 
Glencoe Health 2007 Florida EditionState Standards and CorrelationsStudent Edition STANDARDS AND PERFORMANCE INDICATORS | CHAPTER – LESSON
REFERENCE | Health Education Standard
1
Students will comprehend concepts related to health promotion and disease
prevention to enhance health. | | 1.1 Predict how healthy behaviors can impact health status.
| 1-1, 4-1, 4-TIME, 5-1, 5-2, 5-3, 5-4, 6-1,
7-2, 7-TIME, 8-4, 10-1, 12-1, 13-1,14-1,
14-2, 14-3,14-4,15-1, 15-2, 15-3, 15-4, 15-5, 16-1, 16-2, 16-4, 16-TIME,
17-1, 17-2, 17-3, 17-3-455-456, 17-TIME, 18-1, 18-2, 18-3, 19-1, 19-4,
20-2, 20-3, 24-1, 26-1, 27-1, 27-2, 27-4, 29-1, 29-2,
29-3 | | 1.2 Describe the interrelationships
of emotional, intellectual, physical, and social health.
| 1-2, 4-1, 5-1, 7-1, 7-2, 7-3, 8-1, 10-Resilient
Teen, 10-TIME, 11-1, 12-2, 12-3, 12-4, 17-2, 20-1, 20-2 | | 1.3 Analyze how environment
and personal health are interrelated.
| 1-2, 4-1, 5-1, 7-1, 8-4, 8-Resilient Teens,
11-1, 19-4, 24-3, 29-TIME | | 1.4 Analyze how genetics and
family history can impact personal health.
| 1-2, 2-Resilient Teens, 5-1, 5-2, 6-Resilient
Teens, 7-1, 9-TIME, 10-1, 11-1, 11-3, 11-4, 16-2, 19-3, 22-3, 23-2, 26-1 | | 1.5 Propose ways to reduce
or prevent injuries and health problems.
| 4-1, 4-Hands-on Health, 5-3, 7-4, 11-3, 11-TIME,
13-Hands-on Health, 20-4,
21-3, 24-1
| | 1.6 Analyze the relationships
between access to health care and health status.
| 3-4, 3-Hands-on Health, 10-Resilient Teens,
23-1, 23-TIME, 24-2, 25-4, 26-TIME | | 1.7 Compare and contrast the
benefits of and barriers to a variety of healthy behaviors.
| 3-3, 3-TIME, 4-1, 5-1,5-2, 5-3, 6-1, 7-2,
7-4, 12-1, 12-3, 13-2, 20-1, 21-3 | | 1.8 Analyze personal susceptibility
to injury, illness or death if engaging in unhealthy behaviors.
| 1-3-18, 20-21, 4-1, 5-2, 8-1, 12-3, 13-1,
13-2, 13-3, 13-4, 13-TIME, 14-1, 14-3, 15-2, 15-4, 15-TIME, 22-1, 23-1 | | 1.9 Analyze the potential severity
of injury or illness if engaging in unhealthy behaviors.
| 1-3, 4-1, 4-5, 5-Hands-on Health, 6-2,
7-2, 8-1, 12-2, 13-2, 13-3, 13-Hands-on Health, 14-4, 15-5, 16-2, 16-3,
16-Hands-on Health, 19-1-488-489
19-2, 21-1, 21-Resilient Teens, 22-2, 23-2, 23-3, 23-4, 23-Resilient Teens,
25-1, 25-2, 25-3, 26-2 | Health Education Standard
2 Students will analyze the influence of family, peers, culture,
media, technology, and other factors on health behavior. | 2.1 Analyze how family influences
the health of individuals. | 1-Hands-on Health, 5-1, 5-Resilient Teens,
6-2, 10-1, 11-1, 11-2, 11-3, 16-2,
20-2, 20-Resilient Teens, 23-2, 27-TIME | 2.2 Analyze how culture
supports and challenges health beliefs, practices, and behaviors. | 1-2, 5-1, 5-3, 10-2, 12-1, 12-3, 13-2, 13-3,
13-TIME, 20-4, 20-TIME, 23-2, 24-TIME, 25-1 | 2.3 Analyze how peers influence
healthy and unhealthy behaviors. | 1-2, 3-2, 5-1, 6-2, 9-2, 12-1, 12-2, 15-5,
20-Resilient Teens, 20-TIME, 22-1, 23-2, 23-5, 26-2 | 2.4 Evaluate how the school
and community can impact personal health practice [sic] and behaviors. | 3-2, 3-4, 9-3, 10-1, 11-2, 11-3, 11-4, 13-1,
13-2, 21-TIME, 3-2, 23-5, 26-4 | 2.5 Evaluate the effect
of media on personal and family health.
| 1-1, 1-2, 2-1, 3-1, 3-TIME, 4-1, 5-1, 6-1,
7-1, 8-, 9-1, 10-1, 11-1, 12-1, 13-1, 13-3, 15-1, 16-1, 17-1, 18-1, 19-1,
20-1, 21-1, 28-1, 29-1 | 2.6 Evaluate the effect
of technology on personal, family, and community health. | 1-2, 1-TIME, 14-1, 19-1, 19-3, 19-TIME, 22-1,
26-2, 29-1 | 2.7 Analyze how the perceptions
of norms influence healthy and unhealthy behaviors. | 3-TIME, 6-1, 6-2, 7-1, 8-1, 9-1, 12-2, 12-3,
12-TIME, 17-2, 24-2, 29-1, 29-2 | 2.8 Analyze the influence
of personal values on individual health practices and behaviors. | 2-2, 2-3, 3-TIME, 6-TIME, 7-2, 8-1, 8-4,
11-1, 14-1, 14-2, 14-3, 20-TIME, 24-3, 26-2 | 2.9 Analyze how some health
risk behaviors can influence the likelihood of engaging in unhealthy
behaviors. | 1-2, 6-2, 9-2, 11-4, 12-2, 13-3, 22-1, 23-3,
23-4 | 2.10 Analyze how public
health policies and government regulations can influence health promotion
and disease prevention. | 3-2, 3-4, 5-3, 11-4, 20-4, 23-TIME, 24-2,
24-3, 25-4, 26-4, 27-TIME | Health Education Standard
3 Students will demonstrate the ability to access valid information
and products and services to enhance health. | 3.1 Evaluate the validity
of health information, products, and services. | 3-1, 3-3, 3-TIME, 4-1, 4-4, 6-2, 8-TIME,
9-3, 14-2, 14-TIME, 20-4, 28-TIME | 3.2 Utilize resources from
home, school, and community that provide valid health information. | 1-1, 3-2, 11-4, 19-3, 20-4 | 3.3 Determine the accessibility
of products and services that enhance health. | 2-1, 3-1, 3-2, 9-4, 9-TIME, 11-4, 14-1, 14-2,
20-4, 28-1, 28-2, 28-3 | 3.4 Determine when professional
health services may be required. | 3-1, 3-2, 6-2, 8-2, 8-3, 8-TIME, 9-1, 9-2,
9-3, 11-3, 13-4, 14-3, 14-Resilient Teens, 15-2, 15-5, 16-2, 17-2, 17-3,
18-3, 19-4, 23-5, 24-3, 28-1, 28-2, 28-3, 28-4 | 3.5 Access valid and reliable
health products and services. | 2-1, 3-1, 3-2, 9-3, 14-1, 14-1, 14-3, 14-TIME,
15-2, 16-4, 17-TIME, 18-TIME, 19-1, 19-2, 19-3, 19-4, 20-4, 21-3, 22-3,
23-1, 26-3, 28-1, 28-2, 28-3, 28-4 | Health Education Standard 4
Students will demonstrate the ability to use interpersonal communication
skills to enhance health and avoid health risks. | 4.1 Utilize skills for communicating
effectively with family, peers, and others to enhance health. | 2-1, 3-2, 3-4, 3-Hands-on Health, 7-1, 7-4,
7-Resilient Teens, 9-2, 9-Hands-on Health, 10-1, 10-2, 10-3, 10-Hands-on
Health, 11-1, 11-2, 11-TIME, 12-1, 12-3, 16-4, 19-4, 19-Resilient Teens,
27-Resilient Teens | 4.2 Demonstrate refusal,
negotiation, and collaboration skills to enhance health and avoid or
reduce health risks. | 2-1, 8-2, 10-3, 12-2, 12-4, 12-Hands-on Health,
13-2, 13-3, 20-TIME, 22-Hands-on Health, 23-5, 23-Hands-on Health, 25-3 | 4.3 Demonstrate strategies
to prevent, manage, or resolve interpersonal conflicts without harming
self or others. | 2-1, 7-1, 7-3, 7-4, 7-Resilient Teens, 7-Hands-on
Health, 8-4, 8-Hands-on Health, 10-2, 10-3, 10-Hands-on Health, 10-Resilient
Teens, 11-2, 11-3, 11-4, 11-TIME, 13-2, 13-3, 17-Resilient Teens, 20-1,
20-3, 20-Hands-on Health | 4.4 Demonstrate how to ask
for and offer assistance to enhance the health of self and others. | 2-1, 8-1, 8-3, 9-2, 9-3, 9-4, 10-3, 10-Hands-on
Health, 10-TIME, 1-3, 11-4, 26-1 | Health Education Standard
5
Students will demonstrate the ability to use decision-making skills to
enhance health. | 5.1 Examine barriers that
can hinder healthy decision making. | 3-1, 3-2, 6-2, 7-3, 8-1, 8-2, 8-4, 8-Hands-on
Health, 9-3 | 5.2 Determine the
value of applying a thoughtful decision-making process in health related
situations. | 1-1, 1-3, 2-2, 6-2, 9-2, 14-1, 15-5, 20-2,
20-TIME, 24-2, 26-2 | 5.3 Justify when individual
or collaborative decision making is appropriate. | 2-2, 4-3, 6-2, 8-1, 9-2, 9-3, 12-2, 15-5,
20-2, 20-Resilient Teens, 20-TIME, 26-2, | 5.4 Generate alternatives
to health-related issues or problems. | 2-2, 4-TIME, 8-1, 8-2, 8-TIME, 9-2, 11-1,
11-Resilient Teens, 13-2, 13-3, 17-TIME, 20-2, 20-TIME
| 5.5 Predict the potential
short and long-term impact of each alternative on self and others. | 2-2, 8-TIME, 11-1, 13-2, 20-2, 28-Resilient
Teens
| 5.6 Defend healthy choice
when making decisions. | 6-Resilient Teens, 8-4, 10-2, 11-3, 11-Resilient
Teens, 13-3, 18-TIME, 21-TIME | 5.7 Evaluate the effectiveness
of health-related decisions. | 2-2, 5-3, 5-4, 12-3, 12-TIME, 21-Resilient
Teens | Health Education Standard
6
Students will demonstrate the ability to use goal setting skills to enhance
health. | 6.1 Assess personal health
practices and overall health status. | 1-1, 2-2, 2-Hands-on Health, 5-Hands-on Health,
6-3, 8-1, 14-1, 15-1, 15-3, 15-5, 16-4, 16-TIME, 19-4, 21-2, 21-Resilient
Teens, 24-2, 24-TIME, 26-Hands-on Health | 6.2 Develop a plan to attain
a personal health goal that addresses strengths, needs, and risks. | 1-1, 2-2, 2-Hands-on Health, 2-Resilient
Teens, 2-TIME, 4-3, 5-Resilient Teens, 6-3, 7-TIME, 8-1, 8-2, 8-Hands-on
Health, 11-4, 12-4, 19-3, 20-1, 20-TIME, 21-2, 21-3, 22-1, 25-1, 25-4.
26-Hands-on Health, 27-4, 28-Resilient Teens | 6.3 Implement strategies
and monitory progress in achieving a personal health goal. | 2-Hands-on Health, 4-3, 4-TIME, 5-2, 6-3,
13-Hands-on Health, 8-2, 14-1, 16-TIME, 20-4, 21-2, 22-1, 23-1, 24-2 | 6.4 Formulate an effective
long-term personal health plan. | 2-2, 4-3, 4-4, 6-3, 16-1, 20-2 | Health Education Standard
7
Students will demonstrate the ability to practice health-enhancing behaviors
and avoid or reduce health risks. | 7.1 Analyze the role of
individual responsibility for enhancing health. | 4-1, 4-2, 4-4, 4-Resilient Teens, 4-TIME,
5-3, 6-1, 7-TIME, 8-1, 8-2,8-4, 8-Hands-on Health, 11-3, 12-2, 12-3,
12-4, 12-TIME, 13-2, 13-4, 13-Hands-on Health, 14-1, 14-2, 14-3, 14-4,
15-1, 15-2, 15-3, 15-5, 16-1, 16-2, 16-3, 17-1, 17-2, 17-3, 18-1, 18-2,
18-3, 18-Hands-on Health, 18-TIME, 20-1, 21-1,
21-2, 22-1, 22-2, 22-3, 23-3, 25-2, 26-Hands-on Health | 7.2 Demonstrate a variety
of healthy practices and behaviors that will maintain or improve the
health of self and others. | 2-3, 4-1, 4-2,4-3, 4-4, 4-Hands-on
Health, 5-3, 5-4, 6-1, 7-Resilient Teens, 7-TIME, 8-2, 8-4, 10-1, 10-TIME,
11-1, 11-Hands-on Health, 12-4, 13-1, 3-2, 14-1, 14-2, 14-3, 14-4, 15-2,
15-3, 15-5, 16-2, 17-2, 17-3, 17-Resilient Teens, 18-1, 18-2, 18-3, 20-1,
20-2, 20-3, 20-4, 20-Resilient Teens, 22-1, 24-2, 26-2, 28-1, 27-1, 27-2,
27-3, 27-4, 28-2, 28-3, 28-4, 28-Hands-on Health | 7.3 Demonstrate a variety
of behaviors to avoid health risks to self and others. | 2-3, 2-TIME, 4-14-3, 4-4, 4-5, 4-Resilient
Teens, 5-3, 5-4, 5-TIME, 6-1, 7-1, 7-4, 8-2, 8-Hands-on Health,
9-2, 9-3, 11-2, 11-3, 11-4, 11-Resilient Teens, 12-4, 12-Resilient Teens,
12-TIME, 13-1, 13-3, 13-TIME, 14-3, 14-TIME, 15-TIME, 16-2, 16-TIME, 17-2,
17-3, 17-Hands-on Health, 18-1, 18-2, 18-3, 19-3, 20-1, 20-2, 20-3, 20-4,
22-1, 21-2, 22-2, 23-1, 24-2, 26-2, 27-Hands-on Health, 28-1, 27-1, 27-2,
27-3, 27-4, 27-Hands-on Health, 27-TIME, 28-2, 28-3, 28-4, 28-Hands-on
Health, 28-TIME, 29-TIME
| Health Education Standard
8
Students will demonstrate the ability to advocate for personal, family,
and community health. | 8.1 Utilize accurate peer
and societal norms to formulate a health-enhancing message. | 2-1, 2-TIME, 3-3, 3-Hands-on Health, 3-4,
6-2, 6-Hands-on Health, 7-Hands-on Health, 20-4, 11-Hands-on Health,
12-Resilient Teens, 16-Hands-on Health, 21-1, 21-TIME, 25-Hands-on Health,
25-TIME, 29-3 | 8.2 Demonstrate how to influence
and support others to make health choices. | 2-3, 2-Resilient Teens, 2-TIME, 3-Hands-on
Health, 6-3, 6-Hands-on Health, 9-2, 11-3, 15-4, 15-Hands-on Health,
16-2, 18-Hands-on Health, 19-Hands-on Health, 21-1, 21-2, 21-3, 21-TIME,
23-3, 23-Resilient Teens, 23-4, 25-Hands-on Health, 29-3, 29-Hands-on
Health | 8.3 Work cooperatively as
an advocate for improving personal, family, and community health. | 2-3, 3-3, 3-4, 6-3, 9-2, 17-Hands-on Health,
19-Hands-on Health, 21-3, 21-TIME, 22-TIME, 23-Resilient Teens, 26-4,
29-1 | 8.4 Adapt health messages
and communication techniques to a specific target audience. | 3-3, 3-4, 11-Hands-on Health, 15-Hands-on
Health, 19-Hands-on Health, 21-Hands-on Health, 21-TIME, 29-3 |
Teacher Edition
STANDARDS AND PERFORMANCE INDICATORS | CHAPTER – LESSON
REFERENCE TEACHER’S EDITION | Health Education Standard
1
Students will comprehend concepts related to health promotion and disease
prevention to enhance health. | | 1.1 Predict how healthy behaviors can impact health status. | 1-1, 1-2, 2-1, 3-1, 5-1, 7-1, 7-3, 8-1,12-1,
14-1, 14-2, 14-3, 14-4, 15-1, 15-3, 15-4, 15-5, 16-1, 16-2, 16-3, 16-4,
17-1, 17-2, 17- 3, 18-1, 18-2, 19-1, 19-2, 19-4, 20-1, 20-2, 20-4,
23-1, 26-1 | | 1.2 Describe the interrelationships of emotional, intellectual,
physical, and social health. | 1-2, 6-3, 6-1, 7-1, 7-2, 7-4, 8-1, 11-1,
12-1,
22-1, 22-3, 23-2 | | 1.3 Analyze how environment and personal health are interrelated. | 1-2, 6-1, 7-1, 19-2, 24-3, 26-2, 26-3, 29-1,
29-2, 29-3 | | 1.4 Analyze how genetics and family history can impact personal
health. | 7-1, 7-4, 19-1, 19-3, 22-3, 26-1, 26-3 | | 1.5 Propose ways to reduce or prevent injuries
and health problems. | 1-2, 11-3, 17-2, 20-4, 24-1, 25-1 | | 1.6 Analyze the relationships between access
to health care and health status. | 11-4, 19-2, 20-4, 24-2 | | 1.7 Compare and contrast the benefits of
and barriers to practicing a variety of healthy behaviors. | 4-5, 6-2, 11-4, 12-4, 20-4 | 1.8 Analyze personal susceptibility to
injury, illness or death if engaging in unhealthy behaviors. | 1-3, 6-1, 13-4, 21-3, 23-4, 24-1, 24-2 | | 1.9 Analyze the potential severity of injury or illness if
engaging in unhealthy behaviors. | 4-4, 6-2, 12-4, 13-2, 14-1, 16-4, 17-2, 17-3,
19-3, 21-1, 22-1, 22-2, 22-3, 23-1, 23-2, 23-4, 25-2 | Health Education Standard
2 Students will analyze the influence of family, peers, culture,
media, technology, and other factors on health behavior. | 2.1 Analyze how family
influences the health of individuals. | 5-1, 5-4, 9-1, 10-2, 10-3, 11-1, 11-2, 11-4,
20-1, 20-3 | 2.2 Analyze how culture
supports and challenges health beliefs, practices, and behaviors. | 2-3, 5-1, 5-3, 9-2, 10-2, 12-1, 12-3, 12-1,
13-4, 15-5, 18-3, 19-4, 20-3, 20-4, 25-1 | 2.3 Analyze how peers
influence healthy and unhealthy behaviors. | 10-1, 10-2, 12-1, 12-2, 12-3, 12-4, 13-2 | 2.4 Evaluate
how the schooland community can impact personal health
practice [sic] and behaviors. | 1-1, 1-2, 1-3, 2-3, 3-1, 3-2, 3-4, 4-1, 4-2,
4-4, 4-5, 5-2, 5-4, 6-2, 8-1, 9-2, 9-3, 10-3, 11-4, 12-2, 13-1, 13-2,
17-2, 18-2, 19-2, 20-1, 21-1, 21-2, 22-1, 22-2, 24-1, 24-3 | 2.5 Evaluate
the effect of media on personal and family health.
| 1-2, 3-1, 5-1, 8-3, 11-1, 11-3, 12-1, 12-3,
12-4, 13-3, 14-1, 20-1, 20-4, 22-1, 23-2,
26-4 | 2.6 Evaluate the impact
of technology on personal, family and community health. | 1-3, 4-1, 11-3, 11-4, 13-4, 16-4, 19-1, 19-3,
19-4, 26-2, 27-4 | 2.7 Analyze how the perceptions
of norms influence healthy and unhealthy behaviors. | 6-2, 7-1, 9-1, 9-4, 11-3, 12-1, 12-4, 24-2 | 2.8 Analyze the influence
of personal values on individual health practices and behaviors. | 2-2, 2-3, 6-3, 7-2, 12-2, 12-3, 12-4, 20-1 | 2.9 Analyze how some health
risk behaviors can influence the likelihood of engaging in unhealthy
behaviors. | 1-3, 8-2, 8-3, 9-1, 9-2, 12-2, 12-4, 13-3,
22-1, 23-2 | 2.10 Analyze how public
health policies and government regulations can influence health promotion
and disease prevention. | 3-2, 3-3, 3-4, 5-4, 8-4, 13-4, 22-3, 23-1,
24-1, 25-2, 26-4 | Health Education Standard 3 Students will demonstrate
the ability to access valid information and products and services to
enhance health. | 3.1 Evaluate the validity
of health information, products and services. | 2-3, 3-1, 3-2, 3-3, 3-4, 4-4, 6-2, 8-4, 9-3,
14-2 | 3.2 Utilize resources from
home, school, and community that provide valid health information. | 1-2, 3-4, 4-4, 4-5, 5-4, 6-3, 7-1, 7-4, 8-1,
8-2, 8-4, 9-2, 9-3, 11-3, 12-4, 13-3, 13-4, 14-2, 14-3, 14-4, 15-1, 15-2,
15-3, 15-4, 15-5, 16-2, 16-4, 17-3, 18-1, 18-2, 18-3, 19-1, 19-2, 19-3,
19-4, 20-3, 20-4, 21-2, 22-2, 23-1, 24-1, 24-2, 24-3, 25-1, 25-2, 25-3,
25-4, 26-1, 26-2, 26-3, 26-4, 27-1, 27-2, 28-1, 29-1 | 3.3 Determine the accessibility
of products and services that enhance health. | 2-1, 2-3, 9-2, 9-3, 9-4, 10-3, 11-1, 11-2,
11-4, 12-2, 13-4, 14-4, 16-4, 19-2, 19-3, 21-3, 23-1, 23-5, 28-1, 29-2 | 3.4 Determine when professional
health services may be required. | 6-1, 8-4, 9-1, 9-2, 9-3, 9-4, 11-3, 11-3,
13-4, 13-4, 17-2 | | 3.5 Access valid and reliable health products and services.
| 2-1, 5-4, 6-3, 7-1, 8-1, 10-3, 13-4, 14-1,
20-1, 23-5, 25-1, 28-4 | Health Education Standard
4
Students will demonstrate the ability to use interpersonal communication
skills to enhance health and avoid health risks. | 4.1 Utilize skills for communicating
effectively with family, peers, and others to enhance health. | 2-1, 2-2, 2-3, 4-2, 7-1, 7-2, 7-3, 7-4, 8-3,
8-4, 9-1, 9-4, 10-1, 10-2, 10-3, 11-1, 11-2, 11-4, 12-1, 12-4, 13-4,
14-4, 15-5, 16-4, 17-3, 18-3, 19-4, 20-3, 20-4, 21-3 | 4.2 Demonstrate refusal,
negotiation, and collaboration skills to enhance health and avoid or
reduce health risks. | 2-1, 2-3, 4-5, 8-4, 10-1, 12-2, 12-4, 13-4,
15-5, 20-4, 22-1, 22-2, 23-3, 23-4, 23-5, 25-2, 25-4, 27-2 | 4.3 Demonstrate strategies
to prevent, manage, or resolve interpersonal conflicts without harming
self or others. | 7-1, 7-2, 7-4, 8-1, 10-1, 10-3 | 4.4 Demonstrate how to ask
for and offer assistance to enhance the health of self and others. | 4-1, 9-1, 9-1, 26-4 | Health Education Standard
5
Students will demonstrate the ability to use decision-making skills to
enhance health. | 5.1 Examine
barriers that can hinder healthy decision making. | 1-2, 2-2, 8-3, 9-1, 10-3, 11-4, 20-2, 21-3,
22-1, 26-2 | 5.2 Determine
the value of applying a thoughtful decision-making process in health
related situations. | 1-2, 2-2, 5-3, 6-2, 22-1, 22-2, 23-2 | 5.3 Justify
when individual or collaborative decision making is appropriate. | 5-3, 8-4, 9-2, 13-3, 13-4, 22-1, 23-5 | 5.4 Generate
alternatives to health-related issues or problems. | 2-2, 8-4, 11-1, 13-2, 13-3, 20-2, 24-2 | 5.5 Predict
the potential short and long-term impact of each alternative on self
and others. | 2-2, 8-4, 13-2, 20-2 | 5.6 Defend healthy choice
when making decisions. | 3-2, 5-2, 6-3, 12-4, 15-5, 18-3, 19-2, 19-4,
25-2, 25-4, 29-3 | 5.7 Evaluate the effectiveness
of health-related decisions. | 5-2, 5-4, 12-3 | Health Education Standard
6
Students will demonstrate the ability to use goal setting skills to enhance
health. | 6.1 Assess personal health
practices and overall health status. | 4-5, 5-2, 8-4, 13-1, 24-3, 26-1 | 6.2 Develop a plan to attain
a personal health goal that addresses strengths, needs, and risks. | 1-1, 2-2, 2-3, 4-3, 5-4, 6-1, 12-4, 14-4,
15-2, 17-3, 23-5, 24-3, 27-4, 28-1, 28-2 | 6.3 Implement strategies
and monitory progress in achieving a personal health goal. | 4-4, 4-5, 6-1, 6-2, 12-1, 13-1, 28-1 | Health Education Standard
7
Students will demonstrate the ability to practice health-enhancing behaviors
and avoid or reduce health risks. | 7.1 Analyze the role of
individual responsibility for enhancing health. | 1-1, 1-3, 2-1, 4-2, 4-5, 5-2, 5-3, 22-1,
25-1, 25-2, 25-3, 25-4, 26-4, 27-3, 27-4 | 7.2 Demonstrate a variety
of healthy practices and behaviors that will maintain or improve the
health of self and others. | 4-1, 4-2, 4-3, 5-2, 5-3, 5-4-139, 6-1, 6-3,
7-1, 7-1, 7-2, 7-3, 7-4, 8-1, 8-2, 8-4, 9-4, 10-1, 10-2, 11-1, 11-2,
11-4, 12-1, 14-1, 16-1,
17-3, 18-2, 18-3, 19-4, 20-4, 24-1, 24-2 | 7.3 Demonstrate a variety
of behaviors to avoid health risks to self and others. | 1-3, 4-1, 4-2, 4-3, 4-4, 4-5, 5-2, 5-3, 5-4,
6-3, 8-1, 8-2, 8-3, 9-2, 12-1, 12-2, 12-3, 12-4, 13-1, 13-2, 13-3, 13-4,
13-4, 14-1, 14-3, 14-4, 14-4, 15-3, 15-5, 16-4, 17-2, 18-2, 18-3, 22-1,
23-4, 23-5, 24-1, 24-2, 24-3, 25-1, 25-3, 26-1, 26-2, 26-3, 27-1, 27-2,
27-3, 27-4, 28-1, 28-2, 28-3, 28-4, 29-1 | Health Education Standard
8
Students will demonstrate the ability to advocate for personal, family,
and community health. | 8.1 Utilize accurate peer
and societal norms to formulate a health-enhancing message. | 1-3, 2-1, 4-1, 4-5, 5-4, 6-2, 6-3, 9-4, 11-2,
11-4, 12-4, 13-1, 13-3, 13-4, 15-5, 16-4, 21-3, 24-3, 25-2, 25-4, 28-2,
29-3 | 8.2 Demonstrate how to influence
and support others to make health choices. | 1-1, 1-2, 2-3, 4-2, 4-5, 5-4, 6-2, 7-4, 11-2,
16-3, 17-1, 21-2, 25-1, 25-3, 26-3 | 8.3 Work cooperatively as
an advocate for improving personal, family, and community health. | 10-2, 13-2, 21-2, 22-3, 23-5, 29-3 | 8.4 Adapt health messages
and communication techniques to a specific target audience. | 3-4, 1-3, 4-5, 5-4, 6-1, 6-3, 9-1, 10-3,
12-4, 13-3, 14-3, 16-1, 18-3, 19-2, 19-4, 20-4, 21-1, 21-3, 23-4, 23-5,
25-4, 26-4 |
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