5.5.02        know when to ask for assistance (e.g., illness, depression, legal problems, abuse).
HE.5.5.03        list healthy strategies to solve health-related issues or problems (e.g., diet, weight control, physical activity, dental care).
HE.5.5.04        predict both positive and negative potential outcomes when making health-related decisions.

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Grade 5           Health Education
Standard:6        Goal Setting (HE.S.6)
(HE.S.6)          Students will demonstrate the ability to use goal-setting skills to enhance health.
Performance Descriptors HE.S.6
Distinguished                Above Mastery                 Mastery                      Partial Mastery              Novice
Fifth grade students         Fifth grade students          Fifth grade students         Fifth grade students         Fifth grade students
performing at the            performing at the above       performing at the mastery    performing at the partial    performing at the novice
distinguished level will     mastery level will            level will: describe a       mastery level will with      level will with guidance
research and develop: a      describe and explain: a       disease prevention plan      practice: describe a         and assistance: describe a
disease prevention plan      disease prevention plan       and strategies; identify     disease prevention plan      disease prevention plan
and strategies; strategies   and strategies; strategies    strategies to change an      and strategies; identify     and strategies; identify
to change an unhealthy       to change an unhealthy        unhealthy behavior; set a    strategies to change an      strategies to change an
behavior; a personal         behavior; a personal          personal health goal,        unhealthy behavior; set a    unhealthy behavior; set a
health goal, identify        health goal, identify         identify resources to        personal health goal,        personal health goal,
resources to assist goal     resources to assist goal      assist goal achievement      identify resources to        identify resources to
achievement and track        achievement and track         and track progress toward    assist goal achievement      assist goal achievement
progress toward its          progress toward its           its achievement.             and track progress toward    and track progress toward
achievement.                 achievement.                                               its achievement.             its achievement.
Objectives        Students will
HE.5.6.01         describe disease prevention plans and strategies (e.g., diet, exercise, hygiene, habits, universal precautions, medical
                  checkups, immunizations).
HE.5.6.02         identify strategies to change an unhealthy behavior (e.g., smoking, energy balance, physical activity).
HE.5.6.03         set a personal health goal, identify resources to assist in achieving the goal, and track progress toward its achievement.
                  .


Grade 5           Health Education
Standard:7        Health Behaviors (HE.S.7)
(HE.S.7)          Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

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Performance Descriptors HE.S.7
Distinguished                 Above Mastery                Mastery                       Partial Mastery             Novice
Fifth grade students          Fifth grade students         Fifth grade students          Fifth grade students        Fifth grade students
performing at the             performing at the above      performing at the mastery     performing at the partial   performing at the novice
distinguished level will      mastery level will           level will: distinguish       mastery level will with     level will with guidance
research and analyze:         describe and explore: safe   between safe and risky or     practice: distinguish       and assistance:
between safe and risky or     and risky or harmful         harmful relationships and     between safe and risky or   distinguish between safe
harmful relationships and     relationships and list       list strategies to reduce     harmful relationships and   and risky or harmful
list strategies to reduce     strategies to reduce         threatening situations;       list strategies to reduce   relationships and list
threatening situations;       threatening situations;      identify related to puberty   threatening situations;     strategies to reduce
related to puberty and list   biological changes related   and list hygiene practices;   practices related to        threatening situations;
hygiene practices;            to puberty and list          demonstrate techniques        puberty and list hygiene    practices related to
techniques for managing       hygiene practices;           for managing stress;          practices; demonstrate      puberty and list hygiene
stress; compare and           techniques for managing      compare and contrast the      techniques for managing     practices; demonstrate
contrast the nutritional      stress; compare and          nutritional facts on food     stress; compare and         techniques for managing
facts on food labels when     contrast the nutritional     labels when making            contrast the nutritional    stress; compare and
making personal food          value of foods; the          personal food choices;        facts on food labels when   contrast the nutritional
choices; compare and          nutritional facts on food    demonstrate a variety of      making personal food        facts on food labels when
contrast the nutritional      labels; a variety of         strategies to avoid or        choices; demonstrate a      making personal food
value of foods; a variety     strategies to avoid or       reduce health risks.          variety of strategies to    choices; demonstrate a
of strategies to avoid or     reduce health risks.                                       avoid or reduce health      variety of strategies to
reduce health risks.                                                                     risks.                      avoid or reduce health
                                                                                                                     risks.
Objectives        Students will
HE.5.7.01         distinguish between safe, risky, or harmful relationships and list strategies to reduce threatening situations (e.g., anger
                  management, peer pressure reversal, self-protective strategies).

HE.5.7.02         identify biological changes related to puberty and list hygiene practices
HE.5.7.03         demonstrate techniques for managing stress (e.g., exercising, meditation).
HE.5.7.04         compare and contrast the nutritional facts on food labels,
HE.5.7.05         demonstrate a variety of strategies to avoid or reduce health risks.


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Grade 5          Health Education
Standard:8       Advocacy (HE.S.8)
(HE.S.8)         Students will demonstrate the ability to advocate for personal, family, and community health.
Performance Descriptors HE.S.8
Distinguished                Above Mastery                Mastery                      Partial Mastery              Novice
Fifth grade students         Fifth grade students         Fifth grade students         Fifth grade students         Fifth grade students
performing at the            performing at the above      performing at the mastery    performing at the partial    performing at the novice
distinguished level will     mastery level will           level will: identify         mastery level will with      level will with guidance
research and explain:        describe and analyze:        recommended and              practice: identify           and assistance: identify
identify recommended         identify recommended         required vaccinations;       recommended and              recommended and
and required; family         and required                 propose family menus         required vaccinations;       required vaccinations;
menus that meet dietary      vaccinations; family         that meet dietary            propose family menus         propose family menus
guidelines and encourage     menus that meet dietary      guidelines and encourage     that meet dietary            that meet dietary
family members to make       guidelines and encourage     family members to make       guidelines and encourage     guidelines and encourage
positive health choices; a   family members to make       positive health choices;     family members to make       family members to make
convincing argument for      positive health choices; a   generate a convincing        positive health choices;     positive health choices;
considering nutritional      convincing argument for      argument for considering     generate a convincing        generate a convincing
value of foods when          considering nutritional      nutritional value of foods   argument for considering     argument for considering
making personal food         value of foods when          when making personal         nutritional value of foods   nutritional value of foods
choices; roles in helping    making personal food         food choices; discuss        when making personal         when making personal
community efforts to         choices; roles in helping    roles in helping             food choices; discuss        food choices; discuss
prevent and control          community efforts to         community efforts to         roles in helping             roles in helping
disease, protect natural     prevent and control          prevent and control          community efforts to         community efforts to
resources, reduce injuries   disease, protect natural     disease, protect natural     prevent and control          prevent and control
and prevent pollution        resources, reduce injuries   resources, reduce injuries   disease, protect natural     disease, protect natural
through service agencies,    and prevent pollution        and prevent pollution        resources, reduce injuries   resources, reduce injuries
regulations and laws.        through service agencies,    through service agencies,    and prevent pollution        and prevent pollution
                             regulations and laws.        regulations and laws.        through service agencies,    through service agencies,
                                                                                       regulations and laws.        regulations and laws.
Objectives       Students will
HE.5.8.01         identify recommended and required vaccinations from birth through adulthood.
HE.5.8.02        propose family menus that meet dietary guidelines and encourage family members to make positive health choices.
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HE.5.8.03   generate a convincing argument for considering nutritional value of foods when making personal food choices.
HE.5.8.04   discuss roles in helping community efforts to prevent and control disease, protect natural resources, reduce injuries and
            prevent pollution through service agencies, regulations and laws.




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Sixth Grade Health Content Standards and Objectives

The sixth grade health objectives address many important social, emotional and physical changes of young adolescents. Decision
making steps and application are integrated into all topics of discussion as students examine potential long and short term
consequences of decisions and their impact on all aspects of health (e.g., mental, emotional, physical). Students critically examine
concepts related to personal health and wellness, injury prevention and tobacco use and recognize the impact of positive health
decisions on personal goal attainment. Students improve social skills, discuss the impact of peer pressure and distinguish between
positive and negative influences in relationships. Students demonstrate abilities to plan physical activities and nutritional practices to
promote good health. They also recognize the relationship of body image and weight maintenance. Teaching strategies should
provide students with opportunities to work in small groups and express individual opinions. The West Virginia Standards for Next
Generation Learning include the following components: Next Generation Content Standards and Objectives and Next Generation
Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning
skills, technology and objectives.

Note: In accordance with West Virginia Code §18-2-9:

     •      The West Virginia Department of Education shall provide a standardized health education assessment to be administered in sixth
           grade health education classes in order to measure student health knowledge and program effectiveness.
     •      All public schools must include instruction in any of grades six through twelve in the prevention, transmission and spread of AIDS
           and other sexually transmitted diseases.
     •      An opportunity shall be afforded to the parent or guardian of a child subject to instruction in the prevention, transmission and
           spread of acquired immune deficiency syndrome and other sexually transmitted diseases to examine the course curriculum
           requirements and materials to be used in such instruction. The parent or guardian may exempt such child from participation in such
           instruction by giving notice to that effect in writing to the school principal.

Grade 6              Health Education
Standard:1           Health Promotion and Disease Prevention Objectives (HE.S.1)
(HE.S.1)             Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Performance Descriptors HE.S.1
Distinguished                   Above Mastery                 Mastery                      Partial Mastery               Novice
Sixth grade students at         Sixth grade students at       Sixth grade students at      Sixth grade students          Sixth grade students
the distinguished level         the above mastery level       the mastery level will: list performing at the partial     performing at the novice
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will analyze and evaluate;    will investigate and         the negative effects of         mastery level will with         level will with guidance
the negative effects of       explain: the negative        alcohol, drugs, and             practice: list the negative     and assistance: list the
alcohol, drugs, and           effects of alcohol, drugs,   tobacco; discuss and            effects of alcohol, drugs,      negative effects of
tobacco; strategies for the   and tobacco; strategies      examine strategies for the      and tobacco; discuss and        alcohol, drugs, and
prevention of injuries,       for the prevention of        prevention of injuries,         examine strategies for the      tobacco; discuss and
communicable diseases,        injuries, communicable       communicable diseases,          prevention of injuries,         examine strategies for the
and other health              diseases, and other health   and other health                communicable diseases,          prevention of injuries,
problems; the functions       problems; the functions      problems; identify and          and other health                communicable diseases,
of the major parts of the     of the major parts of the    describe the functions of       problems; identify and          and other health
nervous system; how           nervous system; how          the major parts of the          describe the functions of       problems; identify and
family history and            family history and           nervous system; describe        the major parts of the          describe the functions of
hereditary factors impact     hereditary factors impact    how family history and          nervous system; describe        the major parts of the
personal health; the steps    personal health; the steps   hereditary factors impact       how family history and          nervous system; describe
for breathing emergencies     for breathing emergencies    personal health; list the       hereditary factors impact       how family history and
and basic first aid; the      and basic first aid; the     steps for breathing             personal health; list the       hereditary factors impact
inter-relationship of         inter-relationship of        emergencies and basic           steps for breathing             personal health; list the
emotional, intellectual,      emotional, intellectual,     first aid; discuss the inter-   emergencies and basic           steps for breathing
physical, social, and         physical, social, and        relationship of emotional,      first aid; discuss the inter-   emergencies and basic
spiritual health in           spiritual health in          intellectual, physical,         relationship of emotional,      first aid; discuss the inter-
adolescence; describe in      adolescence; explain the     social, and spiritual           intellectual, physical,         relationship of emotional,
detail the anatomy            anatomy and functions of     health in adolescence;          social, and spiritual           intellectual, physical,
functions of the              the reproductive system      recognize the anatomy           health in adolescence;          social, and spiritual health
reproductive system           using proper medical         and functions of the            recognize the anatomy           in adolescence; recognize
using proper medical          terms                        reproductive system             and functions of the            the anatomy and
terms                                                      using proper medical            reproductive system             functions of the
                                                           terms                           using proper medical            reproductive system using
                                                                                           terms                           proper medical terms
Objectives       Students will
HE.6.1.01        investigate one’s personal diet and include number and size of servings, and the RDA needs for adolescents
HE.6.1.02        list short-term and long-term effects of alcohol, drugs, and tobacco.
HE.6.1.03        discuss and examine strategies for the prevention of injuries (e.g., fractures, laceration, head trauma), communicable
                 diseases (STD’s, HIV, and AIDS), and other health problems.
HE.6.1.04         list healthy behaviors and practices that benefit each body system.
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HE.6.1.05        describe how family history and hereditary factors impact personal health.
HE.6.1.06        demonstrate CPR and basic first aid.
HE.6.1.07        discuss the inter-relationship of health components in adolescence (emotional, intellectual, physical, social, spiritual,
                 mental, environmental).
HE.6.1.08        recognize medical terminology, anatomical landmarks, and functions of the reproductive system.


Grade 6          Health Education
Standard: 2      Culture, Media, and Technology (HE.S.2)
(HE.S.2)         Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.
Performance Descriptors HE.S.2
Distinguished                 Above Mastery                 Mastery                      Partial Mastery              Novice
Sixth grade students          Sixth grade students          Sixth grade students         Sixth grade students         Sixth grade students
performing at the             performing at the above       performing at the mastery    performing at the below      performing at the novice
distinguished level will      mastery level will analyze    level will: analyze how      mastery level will, with     level will, with teacher
analyze and illustrate:       and give examples of:         messages from the media      assistance: analyze how      guidance: analyze how
how messages from the         how messages from the         influence health             messages from the media      messages from the media
media influence health        media influence health        behaviors; analyze the       influence health             influence health
behaviors; the influence      behaviors; the influence      influence that advertisers   behaviors; analyze the       behaviors; analyze the
that advertisers have on      that advertisers have on      have on consumer             influence that advertisers   influence that advertisers
consumer choices; how         consumer choices; how         choices; examine how         have on consumer             have on consumer
families influence the        families influence the        families influence the       choices; examine how         choices; examine how
health of adolescents; the    health of adolescents; the    health of adolescents;       families influence the       families influence the
influence of personal         influence of personal         describe the influence of    health of adolescents;       health of adolescents;
values, beliefs and culture   values, beliefs and culture   personal values, beliefs     describe the influence of    describe the influence of
on health practices and       on health practices and       and culture on health        personal values, beliefs     personal values, beliefs
behaviors; how peers,         behaviors; how peers,         practices and behaviors;     and culture on health        and culture on health
school, and community         school, and community         describe how peers,          practices and behaviors;     practices and behaviors;
can impact personal           can impact personal           school, and community        describe how peers,          describe how peers,
health practices and          health practices and          can impact personal          school, and community        school, and community
behaviors; how                behaviors; how                health practices and         can impact personal          can impact personal
technology has advanced       technology has advanced       behaviors; explain how       health practices and         health practices and

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and influences health            and influences health       technology has advanced     behaviors; explain how       behaviors; explain how
promotion and disease            promotion and disease       and influences health       technology has advanced      technology has advanced
prevention.                      prevention.                 promotion and disease       and influences health        and influences health
                                                             prevention.                 promotion and disease        promotion and disease
                                                                                         prevention.                  prevention.
Objectives        Students will
HE.6.2.01         analyze how media messages influence health behaviors (e.g., appearance, fads, habits).
HE.6.2.02         analyze advertiser influences on consumer choices (e.g., brand names, fads).
HE.6.2.03         explain how families influence the health of adolescents (e.g., family time, meal preparation, religious practices, weight
                  control).
HE.6.2.04         describe the influence of personal values, beliefs and culture on health practices and behaviors.
HE.6.2.05         describe how peers, school, and community can impact personal health practices and behaviors.
HE.6.2.06         explain how technology has advanced health promotion and disease prevention and can influence personal and family
                  health practices and behaviors.


Grade 6            Health Education
Standard: 3        Health Information and Services (HE.S.3)
(HE.S.3)           Students will demonstrate the ability to access valid information and products and services to enhance health.
Performance Descriptors HE.S.3
Distinguished                    Above Mastery               Mastery                     Partial Mastery              Novice

Sixth grade students             Sixth grade students        Sixth grade students        Sixth grade students         Sixth grade students
performing at the                performing at the above     performing at the mastery   performing at the partial    performing at the novice
distinguished level will         mastery level will          level will: analyze the     mastery level will with      level will with guidance
analyze and evaluate: the        compare and analyze: the    validity of health          encouragement: analyze       and assistance: analyze
validity of health               validity of health          information, products and   the validity of health       the validity of health
information, products and        information, products and   services; demonstrate       information, products and    information, products and
services; how to access          services; how to access     how to access valid         services; demonstrate        services; demonstrate
valid health information         valid health information    health information from     how to access valid          how to access valid health
from home, school, and           from home, school, and      home, school, and           health information from      information from home,
community; how to locate         community; how to locate    community; list and         home, school, and            school, and community;

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products that enhance and    products that enhance and    locate products that          community; list and             list and locate products
improve health; situations   improve health; situations   enhance and improve           locate products that            that enhance and improve
that may require             that may require             health; describe situations   enhance and improve             health; describe situations
professional health          professional health          that may require              health; describe situations     that may require
services; personal and       services; personal and       professional health           that may require                professional health
hereditary information       hereditary information       services; research            professional health             services; research
needed to determine          needed to determine          personal and hereditary       services; research              personal and hereditary
preventive medical care.     preventive medical care.     information needed to         personal and hereditary         information needed to
                                                          determine preventive          information needed to           determine preventive
                                                          medical care.                 determine preventive            medical care.
                                                                                        medical care.



Objectives       Students will
HE.6.3.01        analyze the validity of health information, products and services (e.g., choosing doctors, quackery).
HE.6.3.02        demonstrate how to access valid health information from home, school, and community (e.g., parent, 911, 211, teacher,
                 school nurse).
HE.6.3.03        list and locate products that enhance and improve health (e.g., food, vitamins, and humidifiers).
HE.6.3.04        describe situations that may require professional health services (e.g., sudden illness, accidents).
HE.6.3.05        research personal and hereditary information needed to determine preventive medical care (e.g., family health tree, health
                 screenings, nutritional guidelines).


Grade 6            Health Education
Standard:4         Communication (HE.S.4)
(HE.S.4)           Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce
                   health risk.
Performance Descriptors HE.S.4
Distinguished                Above Mastery                Mastery                       Partial Mastery                 Novice
Sixth grade students         Sixth grade students         Sixth grade students          Sixth grade students            Sixth grade students
performing at the            performing at the above      performing at the             performing at the partial       performing at the novice
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distinguished level will:    mastery level will              mastery level will:          mastery level will with      level will with guidance
demonstrate and assess:      demonstrate and explain:        perform effective            encouragement: perform       and assistance: perform
effective communication      effective communication         communication skills to      effective communication      effective communication
skills to enhance health;    skills to enhance health; a     enhance health;              skills to enhance health;    skills to enhance health;
a variety of positive        variety of positive coping      demonstrate a variety of     demonstrate a variety of     demonstrate a variety of
coping                       mechanisms/conflict             positive coping              positive coping              positive coping
mechanisms/conflict          resolution skills to deal       mechanisms/conflict          mechanisms/conflict          mechanisms/conflict
resolution skills to deal    with upset feelings and         resolution skills to deal    resolution skills to deal    resolution skills to deal
with upset feelings and      difficult situations; refusal   with upset feelings and      with upset feelings and      with upset feelings and
difficult situations;        and negotiation skills to       difficult situations;        difficult situations;        difficult situations;
refusal and negotiation      avoid or reduce risks; the      demonstrate refusal and      demonstrate refusal and      demonstrate refusal and
skills to avoid or reduce    value of assertive              negotiation skills to        negotiation skills to        negotiation skills to avoid
risks; the value of          strategies when asking for      avoid or reduce risks;       avoid or reduce risks;       or reduce risks;
assertive strategies when    help in an emergency;           demonstrate the value of     demonstrate the value of     demonstrate the value of
asking for help in an        communication skills to         assertive strategies when    assertive strategies when    assertive strategies when
emergency;                   build and maintain healthy      asking for help in an        asking for help in an        asking for help in an
communication skills to      relationships; how to call      emergency; exhibit           emergency; exhibit           emergency; exhibit
build and maintain           for help in an emergency        communication skills to      communication skills to      communication skills to
healthy relationships;                                       build and maintain           build and maintain           build and maintain healthy
how to call for help in an                                   healthy relationships;       healthy relationships;       relationships; how to call
emergency.                                                   how to call for help in an   how to call for help in an   for help in an emergency.
                                                             emergency.                   emergency.
Objectives          Students will
HE.6.4.01          demonstrate effective verbal and non-verbal communication skills to enhance health (e.g., body language, restating,
                   individual and group conversation)
HE.6.4.02          demonstrate a variety of positive coping mechanisms and conflict resolution skills (e.g., peer mediation and non-violent
                   strategies) to deal with upset feelings and difficult situations.
HE.6.4.03          demonstrate refusal and negotiation skills to avoid or reduce risks (e.g., refusal skills, peer mediation, communication
                   skills, texting, cell phone, and internet communications).
HE.6.4.04           demonstrate how to call for help in an emergency. (e.g., 911, 211, teacher, neighbor).
HE.6.4.05          give examples of communication skills to build and maintain healthy relationships (e.g., friendships, parents, teachers,
                   classmates).

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Grade 6           Health Education
Standard: 5       Decision Making (HE.S.5)
(HE.S.5)          Students will demonstrate the ability to use decision-making skills to enhance health.
Performance Descriptors HE.S.6
Distinguished                 Above Mastery                 Mastery                        Partial Mastery               Novice
Sixth grade students          Sixth grade students          Sixth grade students           Sixth grade students          Sixth grade students
performing at the             performing at the above       performing at the mastery      performing at the partial     performing at the novice
distinguished level will      mastery level will            level will: identify health-   mastery level will with       level will with guidance
analyze and evaluate:         identify and explain:         related situations that        encouragement: identify       and assistance: identify
health-related situations     health-related situations     require carefully thought      health-related situations     health-related situations
that require carefully        that require carefully        out decisions; select          that require carefully        that require carefully
thought out decisions;        thought out decisions;        healthy options to health-     thought out decisions;        thought out decisions;
healthy options to health-    healthy options to health-    related issues or              select healthy options to     select healthy options to
related issues or             related issues or             problems; describe the         health-related issues or      health-related issues or
problems; the potential       problems; the potential       potential outcomes when        problems; describe the        problems; describe the
outcomes when making          outcomes when making          making health-related          potential outcomes when       potential outcomes when
health-related decisions;     health-related decisions;     decisions; select decision-    making health-related         making health-related
decision-making skills        decision-making skills        making skills that protect     decisions; select decision-   decisions; select decision-
that protect against          that protect against          against communicable           making skills that protect    making skills that protect
communicable and non-         communicable and non-         and non-communicable           against communicable          against communicable
communicable diseases;        communicable diseases;        diseases; compare healthy      and non-communicable          and non-communicable
healthy to unhealthy          healthy to unhealthy          to unhealthy alternatives      diseases; compare healthy     diseases; compare healthy
alternatives when making      alternatives when making      when making decisions;         to unhealthy alternatives     to unhealthy alternatives
decisions; the steps of the   decisions; the steps of the   list the steps of the          when making decisions;        when making decisions;
decision-making process       decision-making process       decision-making process        list the steps of the         list the steps of the
to solve problems.            to solve problems.            to solve problems.             decision-making process       decision-making process
                                                                                           to solve problems.            to solve problems.
Objectives        Students will
HE.6.5.01         identify health-related situations that require healthy decisions (i.e., weight management, nutrition, risky behaviors).
HE.6.5.02         select healthy options that address health-related issues or problems (i.e. exercise, disease prevention)

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HE.6.5.03        describe potential outcomes when making health-related decisions (obesity, alcoholism, drug dependence) for self and
                 others.
HE.6.5.04        select decision-making skills that protect against communicable and non-communicable diseases (e.g., hand washing,
                 covering coughs, safety, diet, exercise).
HE.6.5.05        compare healthy to unhealthy alternatives when making decisions (e.g., apple: brownie; non-sedentary: sedentary;
                 tobacco; no tobacco).
HE.6.5.06        list the steps of the decision-making process to solve problems.


Grade 6          Health Education
Standard:6       Goal Setting (HE.S.6)
(HE.S.6)         Students will demonstrate the ability to use goal-setting skills to enhance health.
Performance Descriptors HE.S.6
Distinguished                 Above Mastery                Mastery                      Partial Mastery              Novice
Sixth grade students          Sixth grade students         Sixth grade students         Sixth grade students         Sixth grade students
performing at the             performing at the above      performing at the mastery    performing at the partial    performing at the novice
distinguished level will      mastery level will           level will: list personal    mastery level will with      level will with guidance
analyze and evaluate:         explain: personal health     health practices; explain    encouragement: list          and assistance: list
personal health practices;    practices; how the goal      how the goal setting         personal health practices;   personal health practices;
how the goal setting          setting process is           process is important in      explain how the goal         explain how the goal
process is important in       important in designing       designing strategies to      setting process is           setting process is
designing strategies to       strategies to quit risky     quit risky behaviors;        important in designing       important in designing
quit risky behaviors; how     behaviors; how to create     select a personal health     strategies to quit risky     strategies to quit risky
to create a personal health   a personal health goal and   goal and track its           behaviors; select a          behaviors; select a
goal and track its            track its progress toward    progress toward              personal health goal and     personal health goal and
progress toward               achievement; how             achievement; describe        track its progress toward    track its progress toward
achievement; how              personal health goals and    how personal health goals    achievement; describe        achievement; describe
personal health goals and     practices can change.        and practices can change.    how personal health goals    how personal health goals
practices can change.                                                                   and practices can change     and practices can change
Objectives       Students will
HE.6.6.01        list personal health practices (e.g., exercise, proper rest, diet, doctor/dental appointments).

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HE.6.6.02        explain how the goal setting process is important in designing strategies to avoid risky behaviors (e.g. alcohol, tobacco,
                 and other drugs, sexual activity).
HE.6.6.03        select a personal health goal and track its progress toward achievement (e.g., nutritional goals, fitness goals).
HE.6.6.04        describe how personal health goals and practices can change (i.e., maturity, peer influences, environment).


Grade 6          Health Education
Standard:7       Health Behaviors (HE.S.7)
(HE.S.7)         Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Performance Descriptors HE.S.7
Distinguished                Above Mastery                 Mastery                       Partial Mastery               Novice
Sixth grade students         Sixth grade students          Sixth grade students          Sixth grade students          Sixth grade students
performing at the            performing at the above       performing at the mastery     performing at the partial     performing at the novice
distinguished level will     mastery level will analyze    level will: differentiate     mastery level will with       level will with guidance
analyze and evaluate: safe   and give examples of:         between safe and risky        encouragement:                and assistance:
and risky behaviors in       safe and risky behaviors      behaviors in                  differentiate between safe    differentiate between safe
relationships; differences   in relationships;             relationships; contrast the   and risky behaviors in        and risky behaviors in
between safe and risky       differences between safe      differences between safe      relationships; contrast the   relationships; contrast the
behaviors for preventing     and risky behaviors for       and risky behaviors for       differences between safe      differences between safe
pregnancy and STDs;          preventing pregnancy and      preventing pregnancy and      and risky behaviors for       and risky behaviors for
protective behaviors used    STDs; protective              STDs; list protective         preventing pregnancy and      preventing pregnancy and
to avoid and reduce          behaviors used to avoid       behaviors used to avoid       STDs; list protective         STDs; list protective
threatening situations;      and reduce threatening        and reduce threatening        behaviors used to avoid       behaviors used to avoid
signs and strategies that    situations; signs and         situations; exhibit signs     and reduce threatening        and reduce threatening
can be used to reduce        strategies that can be used   and strategies that can be    situations; exhibit signs     situations; exhibit signs
stress, anxiety and          to reduce stress, anxiety     used to reduce stress,        and strategies that can be    and strategies that can be
depression; discuss good     and depression; discuss       anxiety and depression;       used to reduce stress,        used to reduce stress,
health practices to          good health practices to      discuss good health           anxiety and depression;       anxiety and depression;
improve personal and         improve personal and          practices to improve          discuss good health           discuss good health
family health.               family health.                personal and family           practices to improve          practices to improve
                                                           health.                       personal and family           personal and family
                                                                                         health.                       health.

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Objectives       Students will
HE.6.7.01        differentiate between safe and risky behaviors in relationships (e.g., abuse, date rape, peer pressure, sexual activity).
HE.6.7.02        contrast the differences between safe and risky behaviors for preventing pregnancy and STDs (e.g., abstinence, birth
                 control, drug use).
HE.6.7.03        list protective behaviors used to avoid and reduce threatening situations (e.g., be with a group, confide in parents or
                 teachers).
HE.6.7.04        identify signs and strategies that can be used to reduce stress, anxiety and depression.
HE.6.7.05        discuss good health practices to improve personal and family health (e.g., hygiene, nutrition, food preparation).


Grade 6          Health Education
Standard:8       Advocacy (HE.S.7)
(HE.S.7)         Students will demonstrate the ability to advocate for personal, family, and community health.
Performance Descriptors HE.S.7
Distinguished                Above Mastery                Mastery                       Partial Mastery              Novice
Sixth grade students         Sixth grade students         Sixth grade students          Sixth grade students         Sixth grade students
performing at the            performing at the above      performing at the mastery     performing at the partial    performing at the novice
distinguished level will     mastery level will           level will: work              mastery level will with      level will with guidance
analyze and evaluate how     demonstrate and explain      cooperatively to advocate     encouragement: work          and assistance: work
to: work cooperatively to    how to: work                 for healthy individuals,      cooperatively to advocate    cooperatively to advocate
advocate for healthy         cooperatively to advocate    families, and schools;        for healthy individuals,     for healthy individuals,
individuals, families, and   for healthy individuals,     discuss ways that health      families, and schools;       families, and schools;
schools; discuss ways that   families, and schools;       messages and                  discuss ways that health     discuss ways that health
health messages and          discuss ways that health     communication                 messages and                 messages and
communication                messages and                 techniques can be altered     communication                communication
techniques can be altered    communication                depending on their            techniques can be altered    techniques can be altered
depending on their           techniques can be altered    audiences; explain how to     depending on their           depending on their
audiences; influence         depending on their           influence others to make      audiences; explain how to    audiences; explain how to
others to make positive      audiences; influence         positive health choices.      influence others to make     influence others to make
health choices.              others to make positive                                    positive health choices.     positive health choices.
                             health choices.

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Objectives   Students will
HE.6.8.01    work cooperatively to advocate for healthy individuals, families, and schools (i.e., blog, portfolio, school newspaper)
HE.6.8.02    discuss ways that health messages and communication techniques can be altered depending on their audiences (i.e., tots,
             pre-teens, teens, adults, senior citizens,).
HE.6.8.03    explain how to influence others to make positive health choices (e.g., by example, encouragement, positive messages).




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Seventh Grade Health Content Standards and Objectives

Skills practice, improvement and application in stress management, positive communication skills, conflict resolution, decision
makingand refusal skills provide the potential for guiding seventh graders through one of the most difficult developmental periods and
for helping students distinguish between normal transitional behaviors that are developmentally enhancing and those behaviors that
can be risky or lead to unforeseen consequences. Drug, alcohol and pregnancy prevention should focus on correcting erroneous
perceptions of the prevalence and acceptability of behaviors, establishing safe, health enhancing group norms and establishing or
reinforcing perceived personal susceptibility to the consequences of risk-taking behavior. Students demonstrate responsible personal
health choices and competence with skills for developing positive relationships. Students investigate the relationship of personal diet
and physical activity to good health and disease prevention. Multiple teaching strategies and activities enhance the student’s
experience and perceived relevance of health education. Students learn to access and use available information and services to
enhance and advocate for health. The West Virginia Standards for Next Generation Learning include the following components: Next
Generation Content Standards and Objectives and Next Generation Learning Skills and Technology Tools. All West Virginia teachers
are responsible for classroom instruction that integrates learning skills, technology and objectives.

Note: In accordance with West Virginia Code §18-2-9:

     • the West Virginia Department of Education shall provide a standardized health education assessment to be administered in sixth
     grade health education classes in order to measure student health knowledge and program effectiveness.
     • All public schools must include instruction in any of grades six through twelve in the prevention, transmission and spread of AIDS
         and other sexually transmitted diseases.
     • An opportunity shall be afforded to the parent or guardian of a child subject to instruction in the prevention, transmission and
         spread of acquired immune deficiency syndrome and other sexually transmitted diseases to examine the course curriculum
         requirements and materials to be used in such instruction. The parent or guardian may exempt such child from participation in such
         instruction by giving notice to that effect in writing to the school principal.

Grade 7           Health Education
Standard:1        Health Promotion and Disease Prevention Objectives (HE.S.1)
(HE.S.1)          Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Performance Descriptors HE.S.1
Distinguished                 Above Mastery                Mastery                       Partial Mastery              Novice
Seventh grade students        Seventh grade students       Seventh grade students        Seventh grade students       Seventh grade students
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performing on the            performing on the above       performing on the              performing at the partial    performing at the novice
distinguished level will     mastery level will list and   mastery level will: list the   mastery level will with      level will with guidance
analyze and evaluate: the    explain: the six essential    six essential nutrients;       encouragement: list the      and assistance: list the six
six essential nutrients;     nutrients; determine their    determine their sources        six essential nutrients;     essential nutrients;
determine their sources      sources and functions; the    and functions; analyze the     determine their sources      determine their sources
and functions; the effects   effects of various            effects of various             and functions; analyze the   and functions; analyze the
of various behaviors on      behaviors on body             behaviors on body              effects of various           effects of various
body systems and             systems and wellness; the     systems and wellness;          behaviors on body            behaviors on body
wellness; the anatomy        anatomy and functions of      describe the anatomy and       systems and wellness;        systems and wellness;
and functions of the         the reproductive system;      functions of the               describe the anatomy and     describe the anatomy and
reproductive system;         general symptoms and          reproductive system;           functions of the             functions of the
general symptoms and         potential long-term health    identify general               reproductive system;         reproductive system;
potential long-term health   consequences of STDs;         symptoms and potential         identify general             identify general
consequences of STDs;        first aid procedures; ways    long-term health               symptoms and potential       symptoms and potential
first aid procedures; ways   to maintain and improve       consequences of STDs;          long-term health             long-term health
to maintain and improve      emotional, intellectual,      demonstrate first aid          consequences of STDs;        consequences of STDs;
emotional, intellectual,     physical, social, and         procedures; describe           demonstrate first aid        demonstrate first aid
physical, social, and        spiritual health.             ways to maintain and           procedures; describe         procedures; describe
spiritual health.                                          improve emotional,             ways to maintain and         ways to maintain and
                                                           intellectual, physical,        improve emotional,           improve emotional,
                                                           social, and spiritual          intellectual, physical,      intellectual, physical,
                                                           health.                        social, and spiritual        social, and spiritual
                                                                                          health.                      health.
Objectives       Students will
HE.7.1.01        list the six essential nutrients; determine their sources and functions.
HE.7.1.02        analyze the effects of risky behaviors on body systems and general wellness (e.g., substance abuse, smoking).
HE.7.1.03        describe the anatomy and functions of the reproductive system.
HE.7.1.04        identify general symptoms and potentially long-term health consequences of STDs (e.g., opportunistic infections,
                 infertility, death)
HE.7.1.05        demonstrate first aid procedures (e.g., CPR, control bleeding, airway obstructions, fractures).
HE.7.1.06        describe ways to maintain and improve the components of health (emotional, physical, social, intellectual, spiritual,
                 environmental (e.g., total wellness, positive thinking).

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Grade 7          Health Education
Standard:2       Culture, Media and Technology (HE.S.2)
(HE.S.2)         Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Performance Descriptors HE.S.2
Distinguished                Above Mastery                Mastery                      Partial Mastery              Novice
Seventh grade students       Seventh grade students       Seventh grade students       Seventh grade students       Seventh grade students
performing at the            performing at the above      performing at the mastery    performing at the partial    performing at the novice
distinguished level will     mastery level will analyze   level will: compare and      mastery level will with      level will with guidance
analyze and evaluate: the    and give examples of:        contrast the influence of    encouragement: compare       and assistance: compare
influence of cultural        the influence of cultural    cultural beliefs on health   and contrast the influence   and contrast the influence
beliefs on health            beliefs on health            behaviors; debate how        of cultural beliefs on       of cultural beliefs on
behaviors; how messages      behaviors; how messages      messages from the media      health behaviors; debate     health behaviors; debate
from the media can           from the media can           can influence health         how messages from the        how messages from the
influence health             influence health             behaviors; describe the      media can influence          media can influence
behaviors; the impact of     behaviors; the impact of     impact of bullying and       health behaviors; describe   health behaviors; describe
bullying and identify        bullying and identify        identify necessary coping    the impact of bullying       the impact of bullying
necessary coping skills;     necessary coping skills;     skills; recognize the        and identify necessary       and identify necessary
recognize the importance     recognize the importance     importance of respecting     coping skills; recognize     coping skills; recognize
of respecting individual     of respecting individual     individual differences;      the importance of            the importance of
differences; media           differences; media           analyze media messages       respecting individual        respecting individual
messages about alcohol,      messages about alcohol,      about alcohol, tobacco,      differences; analyze         differences; analyze
tobacco, and other drugs;    tobacco, and other drugs;    and other drugs; analyze     media messages about         media messages about
the influence that           the influence that           the influence that           alcohol, tobacco, and        alcohol, tobacco, and
advertisers have on          advertisers have on          advertisers have on          other drugs; analyze the     other drugs; analyze the
consumer choices; how        consumer choices; how        consumer choices;            influence that advertisers   influence that advertisers
peers, schools, and          peers, schools, and          evaluate how peers,          have on consumer             have on consumer
communities can impact       communities can impact       schools, and communities     choices; evaluate how        choices; evaluate how
personal health practices    personal health practices    can impact personal          peers, schools, and          peers, schools, and
and behaviors; the           and behaviors; the           health practices and         communities can impact       communities can impact
influence of the family on   influence of the family on   behaviors; examine the       personal health practices    personal health practices
the health of adolescents.   the health of adolescents.   influence of the family on   and behaviors; examine       and behaviors; examine
                                                                                       the influence of the         the influence of the
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                                                              the health of adolescents.   family on the health of     family on the health of
                                                                                           adolescents.                adolescents.
Objectives        Students will
HE.7.2.01         compare and contrast the influence of cultural beliefs on health behaviors (e.g., nutrition, hygiene, medical treatment,
                  alcohol, tobacco, and other drugs.
HE.7.2.02         debate how messages from the media can influence health behaviors (e.g., advertising techniques).
HE.7.2.03         describe the impact of bullying (e.g., physical, verbal, cyber) and identify necessary coping skills.
HE.7.2.04         recognize the importance of respecting individual differences (e.g., race, religion, size, age, sex).
HE.7.2.05         analyze media messages about alcohol, tobacco, and other drugs (e.g., alcoholic beverage commercials, prescription and
                  OTC drugs).
HE.7.2.06         analyze the influence that advertisers have on consumer choices (e.g., tobacco and alcohol use, clothing styles, makeup).
HE.7.2.07         evaluate how peers, schools, and communities can impact personal health practices and behaviors (e.g., PTA, scouting and
                  other youth organizations).
HE.7.2.08         examine the influence of the family on the health of adolescents (e.g., smoking, drinking, drug use, meal plans).


Grade 7           Health Education
Standard:3        Health Information and Services (HE.S.3)
(HE.S.3)          Students will demonstrate the ability to access valid health information and products and services to enhance health.
Performance Descriptors HE.S.3
Distinguished                    Above Mastery                Mastery                      Partial Mastery             Novice

Seventh grade students           Seventh grade students       Seventh grade students       Seventh grade students      Seventh grade students
performing at the                performing at the above      performing at the mastery    performing at the partial   performing at the novice
distinguished level will         mastery level will analyze   level will: evaluate the     mastery level will with     level will with guidance
analyze and evaluate: the        and give examples of: the    costs of health              encouragement: evaluate     and assistance: evaluate
costs of health                  costs of health              information, products and    the costs of health         the costs of health
information, products and        information, products and    services; recognize valid    information, products and   information, products and
services; valid health           services; valid health       health information found     services; recognize valid   services; recognize valid
information found in the         information found in the     in the home, school, and     health information found    health information found
home, school, and                home, school, and            community; appraise the      in the home, school, and    in the home, school, and
community; the                   community; the               accessibility of products    community; appraise the     community; appraise the
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accessibility of products   accessibility of products   that enhance health; list     accessibility of products    accessibility of products
that enhance health;        that enhance health;        situations that require       that enhance health; list    that enhance health; list
situations that require     situations that require     professional and              situations that require      situations that require
professional and            professional and            community services;           professional and             professional and
community services;         community services;         utilize personal and          community services;          community services;
personal and hereditary     personal and hereditary     hereditary data to            utilize personal and         utilize personal and
data to determine medical   data to determine medical   determine medical care        hereditary data to           hereditary data to
care needs; the costs of    care needs; the costs of    needs; evaluate the costs     determine medical care       determine medical care
health information,         health information,         of health information,        needs; evaluate the costs    needs; evaluate the costs
products and services;      products and services;      products and services;        of health information,       of health information,
myths, misinformation       myths, misinformation       identify myths,               products and services;       products and services;
and stereotyping            and stereotyping            misinformation and            identify myths,              identify myths,
associated with health      associated with health      stereotyping associated       misinformation and           misinformation and
services.                   services.                   with health services.         stereotyping associated      stereotyping associated
                                                                                      with health services.        with health services.
Objectives      Students will
HE.7.3.01       evaluate the costs of health information, products and services (e.g., compare/contrast products, internet purchases)
HE.7.3.02       recognize valid health information found in the home, school, community and the internet (e.g. literature, hospital
                brochures, websites).
HE.7.3.03       appraise the accessibility of products that enhance health (e.g., age requirements, internet, community access)
HE.7.3.04       list situations that require professional and community health services (e.g., accidents, illnesses, health maintenance).
HE.7.3.05       utilize personal and hereditary data to determine medical care needs (e.g., health screenings, nutritional guidelines).
HE.7.3.06       identify myths, misinformation and stereotyping associated with health services (e.g., quackery, false advertising).


Grade 7         Health Education
Standard: 4     Communication (HE.S.4)
(HE.S.4)        Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce
                health risk.
Performance Descriptors HE.S.4
Distinguished               Above Mastery               Mastery                       Partial Mastery              Novice

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Seventh grade students       Seventh grade students       Seventh grade students        Seventh grade students        Seventh grade students
performing at the            performing at the above      performing at the mastery     performing at the partial     performing at the novice
distinguished level will     mastery level will analyze   level will: analyze           mastery level will with       level will with guidance
analyze and evaluate:        and give examples of:        effective verbal and non-     encouragement: analyze        and assistance: analyze
effective verbal and non-    effective verbal and non-    verbal communication          effective verbal and non-     effective verbal and non-
verbal communication         verbal communication         skills to enhance health;     verbal communication          verbal communication
skills to enhance health;    skills to enhance health;    explain how character         skills to enhance health;     skills to enhance health;
how character and            how character and            and personality affect the    explain how character         explain how character and
personality affect the       personality affect the       perception of one’s           and personality affect the    personality affect the
perception of one’s          perception of one’s          ability to communicate;       perception of one’s           perception of one’s ability
ability to communicate; a    ability to communicate; a    demonstrate a variety of      ability to communicate;       to communicate;
variety of positive coping   variety of positive coping   positive coping               demonstrate a variety of      demonstrate a variety of
mechanisms/conflict          mechanisms/conflict          mechanisms/conflict           positive coping               positive coping
resolution skills; refusal   resolution skills; refusal   resolution skills; give       mechanisms/conflict           mechanisms/conflict
and negotiation skills to    and negotiation skills to    examples of refusal and       resolution skills; give       resolution skills; give
avoid health risks; ways     avoid health risks; ways     negotiation skills to avoid   examples of refusal and       examples of refusal and
one can develop healthful    one can develop healthful    health risks; discuss ways    negotiation skills to avoid   negotiation skills to avoid
family relationships;        family relationships;        one can develop healthful     health risks; discuss ways    health risks; discuss ways
steps that can be taken to   steps that can be taken to   family relationships; list    one can develop healthful     one can develop healthful
improve dysfunctional        improve dysfunctional        steps that can be taken to    family relationships; list    family relationships; list
family relationships; the    family relationships; the    improve dysfunctional         steps that can be taken to    steps that can be taken to
value of assertive           value of assertive           family relationships;         improve dysfunctional         improve dysfunctional
strategies when asking for   strategies when asking for   explain the value of          family relationships;         family relationships;
help in an emergency;        help in an emergency;        assertive strategies when     explain the value of          explain the value of
communication skills to      communication skills to      asking for help in an         assertive strategies when     assertive strategies when
build and maintain           build and maintain           emergency; list               asking for help in an         asking for help in an
healthy relationships.       healthy relationships.       communication skills to       emergency; list               emergency; list
                                                          build and maintain            communication skills to       communication skills to
                                                          healthy relationships.        build and maintain            build and maintain
                                                                                        healthy relationships.        healthy relationships.
Objectives       Students will
HE.7.4.01        analyze effective verbal and non-verbal communication skills to enhance health (e.g., body language, restating,
                 individual/group conversation).

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HE.7.4.02         explain how character and personality affect the perception of one’s ability to communicate (e.g., confident = aggressive;
                  shy = passive).
HE.7.4.03         analyze the effectiveness of a variety of positive coping mechanisms/conflict resolution skills (e.g., peer mediation, non-
                  violent strategies to deal with upset feelings and difficult situations).
HE.7.4.04         give examples of refusal and negotiation skills to avoid health risks (e.g., say no, avoid risks, give excuses).
HE.7.4.05         discuss ways one can develop healthful family relationships (e.g., share with siblings, chores, spend time together).
HE.7.4.06         list steps that can be taken to improve dysfunctional family relationships (e.g., Alanon, counselor, trusted adults, try to get
                  along).
HE.7.4.07         demonstrate the value of assertive strategies when asking for help in an emergency (e.g. 911, 211, police, fire, teacher).
HE.7.4.08         list communication skills to build and maintain healthy relationships (e.g., listening, body language, patience)


Grade 7           Health Education
Standard:5        Decision Making (HE.S.5)

(HE.S.5)          Students will demonstrate the ability to use decision-making skills to enhance health.
Performance Descriptors HE.S.5
Distinguished                 Above Mastery                 Mastery                       Partial Mastery               Novice
Seventh grade students        Seventh grade students        Seventh grade students        Seventh grade students        Seventh grade students
performing at the             performing at the above       performing at the mastery     performing at the partial     performing at the novice
distinguished level will      mastery level will analyze    level will: apply the         mastery level will with       level will with guidance
analyze and evaluate: the     and give examples of: the     USDA Dietary                  encouragement: apply the      and assistance: apply the
USDA Dietary                  USDA Dietary                  Guidelines in meal            USDA Dietary                  USDA Dietary
Guidelines in meal            Guidelines in meal            planning; discuss the         Guidelines in meal            Guidelines in meal
planning; the                 planning; the                 consequences of poor          planning; discuss the         planning; discuss the
consequences of poor          consequences of poor          nutritional choices for       consequences of poor          consequences of poor
nutritional choices for       nutritional choices for       self and others; illustrate   nutritional choices for       nutritional choices for self
self and others; situations   self and others; situations   situations and practice       self and others; illustrate   and others; illustrate
and practice skills           and practice skills           skills requiring decisions    situations and practice       situations and practice
requiring decisions with      requiring decisions with      with alcohol, tobacco and     skills requiring decisions    skills requiring decisions
alcohol, tobacco and          alcohol, tobacco and          other drugs; apply the        with alcohol, tobacco and     with alcohol, tobacco and
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other drugs; the steps of a   other drugs; the steps of a   steps of a decision-         other drugs; apply the          other drugs; apply the
decision-making process       decision-making process       making process to solve a    steps of a decision-            steps of a decision-
to solve a problem;           to solve a problem;           problem; differentiate       making process to solve a       making process to solve a
healthy and unhealthy         healthy and unhealthy         between healthy and          problem; differentiate          problem; differentiate
alternatives when making      alternatives when making      unhealthy alternatives       between healthy and             between healthy and
decisions.                    decisions.                    when making decisions.       unhealthy alternatives          unhealthy alternatives
                                                                                         when making decisions.          when making decisions.
Objectives        Students will
HE.7.5.01         apply the USDA Dietary Guidelines in meal planning.
HE.7.5.02         discuss the consequences of poor nutritional choices (e.g., eating disorders) for self and others (e.g., families, babies).
HE.7.5.03         illustrate situations and practice skills requiring decisions with alcohol, tobacco and other drugs.
HE.7.5.04         apply the steps of a decision-making process to solve a problem.
HE.7.5.05         differentiate between healthy and unhealthy alternatives when making decisions.


Grade 7           Health Education
Standard:6        Goal Setting (HE.S.6)
(HE.S.6)          Students will demonstrate the ability to use goal-setting skills to enhance health.
Performance Descriptors HE.S.5
Distinguished                 Above Mastery                 Mastery                      Partial Mastery                 Novice
Seventh grade students        Seventh grade students        Seventh grade students       Seventh grade students          Seventh grade students
performing at the             performing at the above       performing at the mastery    performing at the partial       performing at the novice
distinguished level will      mastery level will analyze    level will: develop          mastery level will with         level will with guidance
analyze and evaluate:         and give examples of:         personal health practices;   encouragement: develop          and assistance: develop
personal health practices;    personal health practices;    explain how the goal         personal health practices;      personal health practices;
how the goal setting          how the goal setting          setting process is           explain how the goal            explain how the goal
process is important when     process is important when     important when planning      setting process is              setting process is
planning future events;       planning future events;       future events; create and    important when planning         important when planning
develop a personal health     develop a personal health     develop a personal health    future events; create and       future events; create and
goal; how time may            goal; how time may            goal; discuss how time       develop a personal health       develop a personal health
change personal health        change personal health        may change personal          goal; discuss how time          goal; discuss how time

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goals.                         goals.                         health goals.                  may change personal          may change personal
                                                                                             health goals.                health goals.
Objectives        Students will
HE.7.6.01         develop a personal health plan to address strengths, weaknesses and health risks.(e.g., diet, exercise, sleep, relationships).
HE.7.6.02         explain how the goal setting process is important when planning future events (e.g., college, marriage, job).
HE.7.6.03         create and develop a personal health goal.
HE.7.6.04         discuss how time may change personal health goals. (e.g., change of schools, getting older, new interests, family
                  alteration)


Grade 7           Health Education
Standard: 7       Health Behaviors (HE.S.7)
(HE.S.7)          Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Performance Descriptors HE.S.7
Distinguished                  Above Mastery                  Mastery                        Partial Mastery              Novice
Seventh grade students         Seventh grade students         Seventh grade students         Seventh grade students       Seventh grade students
performing at the              performing at the above        performing at the mastery      performing at the partial    performing at the novice
distinguished level will       mastery level will analyze     level will: distinguish        mastery level will with      level will with guidance
analyze and evaluate: safe     and give examples of:          between safe and risky or      encouragement:               and assistance:
and risky or harmful           safe and risky or harmful      harmful behaviors in           distinguish between safe     distinguish between safe
behaviors in                   behaviors in                   relationships; analyze the     and risky or harmful         and risky or harmful
relationships; the             relationships; the             differences between safe       behaviors in                 behaviors in
differences between safe       differences between safe       and risky behaviors,           relationships; analyze the   relationships; analyze the
and risky behaviors,           and risky behaviors,           including methods for          differences between safe     differences between safe
including methods for          including methods for          preventing pregnancy and       and risky behaviors,         and risky behaviors,
preventing pregnancy and       preventing pregnancy and       STDs; dramatize                including methods for        including methods for
STDs; protective               STDs; protective               protective behaviors used      preventing pregnancy and     preventing pregnancy and
behaviors used to avoid        behaviors used to avoid        to avoid and reduce            STDs; dramatize              STDs; dramatize
and reduce threatening         and reduce threatening         threatening situations;        protective behaviors used    protective behaviors used
situations; signs of and       situations; signs of and       identify signs of and          to avoid and reduce          to avoid and reduce
strategies to reduce stress,   strategies to reduce stress,   strategies to reduce stress,   threatening situations;      threatening situations;
anxiety and depression;        anxiety and depression;        anxiety and depression;        identify signs of and        identify signs of and
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good health practices to    good health practices to      establish good health        strategies to reduce stress,   strategies to reduce stress,
improve personal and        improve personal and          practices to improve         anxiety and depression;        anxiety and depression;
family health.              family health.                personal and family          establish good health          establish good health
                                                          health.                      practices to improve           practices to improve
                                                                                       personal and family            personal and family
                                                                                       health.                        health.
Objectives       Students will
HE.7.7.01        recognize risky or harmful behaviors that may occur in relationships (e.g., abuse, date rape, sexual activity).
HE.7.7.02        analyze the differences between safe and risky behaviors, including methods for preventing pregnancy and STDs,
                 including HIV/AIDS and HBV (e.g., abstinence , birth control, disease control).
HE.7.7.03        dramatize protective behaviors used to avoid and reduce threatening situations (e.g., anger, bullying, harassment).
HE.7.7.04        identify strategies to reduce stress, anxiety and depression.
HE.7.7.05        identify good health practices to improve personal and family health (e.g., hygiene, nutrition, food preparation).


Grade 7          Health Education
Standard:8       Advocacy (HE.S.8)
(HE.S.8)         Students will demonstrate the ability to advocate for personal, family, and community health.
Performance Descriptors HE.S.8
Distinguished               Above Mastery                 Mastery                      Partial Mastery                Novice
Seventh grade students      Seventh grade students        Seventh grade students       Seventh grade students         Seventh grade students
performing at the           performing at the above       performing at the mastery    performing at the partial      performing at the novice
distinguished level will    mastery level will explain    level will: work             mastery level will with        level will with guidance
analyze and evaluate how    how to: work                  cooperatively with their     encouragement: work            and assistance: work
to: work cooperatively      cooperatively with their      family to advocate for       cooperatively with their       cooperatively with their
with their family to        family to advocate for        healthy lifestyles;          family to advocate for         family to advocate for
advocate for healthy        healthy lifestyles;           examine methods to alter     healthy lifestyles;            healthy lifestyles;
lifestyles; examine         examine methods to alter      health messages and          examine methods to alter       examine methods to alter
methods to alter health     health messages and           communication                health messages and            health messages and
messages and                communication                 techniques for different     communication                  communication
communication               techniques for different      audiences; demonstrate       techniques for different       techniques for different

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techniques for different    audiences; influence         how to influence others to audiences; demonstrate         audiences; demonstrate
audiences; influence        others to make positive      make positive health       how to influence others to     how to influence others to
others to make positive     health choices.              choices.                   make positive health           make positive health
health choices.                                                                     choices.                       choices.
Objectives       Students will
HE.7.8.01        advocate to their family to work cooperatively for healthy lifestyles (e.g., exercise together, diet plans, food preparation,
                 spend time together).
HE.7.8.02        explain why making positive health choices will influence others.




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Eighth Grade Health Content Standards and Objectives

 The eighth grade health education objectives provide opportunities for students to practice decision making, communication skills
 and goal setting in role-played or simulated situations that outline the importance of taking responsibility for individual actions.
 Consequences of poor decisions are examined closely in relationship to a variety of important risks and strategies to enhance personal
 health and wellness. Students examine violence prevention and develop strategies to promote safety for themselves and others.
 Discussion of the negative consequences of drug, alcohol, and tobacco use and sexual activity are important components of the eighth
 grade health education curriculum. Multiple teaching strategies and activities enhance the student’s experience and perceived
 relevance of health education. Students learn to access, use, critically evaluate and apply health information and services. The West
 Virginia Standards for Next Generation Learning include the following components: Next Generation Content Standards and
 Objectives and Next Generation Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom
 instruction that integrates learning skills, technology and objectives.

Note: In accordance with West Virginia Code §18-2-9:

           • the West Virginia Department of Education shall provide a standardized health education assessment to be administered in sixth
           grade health education classes in order to measure student health knowledge and program effectiveness.
           • All public schools must include instruction in any of grades six through twelve in the prevention, transmission and spread of AIDS
           and other sexually transmitted diseases.
           • An opportunity shall be afforded to the parent or guardian of a child subject to instruction in the prevention, transmission and
           spread of acquired immune deficiency syndrome and other sexually transmitted diseases to examine the course curriculum
           requirements and materials to be used in such instruction. The parent or guardian may exempt such child from participation in such
           instruction by giving notice to that effect in writing to the school principal.

Grade 8              Health Education
Standard:1           Health Promotion and Disease Prevention Objectives (HE.S.1)
(HE.S.1)             Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Performance Descriptors HE.S.1
Distinguished                   Above Mastery                 Mastery                      Partial Mastery               Novice
Eighth grade students           Eighth grade students      Eighth grade students           Eighth grade students         Eighth grade students
performing at the               performing at the above    performing at the mastery       performing at the partial     performing at the novice
distinguished level will        mastery level will analyze level will: apply sound         mastery level will with       level will with guidance
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analyze and evaluate:         and give examples of:         nutritional principles to    encouragement: apply          and assistance: apply
sound nutritional             sound nutritional             healthy food choices;        sound nutritional             sound nutritional
principles to healthy food    principles to healthy food    analyze the effects of       principles to healthy food    principles to healthy food
choices; the effects of       choices; the effects of       risky behaviors on body      choices; analyze the          choices; analyze the
risky behaviors on body       risky behaviors on body       systems and wellness;        effects of risky behaviors    effects of risky behaviors
systems and wellness; the     systems and wellness; the     label and explain the        on body systems and           on body systems and
functions of the bodies       functions of the bodies       functions of the bodies      wellness; label and           wellness; label and
systems; the risk factors     systems; the risk factors     systems; determine the       explain the functions of      explain the functions of
that lead to teen             that lead to teen             risk factors that lead to    the bodies systems;           the bodies systems;
pregnancy, HIV/AIDS,          pregnancy, HIV/AIDS,          teen pregnancy,              determine the risk factors    determine the risk factors
and other sexually            and other sexually            HIV/AIDS, and other          that lead to teen             that lead to teen
transmitted diseases; first   transmitted diseases; first   sexually transmitted         pregnancy, HIV/AIDS,          pregnancy, HIV/AIDS,
aid procedures; the           aid procedures; the           diseases; demonstrate        and other sexually            and other sexually
components of wellness;       components of wellness;       first aid procedures; list   transmitted diseases;         transmitted diseases;
recognize and evaluate        recognize and list            and explain the              demonstrate first aid         demonstrate first aid
behaviors that protect and    behaviors that protect and    components of wellness;      procedures; list and          procedures; list and
keep the reproductive         keep the reproductive         recognize behaviors that     explain the components        explain the components
systems healthy.              systems healthy.              protect and keep the         of wellness; recognize        of wellness; recognize
                                                            reproductive systems         behaviors that protect and    behaviors that protect and
                                                            healthy.                     keep the reproductive         keep the reproductive
                                                                                         systems healthy.              systems healthy.
Objectives       Students will
HE.8.1.01        apply sound nutritional principles to healthy food choices (e.g., menu preparation, nutrition labels).
HE.8.1.02        analyze the effects of risky behaviors on body systems and wellness (e.g., substance abuse, eating disorders).
HE.8.1.03        label and explain the functions of the bodies systems (e.g., circulatory, skeletal, reproductive, digestive).
HE.8.1.04        determine the risk factors that lead to teen pregnancy, HIV/AIDS, and other sexually transmitted diseases.
HE.8.1.05        demonstrate first aid procedures (e.g., CPR, control bleeding, airway obstructions, fractures).
HE.8.1.06        list and explain the components of total wellness (e.i., emotional, intellectual, physical, social, and spiritual).
HE.8.1.07        recognize behaviors that protect and keep the male and female reproductive systems healthy.


Grade 8          Health Education

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Standard:2       Culture, Media and Technology (HE.S.2)
(HE.S.2)         Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Performance Descriptors HE.S.2
Distinguished                Above Mastery                Mastery                     Partial Mastery              Novice
Eighth grade students        Eighth grade students        Eighth grade students       Eighth grade students        Eighth grade students
performing at the            performing at the above      performing at the mastery   performing at the partial    performing at the novice
distinguished level will     mastery level will analyze   level will: distinguish     mastery level will with      level will with guidance
analyze and evaluate:        and give examples of:        how culture influences      encouragement:               and assistance:
how culture influences       how culture influences       decision on health          distinguish how culture      distinguish how culture
decision on health           decision on health           behaviors; debate how the   influences decision on       influences decision on
behaviors; how the use of    behaviors; how the use of    use of technology can       health behaviors; debate     health behaviors; debate
technology can help and      technology can help and      help and hurt our health;   how the use of               how the use of
hurt our health; how         hurt our health; how         describe how bullying       technology can help and      technology can help and
bullying can negatively      bullying can negatively      can negatively affect       hurt our health; describe    hurt our health; describe
affect one’s life; the       affect one’s life; the       one’s life; defend the      how bullying can             how bullying can
importance of respecting     importance of respecting     importance of respecting    negatively affect one’s      negatively affect one’s
individual differences;      individual differences;      individual differences;     life; defend the             life; defend the
critique methods of          critique methods of          critique methods of         importance of respecting     importance of respecting
advertising focused on       advertising focused on       advertising focused on      individual differences;      individual differences;
health information,          health information,          health information,         critique methods of          critique methods of
products and services: the   products and services: the   products and services:      advertising focused on       advertising focused on
influence advertisers have   influence advertisers have   examine the influence       health information,          health information,
on consumer choices;         on consumer choices;         advertisers have on         products and services:       products and services:
why peers, schools, and      why peers, schools, and      consumer choices;           examine the influence        examine the influence
communities impact           communities impact           explain why peers,          advertisers have on          advertisers have on
personal health practices    personal health practices    schools, and communities    consumer choices;            consumer choices;
and behaviors.               and behaviors.               impact personal health      explain why peers,           explain why peers,
                                                          practices and behaviors.    schools, and communities     schools, and communities
                                                                                      impact personal health       impact personal health
                                                                                      practices and behaviors.     practices and behaviors.


Objectives       Students will

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HE.8.2.01         identify cultural influences on health behaviors (e.g., nutrition, hygiene, relationships, medical, drug use).
HE.8.2.02         discuss the use of technology and its positive and negative effects on health (e.g., video games, computers, cell phones,
                  medical advances)
HE.8.2.03         describe how bullying can negatively affect one’s life (low esteem, antisocial behavior).
HE.8.2.04         defend the importance of respecting individual differences.
HE.8.2.05         critique methods of advertising focused on health information, products and services.
HE.8.2.06         list methods that advertisers use to influence consumer choices (e.g., brand names, medicines, alcohol use).
HE.8.2.07         explain how peers, schools, and communities impact personal health practices and behaviors.


Grade 8           Health Education
Standard: 3       Health Information and Services (HE.S.3)
(HE.S.3)          Students will demonstrate the ability to access valid information and products and services to enhance health.
Performance Descriptors HE.S.2
Distinguished                    Above Mastery                Mastery                       Partial Mastery               Novice

Eighth grade students            Eighth grade students        Eighth grade students         Eighth grade students         Eighth grade students
performing at the                performing at the above      performing at the mastery     performing at the partial     performing at the novice
distinguished level will         mastery level will analyze   level will: investigate       mastery level will with       level will with guidance
analyze, evaluate, and           and give examples of:        how health information,       encouragement:                and assistance:
report: how health               how health information,      products and services are     investigate how health        investigate how health
information, products and        products and services are    financed; evaluate if         information, products and     information, products and
services are financed;           financed; health             health information from       services are financed;        services are financed;
health information from          information from home,       home, school, and             evaluate if health            evaluate if health
home, school, and                school, and community        community is reliable; list   information from home,        information from home,
community that is                that is reliable; products   and analyze products that     school, and community is      school, and community is
reliable; products that are      that are advertised to       are advertised to enhance     reliable; list and analyze    reliable; list and analyze
advertised to enhance            enhance health; occasions    health; list occasions that   products that are             products that are
health; occasions that           that require professional    require professional          advertised to enhance         advertised to enhance
require professional             health agencies; medical     health agencies; evaluate     health; list occasions that   health; list occasions that
health agencies; medical         care and cost; myths,        medical care and cost;        require professional          require professional
care and cost; myths,            misinformation and           research myths,               health agencies; evaluate     health agencies; evaluate
misinformation and               stereotyping associated      misinformation and            medical care and cost;        medical care and cost;
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stereotyping associated      with health services.        stereotyping associated        research myths,              research myths,
with health services.                                     with health services.          misinformation and           misinformation and
                                                                                         stereotyping associated      stereotyping associated
                                                                                         with health services.        with health services.
Objectives       Students will
HE.8.3.01        investigate how health information, products and services are financed (e.g., government, consumers, trusts).
HE.8.3.02        evaluate if health information from home, school, and community is reliable (e.g., source, purpose).
HE.8.3.03        list and analyze products that are advertised to enhance health (e.g., vitamins, supplements).
HE.8.3.04        list occasions that require professional health agencies (e.g., illness, accidents, education).
HE.8.3.05        evaluate medical care and cost (e.g., doctor fees, hospital costs, medicine, Medicare/Medicaid).
HE.8.3.06        research myths, misinformation and stereotyping associated with health services (e.g., quackery, medical fraud).


Grade 8          Health Education
Standard: 4      Communication (HE.S.4)
(HE.S.4)         Students will demonstrate the ability to use interpersonal communication skills to enhance health.
Performance Descriptors HE.S.4
Distinguished                Above Mastery                Mastery                        Partial Mastery              Novice
Eighth grade students        Eighth grade students        Eighth grade students          Eighth grade students        Eighth grade students
performing at the            performing at the above      performing at the mastery      performing at the partial    performing at the novice
distinguished level will     mastery level will explain   level will: demonstrate        mastery level will with      level will with guidance
rationalize, explain and     and demonstrate: ways to     ways to exhibit care,          encouragement:               and assistance:
demonstrate: ways to         exhibit care,                consideration and respect      demonstrate ways to          demonstrate ways to
exhibit care,                consideration and respect    for self and others;           exhibit care,                exhibit care,
consideration and respect    for self and others; how     analyze how personality        consideration and respect    consideration and respect
for self and others; how     personality affects one’s    affects one’s ability to       for self and others;         for self and others;
personality affects one’s    ability to communicate; a    communicate; develop a         analyze how personality      analyze how personality
ability to communicate; a    variety of positive coping   variety of positive coping     affects one’s ability to     affects one’s ability to
variety of positive coping   mechanisms/conflict          mechanisms/conflict            communicate; develop a       communicate; develop a
mechanisms/conflict          resolution skills; various   resolution skills; compare     variety of positive coping   variety of positive coping
resolution skills; various   refusal and negotiation      and contrast various           mechanisms/conflict          mechanisms/conflict
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refusal and negotiation      skills to avoid or reduce    refusal and negotiation      resolution skills; compare   resolution skills; compare
skills to avoid or reduce    risky and harmful health     skills to avoid or reduce    and contrast various         and contrast various
risky and harmful health     behaviors; ways one can      risky and harmful health     refusal and negotiation      refusal and negotiation
behaviors; ways one can      develop healthful family     behaviors; plan ways to      skills to avoid or reduce    skills to avoid or reduce
develop healthful family     relationships; adjustments   develop healthful family     risky and harmful health     risky and harmful health
relationships; adjustments   that can be made if family   relationships; discuss       behaviors; plan ways to      behaviors; plan ways to
that can be made if family   changes occur;               adjustments that can be      develop healthful family     develop healthful family
changes occur;               communication skills         made if family changes       relationships; discuss       relationships; discuss
communication skills         necessary for healthy        occur; practice              adjustments that can be      adjustments that can be
necessary for healthy        relationships.               communication skills         made if family changes       made if family changes
relationships.                                            necessary for healthy        occur; practice              occur; practice
                                                          relationships.               communication skills         communication skills
                                                                                       necessary for healthy        necessary for healthy
                                                                                       relationships.               relationships.
Objectives       Students will
HE.8.4.01        demonstrate ways to exhibit care, consideration and respect for self and others (e.g., peer mediation, conflict resolution).
HE.8.4.02        analyze how personality affects one’s ability to communicate (e.g., confident = aggressive; shy = passive).
HE.8.4.03        develop a variety of positive coping mechanisms/conflict resolution skills (e.g., negotiation, peer mediation, non-violent
                 strategies).
HE.8.4.04        compare and contrast various refusal and negotiation skills to avoid or reduce risky and harmful health behaviors (e.g.,
                 pregnancy, drunk driving, STDs, dating violence, harassment, alcohol, tobacco, and other drugs).
HE.8.4.05        plan ways to develop healthful family relationships.
HE.8.4.06        discuss adjustments (e.g., role change, finances) that can be made if family changes occur (e.g., divorce, death, job loss,
                 fire, disease, natural disasters).
HE.8.4.07        practice communication skills necessary for healthy relationships (e.g., courtesy, manners, respect).


Grade 8          Health Education
Standard:5       Decision Making (HE.S.5)

(HE.S.5)         Students will demonstrate the ability to use decision-making skills to enhance health.

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Performance Descriptors HE.S.5
Distinguished                 Above Mastery                 Mastery                     Partial Mastery              Novice
Eighth grade students         Eighth grade students         Eighth grade students       Eighth grade students        Eighth grade students
performing at the             performing at the above       performing at the mastery   performing at the partial    performing at the novice
distinguished level will      mastery level will analyze    level will: evaluate        mastery level will, with     level will, with guidance
analyze and evaluate:         and give examples of:         health-related situations   encouragement: evaluate      and assistance: evaluate
health-related situations     health-related situations     that require thoughtful     health-related situations    health-related situations
that require thoughtful       that require thoughtful       decisions; develop          that require thoughtful      that require thoughtful
decisions; healthy            decisions; healthy            healthy practices to        decisions; develop           decisions; develop
practices to health-related   practices to health-related   health-related issues;      healthy practices to         healthy practices to
issues; the potential         issues; the potential         predict the potential       health-related issues;       health-related issues;
outcomes when making a        outcomes when making a        outcomes when making a      predict the potential        predict the potential
health-related decision;      health-related decision;      health-related decision;    outcomes when making a       outcomes when making a
decision-making skills        decision-making skills        develop decision-making     health-related decision;     health-related decision;
needed to protect against     needed to protect against     skills needed to protect    develop decision-making      develop decision-making
communicable and non-         communicable and non-         against communicable        skills needed to protect     skills needed to protect
communicable diseases;        communicable diseases;        and non-communicable        against communicable         against communicable
healthy to unhealthy          healthy to unhealthy          diseases; compare and       and non-communicable         and non-communicable
options when making           options when making           contrast healthy to         diseases; compare and        diseases; compare and
decisions; the steps of a     decisions; the steps of a     unhealthy options when      contrast healthy to          contrast healthy to
decision-making process       decision-making process       making decisions; apply     unhealthy options when       unhealthy options when
to solve problems; list       to solve problems; list       the steps of a decision-    making decisions; apply      making decisions; apply
and analyze decision          decision making options       making process to solve     the steps of a decision-     the steps of a decision-
making options during         during the stages of          problems; recognize the     making process to solve      making process to solve
the stages of puberty         puberty                       importance of decision      problems; recognize the      problems; recognize the
                                                            making during the           importance of decision       importance of decision
                                                            changes of puberty.         making during the            making during the
                                                                                        changes of puberty.          changes of puberty.


Objectives        Students will
HE.8.5.01        evaluate health-related situations that require thoughtful decisions (e.g., when to call 911 and 211, unsafe behaviors).
HE.8.5.02        develop healthy practices regarding health-related issues (e.g., nutrition, weight control, exercise).

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HE.8.5.03        predict potential outcomes of health-related decisions (e.g., seatbelts, alcohol, tobacco, and other drug use, nutrition).
HE.8.5.04        develop decision-making skills needed to protect against communicable and non-communicable diseases.
HE.8.5.05        compare and contrast healthy and unhealthy options when making decisions.
HE.8.5.06        apply the steps of a decision-making process to solve problems (i.e., decision-making steps).
HE.8.5.07        recognize the importance of decision making during the physical, emotional, and social changes of puberty.


Grade 8          Health Education
Standard:6       Goal Setting (HE.S.6)
(HE.S.6)         Students will demonstrate the ability to use goal-setting skills to enhance health.
Performance Descriptors HE.S.6
Distinguished                Above Mastery                Mastery                       Partial Mastery              Novice
Eighth grade students        Eighth grade students        Eighth grade students         Eighth grade students        Eighth grade students
performing at the            performing at the above      performing at the mastery     performing at the partial    performing at the novice
distinguished level will     mastery level will analyze   level will: assess            mastery level will with      level will with guidance
analyze and evaluate:        and give examples of:        personal health practices;    encouragement: assess        and assistance: assess
personal health practices;   personal health practices;   compare and contrast          personal health practices;   personal health practices;
how the goal setting         how the goal setting         how the goal setting          compare and contrast         compare and contrast
process is important in      process is important in      process is important in       how the goal setting         how the goal setting
designing strategies to      designing strategies to      designing strategies to       process is important in      process is important in
quit using tobacco and       quit using tobacco and       quit using tobacco and        designing strategies to      designing strategies to
other risking behaviors; a   other risking behaviors; a   other risking behaviors;      quit using tobacco and       quit using tobacco and
personal health goal and     personal health goal and     design a personal health      other risking behaviors;     other risking behaviors;
also track progress          also track progress          goal and track progress       design a personal health     design a personal health
toward its achievement;      toward its achievement;      toward its achievement;       goal and track progress      goal and track progress
how personal health goals    how personal health goals    determine how personal        toward its achievement;      toward its achievement;
and practices can vary as    and practices can vary as    health goals and practices    determine how personal       determine how personal
priorities change.           priorities change.           can vary as priorities        health goals and practices   health goals and practices
                                                          change.                       can vary as priorities       can vary as priorities
                                                                                        change.                      change.
Objectives       Students will

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HE.8.6.01        assess personal health practices (e.g., safety, diet, exercise, sleep, alcohol, tobacco, and other drugs).
HE.8.6.02        discuss the importance of the goal setting process in designing strategies to quit using tobacco and other risky behaviors.
HE.8.6.03        design a personal health goal and track progress toward its achievement (e.g., exercise, weight control, dental care).
HE.8.6.04        determine how personal health goals and practices can vary as priorities change (e.g., family illness, death of close friend,
                 personal tragedy, maturity)


Grade 8          Health Education
Standard: 7      Health Behaviors (HE.S.7)
(HE.S.7)         Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
Performance Descriptors HE.S.7
Distinguished                Above Mastery                Mastery                        Partial Mastery                Novice
Eighth grade students at     Eighth grade students at     Eighth grade students at       Eighth grade students          Eighth grade students
the distinguished level      the above mastery level      the mastery level will:        performing at the partial      performing at the novice
will: analyze and            will analyze and give        distinguish between safe       mastery level will with        level will with guidance
evaluate: safe and risky     examples of: safe and        and risky or harmful           encouragement:                 and assistance:
or harmful behaviors in      risky or harmful             behaviors in                   distinguish between safe       distinguish between safe
relationships; the           behaviors in                 relationships; contrast the    and risky or harmful           and risky or harmful
differences between safe     relationships; the           differences between safe       behaviors in                   behaviors in
and risky behaviors,         differences between safe     and risky behaviors,           relationships; contrast the    relationships; contrast the
including methods for        and risky behaviors,         including methods for          differences between safe       differences between safe
preventing pregnancy and     including methods for        preventing pregnancy and       and risky behaviors,           and risky behaviors,
STDs; protective             preventing pregnancy and     STDs; explain protective       including methods for          including methods for
behaviors used to avoid      STDs; protective             behaviors used to avoid        preventing pregnancy and       preventing pregnancy and
and reduce threatening       behaviors used to avoid      and reduce threatening         STDs; explain protective       STDs; explain protective
situations; strategies to    and reduce threatening       situations; design             behaviors used to avoid        behaviors used to avoid
reduce stress, anxiety and   situations; strategies to    strategies to reduce stress,   and reduce threatening         and reduce threatening
depression; create good      reduce stress, anxiety and   anxiety and depression;        situations; design             situations; design
health practices to          depression; create good      create good health             strategies to reduce stress,   strategies to reduce stress,
improve personal and         health practices to          practices to improve           anxiety and depression;        anxiety and depression;
family health; safety        improve personal and         personal and family            create good health             create good health
guidelines for preventing    family health; safety        health; describe safety        practices to improve           practices to improve

41
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intentional and              guidelines for preventing    guidelines for preventing    personal and family          personal and family
unintentional injuries.      intentional and              intentional and              health; describe safety      health; describe safety
                             unintentional injuries.      unintentional injuries.      guidelines for preventing    guidelines for preventing
                                                                                       intentional and              intentional and
                                                                                       unintentional injuries.      unintentional injuries.
Objectives        Students will
HE.8.7.01         distinguish between safe and risky or harmful behaviors in relationships (e.g., abuse, date rape, peer pressure, suicide,
                  gang membership, anger, depression, anxiety).
HE.8.7.02         examine the differences between safe and risky behaviors, including methods for preventing pregnancy and STDs (e.g.,
                  abstinence, birth control).
HE.8.7.03         explain protective behaviors used to avoid and reduce threatening situations (e.g., anger, bullying, harassment, gang
                  membership, eating disorders).
HE.8.7.04         design strategies to reduce stress, anxiety and depression.
HE.8.7.05         create good health practices to improve personal and family health (e.g., hygiene, nutrition, food preparation, family time).
HE.8.7.06         describe safety guidelines for preventing intentional and unintentional injuries (e.g., pedestrian, motor vehicle, bicycle,
                  ATV, safety).


Grade 8           Health Education
Standard:8        Advocacy (HE.S.8)
(HE.S.8)          Students will demonstrate the ability to advocate for personal, family, and community health.
Performance Descriptors HE.S.8
Distinguished                Above Mastery                Mastery                      Partial Mastery              Novice
Eighth grade students        Eighth grade students        Eighth grade students        Eighth grade students        Eighth grade students
performing at the            performing at the above      performing at the mastery    performing at the partial    performing at the novice
distinguished level will     mastery level will give      level will: work             mastery level will with      level will with guidance
analyze and evaluate:        examples of: working         cooperatively to advocate    encouragement: work          and assistance: work
working cooperatively to     cooperatively to advocate    for healthy individuals,     cooperatively to advocate    cooperatively to advocate
advocate for healthy         for healthy individuals,     families, communities,       for healthy individuals,     for healthy individuals,
individuals, families,       families, communities,       and schools; generate        families, communities,       families, communities,
communities, and             and schools; generating      ways that health             and schools; generate        and schools; generate
42
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schools; generating ways     ways that health             messages and                  ways that health              ways that health messages
that health messages and     messages and                 communication                 messages and                  and communication
communication                communication                techniques can be altered     communication                 techniques can be altered
techniques can be altered    techniques can be altered    for different audiences;      techniques can be altered     for different audiences;
for different audiences;     for different audiences;     explain how to influence      for different audiences;      explain how to influence
explaining how to            explaining how to            to make positive health       explain how to influence      to make positive health
influence to make            influence to make            choices; explain the need     to make positive health       choices; explain the need
positive health choices;     positive health choices;     for legislation to protect    choices; explain the need     for legislation to protect
explaining the need for      explaining the need for      and promote personal          for legislation to protect    and promote personal
legislation to protect and   legislation to protect and   safety and health; explain    and promote personal          safety and health; explain
promote personal safety      promote personal safety      the need for legislation to   safety and health; explain    the need for legislation to
and health; explaining the   and health; explaining the   protect and promote           the need for legislation to   protect and promote
need for legislation to      need for legislation to      personal safety and           protect and promote           personal safety and
protect and promote          protect and promote          health; recognize and         personal safety and           health; recognize and
personal safety and          personal safety and          promote environmental         health; recognize and         promote environmental
health; recognizing and      health; recognizing and      practices that will           promote environmental         practices that will
promoting environmental      promoting environmental      preserve natural resources    practices that will           preserve natural resources
practices that will          practices that will          for personal and              preserve natural resources    for personal and
preserve natural resources   preserve natural resources   community health.             for personal and              community health.
for personal and             for personal and                                           community health.
community health.            community health.
Objectives       Students will
HE.8.8.01        work cooperatively to advocate for healthy individuals, families, communities, and schools (e.g., health organizations,
                 local health fairs).
HE.8.8.02        identify ways in which health messages and communication techniques can be altered for different audiences (e.g., age,
                 gender, life experiences).
HE.8.8.03        explain how to encourage others to make positive health choices (e.g., by example, making positive choices).
HE.8.8.04        explain the need for legislation to protect and promote personal safety and health (traffic laws, health departments).
HE.8.8.05        recognize and promote environmental practices that will preserve natural resources for personal and community health.




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High School Health Content Standards and Objectives

This program of study builds on the foundation established in the K-8 health education curriculum and prepares students to become
wise health care consumers and responsible, productive citizens. The relationships among personal, community and world health and
economic, cultural, sociological, biological, and environmental factors are examined in interdisciplinary discussions, debates, and
class projects. Students examine personal health choices and the connection to the world of work and assumption of adult roles. In-
depth analysis of current health issues and concepts coupled with school-wide opportunities that promote and reinforce the importance
of good health and positive choices need to be coordinated to have the greatest impact on adolescent behavior. Instruction continues
to focus on prevention of all risk behaviors. However, instruction must also emphasize limiting the negative consequences of high-
risk behavior and promote values and norms that are age-appropriate and realistic. Students should have a personal perception of risk,
the ability to recognize and resist social pressures and the skills to build positive social relationships. The West Virginia Standards for
Next Generation Learning include the following components: Next Generation Content Standards and Objectives and Next Generation
Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning
skills, technology and objectives.

Note: In accordance with West Virginia Code §18-2-9:

     •     The West Virginia Department of Education shall provide a standardized health education assessment to be administered in sixth
           grade health education classes in order to measure student health knowledge and program effectiveness.
     •     All public schools must include instruction in any of grades six through twelve in the prevention, transmission and spread of AIDS
           and other sexually transmitted diseases.
     •     An opportunity shall be afforded to the parent or guardian of a child subject to instruction in the prevention, transmission and spread
           of acquired immune deficiency syndrome and other sexually transmitted diseases to examine the course curriculum requirements
           and materials to be used in such instruction. The parent or guardian may exempt such child from participation in such instruction by
           giving notice to that effect in writing to the school principal.
     •     In accordance with West Virginia Code § 18-2-7, County Boards of Education must make available cardiopulmonary
           resuscitation instruction programs to all students prior to high school graduation and cardiopulmonary resuscitation techniques
           must be included in health education content standards and objectives (see: HE HS.7.08).

Grade HS             Health Education
Standard:1           Health Promotion and Disease Prevention Objectives (HE.S.1)
(HE.S.1)             Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Performance Descriptors HE.S.1
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Distinguished                 Above Mastery               Mastery                      Partial Mastery              Novice
High school students          High school students        High school students         High school students         High school students
performing at the             performing at the above     performing at the mastery    performing at the partial    performing at the novice
distinguished level will:     mastery level will:         level will: list the         mastery level will with      level will with guidance
apply and evaluate the        compare and contrast the    components of total          encouragement: list the      and assistance: list the
components of total           components of total         wellness; identify           components of total          components of total
wellness; explore positive    wellness; identify and      positive and potentially     wellness; identify           wellness; identify
and potentially negative      discriminate between        negative effects of          positive and potentially     positive and potentially
effects of environmental      positive and potentially    environmental health         negative effects of          negative effects of
health issues; explain the    negative effects of         issues; recognize the        environmental health         environmental health
causes of and the             environmental health        causes of and the            issues; recognize the        issues; recognize the
prevention skills for         issues; differentiate       prevention skills for        causes of and the            causes of and the
communicable and non-         between the causes of and   communicable and non-        prevention skills for        prevention skills for
communicable diseases;        the prevention skills for   communicable diseases;       communicable and non-        communicable and non-
self-assess one’s family      communicable and non-       recognize how family         communicable diseases;       communicable diseases;
history impact on             communicable diseases;      history impacts personal     relate how family history    describe how family
personal health; and          analyze how family          health; and list public      impacts personal health;     history impacts personal
illustrate how public         history impacts personal    health and social policies   and list public health and   health; and list public
health and social policies,   health; and explain how     that influence healthy       social policies that         health and social policies
along with government         public health and social    lifestyles.                  influence healthy            that influence healthy
regulations, influence        policies, along with                                     lifestyles.                  lifestyles.
healthy lifestyles.           government regulations,
                              influence healthy
                              lifestyles.
Objectives       Students will
HE.HS.1.01       compare and contrast components of total wellness (i.e., social, physical, mental, emotional, spiritual, environmental).
HE.HS.1.02       differentiate between the positive and potentially negative effects of local and global environmental health problems
                 (e.g., pollution of air, land, water, noise, exposure to sun, pesticides, food production).
HE.HS.1.03       analyze and interpret ways public health and social policies, along with government regulations (e.g., local, state, federal,
                 world health organizations), influence health promotion and disease prevention.
HE.HS.1.04       differentiate between the causes of communicable (e.g., STDs, HIV/AIDS, bacterial/viral infections) and
                 noncommunicable (e.g., heredity, lifestyle, environment) diseases.

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HE.HS.1.05        identify and apply skills to prevent communicable (e.g., STDs, HIV/AIDS, bacterial/viral infections) and
                  noncommunicable (e.g., heredity, lifestyle, environment) diseases.
HE.HS.1.06        analyze the impact of genetics and family history on personal health (e.g., DNA, genetic diseases, genetic counseling).
HE.HS.1.07        explain how the environment (cultural, community, physical, social, etc.) affects and interacts with growth and
                  development.
HE.HS.1.08        identify universal precautions and explain why they are important.
HE.HS.1.09        Analyze how personal health practices affect the function of body systems in preventing premature death.


Grade HS          Health Education
Standard:2        Culture, Media, and Technology (HE.S.2)
(HE.S.2)          Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.
Performance Descriptors HE.S.2
Distinguished                    Above Mastery               Mastery                      Partial Mastery               Novice

High school students             High school students        High school students         High school students          High school students
performing at the                performing at the above     performing at the mastery    performing at the partial     performing at the novice
distinguished level will:        mastery level will:         level will: identify the     mastery level will with       level will with guidance
compare and contrast the         analyze the influences of   influences of culture on     encouragement: identify       and assistance: identify
influences of culture on         culture on health           health behaviors; identify   the influences of culture     the influences of culture
health behaviors; evaluate       behaviors; identify the     motives of media impact      on health behaviors;          on health behaviors;
the motives/causes of            motives/causes of media     on health behavior, list     identify motives of media     identify motives of media
media impact on health           impact on health            positive and negatives of    impact on health              impact on health
behaviors; compare and           behaviors, differentiate    technology; recognize        behavior; list positive and   behavior; list positive and
contrast the positive and        between positive and        how peers influence          negatives of technology;      negatives of technology;
negative impacts of              negative impacts of         healthy and unhealthy        recognize positive and        identify positive and
technology; evaluate how         technology; analyze how     behaviors; identify and      negative peer pressure:       negative peer pressure;
peers influence healthy          peers influence healthy     explain why universal        identify and explain why      identify and explain why
and unhealthy behaviors;         and unhealthy; list and     precautions are important.   universal precautions are     universal precautions are
list and demonstrate             explain the importance of                                important.                    important.
universal precautions.           universal precautions.
Objectives        Students will

46
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HE.HS.2.01      recognize cultural diversities and their influences on health behaviors (e.g., alcohol, tobacco, and other drugs, life
                expectancy, risky behaviors).
HE.HS.2.02      evaluate how media perspectives of health impact personal, family and community health (e.g., books, magazines,
                newspaper, radio, TV, internet, cell phones, social networks).
HE.HS.2.03      explore technology (e.g., exercise equipment, virtual reality, computers, computerized equipment, smart phones) and its
                influence on personal, family, and community health.
HE.HS.2.04      identify factors in the community that influence health (e.g., schools, religion, traditions, socioeconomic factors,
                geography, values).
HE.HS.2.05      analyze ways peers influence healthy and unhealthy behaviors (e.g., positive and negative peer pressure).


Grade HS         Health Education
Standard: 3      Health Information and Services (HE.S.3)
(HE.S.3)         Students will demonstrate the ability to access valid information and products and services to enhance health.
Performance Descriptors HE.S.3
Distinguished               Above Mastery                Mastery                       Partial Mastery             Novice
High school students        High school students         High school students          High school students        High school students
performing at the           performing at the above      performing at the mastery     performing at the partial   performing at the novice
distinguished level will:   mastery level will: locate   level will: locate health     mastery level will with     level will with guidance
locate, utilize and         and utilize health           services; list factors that   encouragement: locate       and assistance: locate
evaluate health services;   services; identify factors   influence personal            health services; list       health services; list
analyze factors that        that influence personal      choices on health             factors that influence      factors that influence
influence personal          choices on health            promotion products and        personal choices on         personal choices on
choices on health           promotion products and       services; analyze the cost    health promotion            health promotion
promotion products and      services; analyze and        and accessibility of          products and services;      products and services;
services; create a cost     explain the cost of health   health care for individuals   analyze the cost and        analyze the cost and
assessment of health care   care for individuals and     and families                  accessibility of health     accessibility of health
for individuals and         families.                                                  care for individuals and    care for individuals and
families.                                                                              families                    families
Objectives       Students will
HE.HS.3.01      identify and evaluate the validity of health information, products and services (e.g., books, magazine advertisements,

47
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                  infomercials/TV, internet, newspaper advertisements, billboards, radio).
HE.HS.3.02        identify factors that influence personal choices of health promoting products based on current information (e.g., quackery,
                  food labels, media, peers, family).
HE.HS.3.03        locate and utilize resources to identify health care services that provide optimal health care (e.g., speakers, hotlines,
                  internet, yellow pages).
HE.HS.3.04        analyze the cost and accessibility of health care for individuals and families.


Grade HS          Health Education
Standard:4        Communication (HE.S.4)
(HE.S.4)          Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce
                  health risks.
Performance Descriptors HE.S.4
Distinguished                 Above Mastery                Mastery                         Partial Mastery               Novice
High school students          High school students         High school students            High school students          High school students
performing at the             performing at the above      performing at the mastery       performing at the partial     performing at the novice
distinguished level will:     mastery level will:          level will: recall the skills   mastery level will with       level will with guidance
implement the skills          employ the skills outlined   outlined in the peer            encouragement: recall the     and assistance: recall the
outlined in the peer          in the peer                  mediation/conflict              skills outlined in the peer   skills outlined in the peer
mediation/conflict            mediation/conflict           resolution models; and          mediation/conflict            mediation/conflict
resolution models; and        resolution models; and       describe appropriate ways       resolution models; and        resolution models; and
demonstrate appropriate       describe and exhibit         to express feelings in a        describe appropriate ways     describe appropriate ways
ways to express feelings      appropriate ways to          variety of situations.          to express feelings in a      to express feelings in a
in a variety of situations.   express feelings in a                                        variety of situations.        variety of situations.
                              variety of situations.
Objectives        Students will
HE.HS.4.01        utilize effective communication skills concerning alcohol, tobacco, and other drug, nutrition, sexuality, and relationships
                  with peers, family and others.
HE.HS.4.02        identify or role play healthy ways to express feelings, needs and desires in different situations (e.g., good sportsmanship,
                  ending relationships, death and dying, stages of grief).
HE.HS.4.03        demonstrate a variety of communication skills (e.g., verbal, non-verbal, listening, writing, technology, workplace).
48
                                                                126CSR44E

HE.HS.4.04        identify potentially harmful situations (e.g., domestic violence, dating violence) and devise strategies and develop skills to
                  avoid such situations through refusal, negotiation and collaboration skills (e.g., peer mediation, conflict resolution, support
                  groups, constructive “I” statements).


Grade HS          Health Education
Standard: 5       Decision-Making (HE.S.5)
(HE.S.5)          Students will demonstrate the ability to use decision-making skills to enhance health.
Performance Descriptors HE.S.5
Distinguished                 Above Mastery                 Mastery                         Partial Mastery               Novice
High school students          High school students          High school students            High school students          High school students
performing at the             performing at the above       performing at the mastery       performing at the partial     performing at the novice
distinguished level will:     mastery level will:           level will: recall the skills   mastery level will with       level will with guidance
implement the skills          employ the skills outlined    outlined in the peer            encouragement: recall the     and assistance: recall the
outlined in the peer          in the peer                   mediation/conflict              skills outlined in the peer   skills outlined in the peer
mediation/ conflict           mediation/conflict            resolution models;              mediation/conflict            mediation/conflict
resolution models; and        resolution models;            describe appropriate ways       resolution models;            resolution models; and
demonstrate appropriate       describe and exhibit          to express feelings in a        describe appropriate ways     describe appropriate ways
ways to express feelings      appropriate ways to           variety of life situations;     to express feelings in a      to express feelings in a
in a variety of life          express feelings in a         and evaluate health-            variety of life situations;   variety of life situations;
situations; and self-assess   variety of life situations;   related decisions.              and describe the effect of    and describe the effect of
the effectiveness of one’s    and analyze health-                                           health-related decisions.     health-related decisions.
health-related decisions.     related decisions.
Objectives        Students will
HE.HS.5.01        apply a decision-making process for various life situations (e.g., alcohol, tobacco, and other drugs, food choices, weight
                  control, relationships, health care providers, making purchases, education and career options).
HE.HS.5.02        identify and discuss health concerns that require collaborative decision-making (e.g., sexuality, STDs, HIV/AIDS
                  transmission/prevention, refusal skills).
HE.HS.5.03        analyze the effects of potentially harmful decisions that impact health and the effect these decisions have on family,
                  community and self (alcohol, tobacco, and other drugsuse, STD transmission, pregnancy prevention, teen parenting).
HE.HS.5.04        formulate alternatives to health-related issues or problems (e.g., defense/coping mechanisms).

49
                                                              126CSR44E

HE.HS.5.05       evaluate the effectiveness of health-related decisions (e.g., personal assessments).


Grade HS         Health Education
Standard:6       Goal Setting (HE.S.6)
(HE.S.6)         Students will demonstrate the ability to use goal-setting skills to enhance health.


Performance Descriptors HE.S.6
Distinguished                Above Mastery                Mastery                       Partial Mastery                Novice
High school students         High school students         High school students          High school students           High school students
performing at the            performing at the above      performing at the mastery     performing at the partial      performing at the novice
distinguished level will:    mastery level will:          level will: assess personal   mastery level will with        level will with guidance
prioritize personal health   examine personal health      health practices, list a      encouragement:                 and assistance: recognize
practices, implement a       practices, develop a         personal-health plan, and     recognize personal health      personal health practices,
personal-health plan, and    personal-health plan, and    identify strategies to        practices, discuss a           discuss a personal-health
implement strategies to      compare and contrast         achieve a personal health     personal-health plan, and      plan, and list strategies to
achieve a personal health    strategies to achieve a      goal.                         list strategies to achieve a   achieve a personal health
goal.                        personal health goal.                                      personal health goal.          goal.
Objectives       Students will
HE.HS.6.01       assess personal health practices and overall health status (e.g., personal assessments, medical screenings, health-fair).
HE.HS.6.02       develop a plan to attain a personal health goal that addresses strengths, needs, and risks (e.g., short-term/long-term goals).
HE.HS.6.03       implement strategies and monitor progress in achieving a personal health goal (e.g., periodic assessment).
HE.HS.6.04       design an effective long-term personal health plan (e.g., individualized/group projects).


Grade HS         Health Education
Standard:7       Health Behaviors (HE.S.7)
(HE.S.7)         Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Performance Descriptors HE.S.7
Distinguished                Above Mastery                Mastery                       Partial Mastery                Novice

50
                                                                126CSR44E

High school students          High school students          High school students         High school students         High school students
performing at the             performing at the above       performing at the mastery    performing at the partial    performing at the novice
distinguished level will:     mastery level will:           level will: list safe and    mastery level will with      level will with guidance
relate safe and risky         compare and contrast safe     risky health behaviors;      encouragement: list safe     and assistance: list safe
health behaviors to their     and risky health              recognize positive effects   and risky health             and risky health
consequences; evaluate        behaviors; recognize and      of nutrition/physical on     behaviors; list effects of   behaviors; list effects of
the effects of                demonstrate positive          health; explain the impact   nutrition/ physical on       nutrition/ physical on
nutrition/physical activity   effects of                    of short-term/long-term      health; list the impact of   health; list the impact of
on health; analyze and        nutrition/physical activity   health decisions;            short-term/long-term         short-term/long-term
predict the impact of         on health; analyze the        recognize appropriate        health decisions;            health decisions;
short-term/long-term          impact of short-              methods of managing          recognize appropriate        recognize appropriate
health decisions;             term/long-term health         stress in a variety of       methods of managing          methods of managing
analyze, use, and apply       decisions; apply and use      stressful situations;        stress in a variety of       stress in a variety of
appropriate methods of        appropriate methods of        identify signs of            stressful situations; list   stressful situations; list
managing stress in a          managing stress in a          depression/suicide;          signs of                     signs of
variety of stressful          variety of stressful          identify how character       depression/suicide;          depression/suicide;
situations; evaluate signs    situations; identify and      impacts self-esteem;         describe character           describe character
of depression/suicide and     distinguish signs of          identify aspects of a safe   impacts self-esteem; list    impacts self-esteem; list
recommend prevention          depression/suicide;           and healthy environment;     aspects of a safe and        aspects of a safe and
strategies; differentiate     differentiate ways to         and demonstrate basic        healthy environment; and     healthy environment; and
and employ ways to            develop good character to     first aid skills.            demonstrate basic first      demonstrate basic first aid
develop good character to     improve self-esteem;                                       aid skills.                  skills.
improve self-esteem;          identify and develop
incorporate prevention        ways to ensure a safe and
strategies to create a safe   healthy environment; and
and healthy environment;      demonstrate and explain
and demonstrate and           basic first aid skills.
evaluate basic first aid
skills.
Objectives       Students will
HE.HS.7.01       complete a personal health assessment and detail behavioral changes and strategies needed to enhance health and reduce
                 risk (e.g., personal risk assessment, wellness inventory).
HE.HS.7.02       recognize and demonstrate the positive effects of nutrition and physical activity on health.

51
                                                               126CSR44E

HE.HS.7.03      list examples and explain short and long term impacts of health decisions (e.g., smoking, good diet, wearing seat belts) on
                the individual, family and community (e.g., lung cancer, heart disease, STDs).
HE.HS.7.04      identify signs of stress (e.g., physical, mental/emotional, social) and common stressors (e.g., personal, environmental) and
                develop effective stress management techniques.
HE.HS.7.05      identify causes, warning signs (e.g., physical, mental/emotional) and prevention strategies for depression and suicide (e.g.,
                counselors, hotlines, outreach programs).
HE.HS.7.06      identify ways to develop good character and improve self-esteem (e.g., self-efficacy, role playing).
HE.HS.7.07      identify causes (e.g., accidents, natural disasters), preventions (e.g., CPR, first aid, in-school emergency plan) and
                treatments for injuries and list responsible actions to create a safe and healthy environment (e.g., ATVs, helmets, boating,
                bicycling, firearms, seatbelts, fire safety).
HE.HS.7.08      Demonstrate basic first aid skills (e.g., CPR, AED, bandaging, universal precautions)


Grade HS             Health Education
Standard:8           Advocacy (HE.S.8)
(HE.S.8)             Students will demonstrate the ability to advocate for personal, family and community.
Performance Descriptors HE.S.8
Distinguished                   Above Mastery                   Mastery                   Partial Mastery           Novice
High school students            High school students            High school students      High school students      High school students
performing at the               performing at the above         performing at the         performing at the         performing at the
distinguished level will:       mastery level will: identify    mastery level will:       partial mastery level     novice level will with
analyze and compare             and evaluate community          locate community          will with                 guidance and
community resources that        resources that promote          resources that promote    encouragement: locate     assistance: locate
promote health information      health information and          health information and    community resources       community resources
and ideas; and create and       ideas; create a health          ideas; compile positive   that promote health       that promote health
assess a health advocacy plan   advocacy plan for               health messages; list     information and ideas;    information and ideas;
for                             personal/family/community       school/community          compile positive health   compile positive health
personal/family/community       that employs the use of         support services; and     messages; list            messages; and list
that employs the use of         positive health messages        utilize health messages   school/community          school/community
positive health messages and    and school/community            and communication         support services; and     support services; and
school/community support        support services; and           techniques for a          state health messages     state health messages
services; and analyze health    utilize and explain health                                and communication         and communication
52
                                                          126CSR44E

messages and communication   messages and                   specific audience.         techniques for a           techniques for a specific
techniques for a specific    communication techniques                                  specific audience.         audience.
audience.                    for a specific audience.
Objectives         Students will
HE.HS.8.01         use written, audio and visual communication methods to express health messages (e.g., posters, reports, role playing).
HE.HS.8.02         demonstrate the ability to adapt health messages to characteristics of a particular audience (e.g., peer educators, role
                   playing).
HE.HS.8.03         promote the use of personal, family and community resources in health care situations (e.g., family practitioners,
                   community medical facilities, yellow pages).
HE.HS.8.04         identify school support staff (e.g., counselors, nurses, professionals) and community health services (e.g., Big
                   Brothers, mental health facilities, ministerial counseling) and describe the impact this service has on individual
                   school and community health.
HE.HS.8.05         demonstrate that he/she is a responsible and productive citizen who helps ensure the health, safety and security of the
                   community (e.g., community service, school organizations, community organizations).
HE.HS.8.06         adapt health messages and communication techniques to a specific target audience (e.g., peer educators, peer
                   mediators.




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