Health Education 
Key Concepts

A Topic Specific Guide for Curriculum Development

Alcohol and Drug Use Prevention
 Eating Disorders Prevention
Family Life Education
Growth and Development
HIV Prevention
Injury Prevention 
Mental Health
 Nutrition Education
Oral Health
Physical Activity
Sexual Assault Prevention
Tobacco Use Prevention 

Maine Department of Education
2003, 2004, 2006, 2007, Revised 2010

Introduction to Key Concepts for Health Education

This document links key concepts to the health education standards and performance indicators outlined in the 2007 Maine Learning Results: Parameters for Essential Instruction in the following content areas:

Alcohol and Drug Use Prevention 		Eating Disorders Prevention 	
Family Life Education			Growth and Development	
HIV Prevention				Injury Prevention
Mental Health					Nutrition Education 
Oral Health					Physical Activity
Sexual Assault Prevention 			Tobacco Use Prevention 	

All key concepts are linked to the performance indicators at four grade spans: 
PreK-2, 3-5, 6-8, and 9-Diploma

Key concepts are not intended to be taught separately, but included as part of a comprehensive health education curriculum.

The key concepts are written specifically for the designated content area and do not include general concepts that are related across content areas.  Key concepts were developed using the following criteria:  
•	linked to at least one health education performance indicator
•	developmentally and culturally appropriate
•	accurate
•	important
•	clear
•	succinct

The target audiences for this document are health education curriculum committees, classroom teachers, and administrators.  The key concepts listed in the document should not be considered a curriculum.  This document is a guide to be used when developing or revising the curriculum.  Committees should use professional judgment based on local student health related data when deciding which key concepts should be included in the district health education curriculum.   

This document was developed by professionals representing state level departments and agencies throughout Maine. Thanks to the following people for their contributions to this document:
Health Education Key Concepts
Development Committee Lead Members 2001 - 2010

Susan Berry			Maine Department of Education 
Mary Bourque			Maine Center for Disease Control and Prevention (2001)
Peter Brough	Maine Department of Health and Human Services, Office of Substance Abuse
Cheryl DiCara	Maine Center for Disease Control and Prevention
Carrie Horne	Maine National Association for Mental Illness
Joni Foster			Maine Department of Education (2001)
Judith Feinstein		Maine Center for Disease Control and Prevention
Judy Gatchell			Maine Nutrition Network (2001)
				Private Consultant (Present)
Sue Hall-Dreher		Maine Coalition Against Sexual Assault
Dorean Maines		Maine Center for Disease Control and Prevention
Mary Moody			Maine Department of Education (2001)
Grace Morgan			Maine Department of Education (2001)
				Independent Health Education Consultant (Present)
Fran Mullin			Family Planning Association of Maine (2001)
				Winterkids (Present)
Mary O’Rear			Mainely Girls
Peter Spears			Maine Department of Education
Stephanie Swan		Maine Department of Education (2001)
				University of Maine at Farmington (Present)
Ted Trainer			Maine Center for Disease Control and Prevention (2001)
Elizabeth Ward Saxl		Maine Coalition Against Sexual Assault
Katherine Wilbur		Maine Department of Education (2001)
				Alliance for a Healthier Generation (Present)
Linda Williams		Maine Youth Suicide Prevention Program
Jean Zimmerman		Maine Department of Education
Katharyn Zwicker		Maine Center for Disease Control and Prevention

This document has been reviewed and revised by expert review panels over the years consisting of Maine Department of Education consultants, school health coordinators, teachers, independent health education consultant, university health education instructor, national health education manager, and nurse educator.  

Linking Health Education to Categorical Areas
Expert Review Panel Members 2001-2010

Susan Berry			Maine Department of Education
Linda Cote			Harrison Middle School, Yarmouth
Janet Crowe			Freeport High School
Susan Lewis			Great Salt Bay School, Damariscotta 
Ann McCann			Lamoine Consolidated School
Grace Morgan			Independent Health Education Consultant
Peter Spears			Maine Department of Education
Kathy Sutton			RSU 10, Dixfield
Stephanie Swan		University of Maine at Farmington
Stacey Vannah		Mt. Ararat High School, Topsham
Katherine Wilbur		Alliance for a Healthier Generation
Jean Zimmerman		Maine Department of Education

Format and Definitions

Grades 6 – 8  (Learning Results Grade Span1)
A. Health Concepts  (Health Education Standard2)
_____  Making the decision to be tobacco-free is assuming responsibility for   
            personal health.  (Key Concept3)
 LINK: A.1.  Students examine the relationship between behaviors and 
           personal health.  (Performance Indicator4)
a.	Explain the importance of assuming responsibility for personal health.  (Descriptor5)

1. Learning Results Grade Span: 
Defines grades that are included within the four designated grade levels.

2. Health Education Standard:  
Contains broad descriptions of the knowledge and skills that students should acquire 

3. Key Concept:  
Provides an age-appropriate, specific and important knowledge or skill related to a particular health topic that aligns to one or more performance indicators

4. Performance Indicator:  
Defines in more specific terms what students should know or be able to do to achieve a Content Standard within the four grade spans.

5. Descriptor:  
Further defines depth and breadth of the performance indicator

NOTE: If more than one link is identified for a key concept, the key concept will be listed under the first standard in which it appears; additional links will follow directly below it.

STEPS TO USING HEALTH EDUCATION KEY CONCEPTS IN CURRICULUM WRITING OR CURRICULUM REVISION

Committees should use professional judgment, based-on local student health related data, when deciding which key concepts should be included in the district health education curriculum.   

1.	Select one content area and have the committee decide which key concepts are priority concepts for your students’ learning, based-on current data, and therefore need to be included in the curriculum.

2.	Select a key concept and search the existing scope and sequence or curriculum to find the concept or learning objective.

a.	If it exists …

i.	Be sure the concept is within the appropriate grade span.

ii.	Be sure the concept is under the appropriate standard.

iii.	Analyze if the concept entirely or partially matches the selected key concept in the scope and sequence or curriculum:

1.	If the key concept matches, no modification is needed.
2.	If modification is needed, change to more closely reflect the selected key concept.

b.	If the key concept is not found, add it to the grade where the committee thinks it should be placed, keeping in mind the developmental level of the students.

3.	Use Bloom’s Taxonomy to check the level of the verb* used in the performance indicator.  Is it the same level as the district health education curriculum objective?  
a.	If yes, you are done.  
b.	If no, modify to align with the appropriate level of cognitive demand.

4.	Repeat the process until all of the chosen key concepts have been identified.

*The verb that is used in the performance indicator must be at the same cognitive demand level as your curriculum objective.  Remember, it cannot be lower because student learning would not meet the standard.  Teachers can provide students with the opportunity to exceed the standard through student assessment.

Alcohol and Drug Use Prevention

Key Concepts

Grades Pre-K – 2

A. Health Concepts

_____  Drugs, including alcohol, are substances that change how the body works.
LINK: 	A.6.  Students identify basic health terms related to family life; nutrition;       
         personal health; safety and injury prevention; and tobacco, alcohol,      
         and other drug use prevention.

C. Health Promotion and Risk Reduction

_____  Medicines are used to control and cure disease and disorders, if they are used 
properly.
LINK: C.2.  Students demonstrate behaviors to avoid or reduce personal health     
        	        risks.
b.  Differentiate between safe and harmful substances found at     
    home and school.

Alcohol and Drug Use Prevention

Grades 3 – 5

A. Health Concepts

_____  Some drugs are illegal and can be harmful.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition;     
         personal health; safety & injury prevention; and tobacco, alcohol, &     
        other drug use prevention.

C. Health Promotion and Risk Reduction

_____  Medicines are drugs that can be helpful or harmful depending on how they are 
used.
LINK: 	C.2.  Students demonstrate a variety of behaviors to avoid or reduce      
                     personal health risks.
a.  Demonstrate healthful and safe ways to recognize, and deal      
     with or avoid threatening situations.

_____  Some household products are harmful if ingested or inhaled.
LINK: 	C.2.  Students demonstrate a variety of behaviors to avoid or reduce      
       	         personal health risks.
a.  Demonstrate healthful and safe ways to recognize, and deal      
     with or avoid threatening situations.

D. Influences on Health 

_____  Family members and friends influence decisions about alcohol and other drug use.
LINK: 	D.1.  Students describe how a variety of factors influence personal health         
          	         behaviors.
a.  Describe how family, school and community influence and     
     support personal health practices and behaviors.
b.  Describe how peers and culture can influence health practices     
     and behaviors.

_____  Some advertisements try to persuade people to use alcohol.
LINK: 	D.1.  Students describe how a variety of factors influence personal health         
          	         behaviors.	
c.  Explain how media influences thoughts, feelings, and health     
     behaviors.

Alcohol and Drug Use Prevention

Grades 6 - 8

A. Health Concepts

_____  Alcohol and other drug use has short-term and long-term physical, mental, 
emotional, and social effects on health.
           LINK:   A.1.  Students examine the relationship between behaviors and 
                                 personal health.

_____  Responsibility for maintaining personal health includes not using alcohol and 
other drugs.
      	LINK:  A.1.  Students examine the relationship between behaviors and 
         personal health.
a.	Explain the importance of assuming responsibility for personal health.

_____  It is important to differentiate between proper use and abuse of over-the-
counter medicines.
LINK: 	A.1.  Students examine the relationship between behaviors and
        personal health.
b.	Examine the relationship between healthy and unhealthy behaviors and personal health.

_____  Alcohol and other drugs have varying properties that may lead to 
dependence or addiction.
LINK: 	A.6.  Students explain fundamental health concepts related 
        to family life; nutrition; personal health; safety & injury 
        prevention; and tobacco, alcohol, & other drug use 
        prevention.

_____  Alcohol and other drugs have varying properties and characteristics.
            LINK: 	A.6.  Students explain fundamental health concepts related to 
                  	        family life; nutrition; personal health; safety & injury 
        prevention;  and tobacco, alcohol, & other drug use 
        prevention.

_____  Laws and policies regulate the sale and use of alcohol and other drugs.
LINK: 	A.6.  Students explain fundamental health concepts related to 
 		        family life; nutrition; personal health; safety & injury 
              	        prevention;  and tobacco, alcohol, & other drug use    
        prevention.

Alcohol and Drug Use Prevention

Grades 6 – 8

_____  Alcohol and other drug use has financial impact on the individual and family. 
LINK: 	A.6.  Students explain fundamental health concepts related to family life; 
        nutrition; personal health; safety & injury prevention;  and tobacco, 
        alcohol, & other drug use prevention.

B. Health Information, Products, and Services

_____  Many community organizations have information about alcohol and other drugs 
 	and can help people who are affected by their abuse.
LINK: 	B.2.  Students locate valid and reliable health information, products, and 
	         services.

D. Influences on Health

_____  Positive assets and risky behaviors can impact health decisions around alcohol 
and other drugs.
LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.

_____  Alcohol manufacturers use various techniques to direct advertisements toward 
young people to buy their products.
LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.
c.  Analyze how messages from media influence health behaviors.
 
_____  There is a relationship between using alcohol and other drugs and other health 
 risks such as injuries, violence, suicide, sexual risk behaviors, and tobacco use.
 LINK: D.3.  Students describe how some health risk behaviors can influence 
          the likelihood of engaging in unhealthy behaviors.

E. Communication Skills

_____  Young people can demonstrate strategies to resist pressure to use alcohol and 
 other drugs. 
 LINK: E.1.  Students apply effective verbal and nonverbal interpersonal  
         communication skills to enhance health.
c.	Demonstrate refusal and negotiation skills to avoid or reduce health risks.

Alcohol and Drug Use Prevention

Grades 6 – 8

_____  Students can encourage peers not to use alcohol and other drugs.
LINK: E.2.  Students describe ways to influence and support others in making 
            	        positive health choices. 
	
F. Decision-making and Goal Setting

_____  Decisions regarding alcohol and other drug use have consequences. 
LINK: 	F.1.  Students apply decision-making skills to enhance health.
e.  Analyze the outcomes of a health-related decision.

_____  Personal health goals are affected when alcohol and other drug use becomes a 
 priority.
LINK: 	F.2.  Students develop and apply strategies and skills to attain a short-
         term personal health goal.  
d.	Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.

Alcohol and Drug Use Prevention

9 - Diploma

A.  Health Concepts

_____  Alcohol and other drug use during pregnancy has harmful effects on the  
fetus.
LINK: 	A.1.  Students predict how behaviors can impact health status.
d.  Examine personal susceptibility to, and the potential   
     severity of ,injury or illness if engaging in unhealthy behaviors.

_____  Alcohol and other drug use has short-term and long-term health, legal, 
cosmetic, social, and economic consequences.
LINK: 	A.1.  Students predict how behaviors can impact health status.
d.  Examine personal susceptibility to, and the potential severity of,   
     injury or illness if engaging in unhealthy behaviors.
           D.3.  Students analyze how some health risk behaviors can 
        influence the likelihood of engaging in unhealthy behaviors.  

_____  Alcohol and other drugs impact personal relationships. 
LINK: 	A.6.  Students analyze complex health concepts related to family 
  	         life; nutrition; personal health; safety & injury prevention; and 
         tobacco, alcohol & other drug use prevention.

B. Health Information, Products, and Services 

_____  School and community resources have information and services available 
 to help resist or quit alcohol and other drug abuse.
LINK: 	B.2.  Students access valid and reliable health information, products, and       
         services.

_____  Drinking alone, experiencing a blackout or binge drinking indicates a 
 problem that requires professional help.
LINK: 	B.2.  Students access valid and reliable health information, 
         products, and  services.
a.  Determine when professional health services may be 
     required.

Alcohol and Drug Use Prevention

9 - Diploma

C. Health Promotion and Risk Reduction

_____  Stress management reduces the likelihood of alcohol and other drug use.
LINK:  C.1.   Students demonstrate healthy practices and/or behaviors to 
          Maintain or improve the health of self and others in the 
          following areas: healthy  eating; physical activity; tobacco, 
         alcohol, and other drug use prevention;  and prevention of 
         STDs, HIV, and unintended pregnancy.

D. Influences on Health

_____  School and community policies can promote alcohol and drug-free environments.
LINK: 	D.1.  Students analyze and evaluate influences on health and health         
                     behaviors.
           f.  Investigate how public health policies and government          
   regulations can influence health promotion and disease    
   prevention.

_____  Media messages influence alcohol and other drug use.
LINK: 	D.1.  Students analyze and evaluate influences on health and health       
                     behaviors.
c.  Evaluate the effect of the media on personal and family health.

_____  Family and peers influence personal use or non-use of alcohol and other drugs.
LINK:	D.1.  Students analyze and evaluate influences on health and health        
                     behaviors.	
a.	Analyze how family, school and community influence the health     
      of individuals.
b.  Analyze how peers influence healthy and unhealthy behaviors.
D.3.  Students analyze how some health risk behaviors can influence the      
         likelihood of engaging in unhealthy behaviors.  

E. Communication Skills

_____  Refusal skills effectively reduce the likelihood of alcohol and other drug use.
LINK: 	E.1.  Students utilize skills for communicating effectively with family,   
         peers, and others to enhance health.
b.  Demonstrate refusal, negotiation, and collaboration skills to    
     enhance health and avoid and reduce health risks.

Eating Disorders Prevention

Key Concepts 

Grades: 3 – 5

A. Health Concepts

_____	People have physical, mental, emotional and social strengths and weaknesses.
Link: 	A.2.  Students identify examples of physical, mental, emotional, and social 
         health during childhood.

_____	Self-esteem is how a person feels about him/herself.
	Link: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, &      
         other drug use prevention.

_____	It is important to eat healthy foods when hungry and to stop when full.  
Link:	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, &      
         other drug use prevention.

D.  Influences on Health

_____	Many images presented in the media do not show that bodies come in all shapes 
and sizes.
	Link: 	D.1.  Students identify influences on personal health practices and 
                                 behaviors.
			c.  Describe how the media can influence health behaviors.

Eating Disorders Prevention

Grades:  6 - 8

A.  Health Concepts

_____	Unhealthy changes in eating patterns may be triggered by stressful events, illness, or a desire to change one’s diet for athletic or personal appearance reasons.
LINK: 	A.1.  Students examine the relationship between behaviors and personal  
                     health.
  	
_____	Disordered eating may lead to an eating disorder.
LINK: 	A.1.  Students examine the relationship between behaviors and personal  
         health.
  	     	    
_____	Self-esteem influences one’s thinking, choices and relationships during 
adolescence.
LINK:	A.5.  Students describe the specific characteristics of adolescent human 
        growth  and development. 

C.  Health Promotion and Risk Reduction

_____	Healthy coping skills help a person to be resilient, develop perspective, and stay in balance.
	LINK: 	C.1.  Students demonstrate a healthy practice and/or behavior to maintain 
                     or improve their own health in each of the following areas:  personal 
hygiene; healthy eating;  physical activity;  tobacco, alcohol, and 
other drug use prevention.   

D. Influences on Health

_____	Media images help to create a cultural definition of beauty and attractiveness that may contribute to eating disorders.
LINK: 	D.1.  Students explain and analyze influences on adolescent health 
                     behaviors.
c.  Analyze how messages from media influence health behaviors.

_____	One way to protect healthy self-esteem and body image from the media’s definitions of beauty and acceptability is to become a critical viewer of media messages. 
LINK:	 D.1.  Students explain and analyze influences on adolescent health 
                      behaviors.
c.  Analyze how messages from media influence health behaviors.

Eating Disorders Prevention

9 - Diploma

A. Health Concepts
           
_____	Diet pills and laxatives can be addictive and destructive when used inappropriately.
Link: 	A.1.  Students predict how behaviors can impact health status.
d.	Examine personal susceptibility to, and the potential severity of, injury or illness if engaging in unhealthy behaviors.

_____	An individual’s genetics influences bone structure, body size, shape and weight.
Link: 	A.4.  Students determine the interrelationship between the environment  
         and other factors and personal health.
b.  Describe how genetics and family history can impact personal   
     health.
A.6.  Students analyze complex health concepts related to family life; nutrition;            
         personal health; safety & injury prevention; and tobacco, alcohol & other     
        drug use prevention.

_____	Body image is affected by physical, mental and emotional experiences.
Link: 	A.6.  Students analyze complex health concepts related to family life; 
         nutrition;  personal health; safety & injury prevention; and tobacco, 
         alcohol & other drug use prevention.

_____	Self esteem provides a basis for body image.
Link: 	A.6.  Students analyze complex health concepts related to family life; 
         nutrition;  personal health; safety & injury prevention; and tobacco, 
         alcohol & other drug use prevention.

_____	Eating disorders are often a coping mechanism to feel in control.
Link: 	A.6.  Students analyze complex health concepts related to family life; 
         nutrition;  personal health; safety & injury prevention; and tobacco, 
         alcohol & other drug use prevention.

_____	A healthy identity is influenced by characteristics such as values, interests, traditions, personality, style, and abilities.
Link: 	A.6.  Students analyze complex health concepts related to family life; 
         nutrition;  personal health; safety & injury prevention; and tobacco, 
         alcohol & other drug use prevention.

Eating Disorders Prevention

9 - Diploma

_____	Eating disorders are illnesses that affect mental and physical health.
Link: 	A.6.  Students analyze complex health concepts related to family life; 
         nutrition;  personal health; safety & injury prevention; and tobacco, 
         alcohol & other drug use prevention.
B.2.  Students access valid and reliable health information, products, and  
   services.

B. Health Information, Products, and Services

_____	School, community and healthcare resources can provide information and services to assist individuals with disordered eating and eating disorders.
	Link: 	B.2.  Students access valid and reliable health information, products, and 
         services.

D. Influences on Health

_____	Eating disorders develop from a variety of physical, emotional, social, and familial issues.
            Link: 	D.1.  Students analyze and evaluate influences on health and health 
         behaviors.

_____	Society/culture strongly emphasizes one ideal body image.
Link:	D.1.  Students analyze and evaluate influences on health and health 
                     behaviors.
c.  Evaluate the effect of the media on personal and family health.
e.  Analyze how culture and personal values and beliefs influence  
     individual health behaviors.

E. Communication and Advocacy Skills

_____	It is important to support positive body images in the school, community,   
healthcare and workplace.
Link: 	E.2.  Students demonstrate ways to influence and support others in making 
         positive health choices.
c.  Demonstrate an ability to work cooperatively as an advocate for     
     improving personal, family, and community health.

Family Life Education

Key Concepts

Grades Pre-K - 2

A.  Health Concepts

_____  Children come from a variety of different family structures.	 
LINK: 	A.6.  Students identify basic health terms related to family life; nutrition; personal 
                     health; safety and injury prevention; and tobacco, alcohol, and other drug 
                     use prevention.

_____  Family members have roles and responsibilities.
LINK: 	A.6.  Students identify basic health terms related to family life; nutrition; personal 
                     health; safety and injury prevention; and tobacco, alcohol, and other drug 
                     use prevention.

B.  Health Information, Products, and Services

_____  Community and school helpers can assist with personal and family health issues.	
LINK: 	B.1.  Students identify trusted adults and professionals who can help promote 
 	         health.

C.  Health Promotion and Risk Reduction

_____  There are safety strategies for dealing with abusive family situations.
LINK: 	C.2.  Students demonstrate behaviors to avoid or reduce personal health risks.
a.  Demonstrate a variety of safety skills for different situations.

_____  Children cope with family change in various ways.
LINK: 	C.3.  Students demonstrate coping strategies to use when feeling too excited, 
                     anxious, upset, angry, or out of control.

Family Life Education

Grades Pre-K – 2

D.  Influences on Health

_____  Messages from family members can influence personal health, including self 
esteem.	
LINK: 	D.1.  Students identify influences on personal health practices and behaviors.
a.  Identify family influences on personal health practices and behaviors.

E.  Communication Skills

_____  It is important for family members to express needs, wants, and feelings in a respectful 
            and positive way.
LINK: 	E.1.  Students demonstrate healthy ways to communicate.
a.  Demonstrate healthy ways to express needs, wants, and feelings.

Family Life Education

Grades 3 - 5

A.  Health Concepts 

_____  Love and/or affection should be expressed appropriately depending on the relationship 
and the situation.
LINK: 	A.1.  Students explain the relationship between healthy behaviors and personal 
 	         health.

_____  Family structure can change for a variety of reasons and can affect multiple 
components of health.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, & other  
         drug use prevention.

_____  The reproductive system enables a man and a woman to have a baby.	
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, & other  
         drug use prevention.

_____  Abusive behavior in families is harmful.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, & other  
         drug use prevention.

____  Talents, characteristics, strengths and hopes apply to both genders.
          LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, & other  
         drug use prevention.

_____  Roles and responsibilities of family members change as they grow older.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, & other  
         drug use prevention.

Family Life Education

Grades 3 - 5

B.  Health Information, Products, and Services

_____  Families in need of health services may find assistance from community 
health helpers.
LINK: 	B.2.  Students locate resources from home, school, and community that provide 
         valid health information.

C.  Health Promotion and Risk Reduction

_____  Children can learn safety strategies for dealing with abusive family situations.
LINK: 	C.2.  Students demonstrate a variety of behaviors to avoid or reduce personal 
         health risks.
a.  Demonstrate healthful and safe ways to recognize, and deal with or 
      avoid threatening situations.
b.  Develop injury prevention and safety strategies for personal health.

D.  Influences on Health

_____  Cultures influence gender roles within the family structure.
 LINK:  D.1.  Students describe how a variety of factors influence personal health 
           behaviors.
a.  Describe how family, school and community influence and support 
     personal health practices and behaviors.

_____  There are various ways to support friends or family members.
LINK:	D.1.  Students describe how a variety of factors influence personal health 
         behaviors.
a.  Describe how family, school and community influence and support   
     personal health practices and behaviors.

_____  Media influences the way people perceive family life.  
LINK: 	D.1.  Students describe how a variety of factors influence personal health \
         behaviors.
			c.  Explain how media influences thoughts, feelings, and health behaviors.

Family Life Education

Grades 3 - 5

E.  Communication Skills

_____  Adolescents should discuss important health decisions with family members.
LINK: 	E.1.  Students demonstrate effective verbal and nonverbal interpersonal 
         communication skills to enhance health.

_____  Family members have a right to different feelings and opinions, can disagree, 
	and still care about each other.
LINK: 	E.1.  Students demonstrate effective verbal and nonverbal interpersonal 
         communication skills to enhance health.

_____  Healthy families use positive and effective verbal and non-verbal forms of 
communication.
LINK:	E.1.  Students demonstrate effective verbal and nonverbal interpersonal 
         communication skills to enhance health.
b.	Demonstrate effective verbal and non-verbal communication skills 
      including assertiveness skills to enhance health.

_____  Conflict resolution strategies can be used successfully to solve problems within 
families.	
LINK:	 E.1.  Students demonstrate effective verbal and nonverbal interpersonal 
          communication skills to enhance health.
e.  Demonstrate non-violent strategies to manage or resolve conflict.

F.  Decision-Making and Goal Setting

_____  Families can use a decision making process to address health issues and problems.	
            LINK:   F.1.  Students apply decision-making steps to enhance health.

Family Life Education

Grades 6 - 8

A.  Health Concepts

_____  Family members can experience prejudice, stereotyping, and discrimination based 
on gender and sexual orientation that can lead to lower self-esteem, physical and 
emotional problems and unequal opportunities.
LINK: 	A.2.  Students explain the interrelationship of physical, mental/intellectual, 
         emotional, and social health.

_____  Human reproduction is a process that involves fertilization, pregnancy, and birth.
LINK: 	A.5.  Students describe the specific characteristics of adolescent human 
         growth and development.

_____  Abstinence from sexual activity is the safest and most effective way to avoid 
pregnancy and reduce the risk of sexually transmitted disease, including HIV.
LINK: 	A.6.  Students explain fundamental health concepts related to family life; 
         nutrition; personal health; safety & injury prevention;  and tobacco, 
         alcohol, & other drug use prevention.

_____  Contraceptive methods have a variety of health benefits and risks and they can 
prevent or delay pregnancy when used correctly and consistently.
LINK: 	A.6.  Students explain fundamental health concepts related to family life; 
         nutrition; personal health; safety & injury prevention;  and tobacco, 
         alcohol, & other drug use prevention.

_____  Adolescents should develop strategies that demonstrate care and respect 
toward family members.
LINK: A.6.  Students explain fundamental health concepts related to family life; 
        nutrition; personal health; safety & injury prevention;  and tobacco, 
        alcohol, & other drug use prevention.

_____  Over the years there has been a shift of male and female roles within some 
families.
LINK: 	A.6.  Students explain fundamental health concepts related to family life; 
         nutrition; personal health; safety & injury prevention;  and tobacco, 
         alcohol, & other drug use prevention.
  
_____  Early teen pregnancy poses many health risks and/or other negative impacts to the
mother, child and other family members.
LINK: 	A.6.  Students explain fundamental health concepts related to family life; 
         nutrition; personal health; safety & injury prevention;  and tobacco, 
         alcohol, & other drug use prevention.
Family Life Education

Grades 6 - 8

B.  Health, Information, Products, and Services

_____  School and community resources can provide information and services for 
pregnant and parenting teens.
LINK: 	B.2.  Students locate valid and reliable health information, products, and
         services.

_____  School and community resources are available to help and support adolescents 
	who are impacted by domestic violence.
            LINK: B.2.  Students locate valid and reliable health information, products, and 
		        services.

D.  Influences on Health

_____  Beliefs of different cultures influence family expectations and traditions. 
LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.

_____  Attitudes about proper behaviors for males and females differ among individuals, 
families, and cultures.	 
LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.

_____  Family values play an important role in influencing adolescent health-related 
issues.
LINK: 	D.1.  Students explain and analyze influences on adolescent health 
                     behaviors.

_____  Media influences the way people perceive relationships.
LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.
c.  Analyze how messages from media influence health behaviors.

E.  Communication Skills

_____  Communicating about sexuality with family members promotes good health. 
LINK: 	E.1.  Students apply effective verbal and nonverbal interpersonal 
         communication skills to enhance health.
Family Life Education

Grades 6 - 8

_____  Love can be expressed in healthy ways within relationships (e.g. family and 
	friends).
LINK: 	E.1.  Students apply effective verbal and nonverbal interpersonal 
         communication skills to enhance health.
a.	Demonstrate communication skills to build and maintain 
      healthy relationships. 

_____  Understanding another person’s viewpoint is important to healthy communication 
within a family and other relationships.
LINK: 	E.1.  Students apply effective verbal and nonverbal interpersonal 
         communication skills to enhance health.
a.	Demonstrate communication skills to build and maintain 
      healthy relationships. 

_____  Healthy family relationships require communication skills such as negotiation, 
assertiveness and active listening.
LINK: 	E.1.  Students apply effective verbal and nonverbal interpersonal 
         communication skills to enhance health.
a.	Demonstrate communication skills to build and maintain 
      healthy relationships.
d.	Demonstrate effective conflict management or conflict 
      resolution strategies.

_____  Conflict occurs within family relationships and it is important to resolve
	them in a positive way.
LINK: E.1.  Students apply effective verbal and nonverbal interpersonal 
        communication skills to enhance health.
d.	Demonstrate effective conflict management or conflict 
      resolution strategies.

Family Life Education

9 - Diploma		

A.  Health Concepts

_____  Abstinence from sexual activity is the only 100% effective way to avoid pregnancy
            and reduce the risk of sexually transmitted diseases.
LINK:	A.1.  Students predict how behaviors can impact health status.
a.  Analyze individual responsibility for enhancing health.
                      		b.  Predict how healthy behaviors can positively impact health status.

_____  Early and consistent prenatal care is essential to healthy pregnancy outcomes.
LINK: 	A.1.  Students predict how behaviors can impact health status.
b.  Predict how healthy behaviors can positively impact health status.

_____  Gender stereotyping may effect or limit self-concept, choices, relationships, and 
aspirations.
LINK: 	A.6.  Students analyze complex health concepts related to family life; nutrition;      
                     personal health; safety & injury prevention; and tobacco, alcohol & other      
                     drug use prevention.

_____ There are physical, emotional, social, economic, and legal consequences of teenage 
            pregnancy and parenting. 
LINK:	A.6.  Students analyze complex health concepts related to family life; nutrition;      
                     personal health; safety & injury prevention; and tobacco, alcohol & other      
                     drug use prevention.

B.  Health Information, Products, and Services

_____  When choosing a contraceptive method, people should consider a method that they will 
use effectively and consistently.
LINK: 	B.1.  Students evaluate the validity and accessibility of health information,       
         products, and services.

_____  Community and school resources can provide information and services for 
            pregnancy prevention including contraceptive methods.
LINK: 	B.2.  Students access valid and reliable health information, products, and   
         services.

_____  Community and school resources may be available to help people who are 
experiencing family relationship difficulties or problems.
LINK: 	B.2.  Students access valid and reliable health information, products, and 
         services.
Family Life Education

9 - Diploma

_____  Steps necessary to maintain sexual and reproductive health throughout the lifecycle 
include self-examinations and regular clinical exams. 
LINK:  B.2.  Students access valid and reliable health information, products, and 
                     services.

C.  Health Promotion and Risk Reduction

_____  There are many intimate and sexual behaviors that are pleasurable but do not put an 
individual at risk of an unintended pregnancy or STD.
LINK:	 C.2.  Students will be able to demonstrate a variety of behaviors to avoid or          
                      reduce health risks to self and others.
a.	Develop ways to recognize and avoid or change situations that 
      threaten the safety of self and others.

D.  Influences on Health

_____  Family, culture, media, religion, and society impact an individual’s sexual decisions and 
behavior throughout life.	
LINK: D.1.  Students analyze and evaluate influences on health and health behaviors.
a.  Analyze how family, school and community influence the health of     
     individuals.
d.  Analyze how the perceptions of norms influence healthy and unhealthy     
     behaviors.

_____  Healthy family relationships involve shared values, commitment and intimacy.
LINK: 	D.1.  Students analyze and evaluate influences on health and health behaviors.
a.  Analyze how family, school and community influence the health of     
     individuals.

E.  Communication Skills

_____  Good communication is essential to healthy family relationships.	
LINK: 	E.1.  Students utilize skills for communicating effectively with family, peers, and      
                     others to enhance health.

Family Life Education

9 - Diploma

_____  It is important to communicate about contraception and disease prevention with a partner.
LINK: 	E.1.   Students utilize skills for communicating effectively with family, peers, and       
  	          others to enhance health.
b.  Demonstrate refusal, negotiation, and collaboration skills to enhance        
     health and avoid and reduce health risks.

_____  Understanding of differences in communication styles between males and females is 
            essential for effective communication.
LINK: 	E.1.  Students utilize skills for communicating effectively with family, peers, and      
                     others to enhance health.
a.  Demonstrate effective communication skills including asking and       
     offering assistance to enhance the health of self and others.

F.  Decision-Making and Goal Setting

_____  Decisions about sexuality can affect a person’s future health and life plans.
LINK: 	F.1.  Students apply a decision-making process to enhance health.

Growth and Development

Key Concepts
Grades Pre-K - 2

A.  Health Concepts

_____  People develop, grow and change physically, emotionally, mentally and socially. 
LINK: 	A.2.  Students recognize that there are multiple dimensions of health.
 	A.6.  Students identify basic health terms related to family life; nutrition; 
    	         personal health; safety and injury prevention; and tobacco, alcohol, 
         and other drug use prevention.

_____  Individual bodies are different sizes and shapes.
LINK: 	A.6.  Students identify basic health terms related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol, 
         and other drug use prevention.

E.  Communication Skills

_____  There are healthy ways for people to express their needs, wants and feelings 
throughout life.
LINK: 	E.1.  Students demonstrate healthy ways to communicate.
        Demonstrate healthy ways to express needs, wants, and    
                    feelings.

Growth and Development

Grades 3 - 5

A.  Health Concepts 

_____  Personal needs are different in each stage of life (infancy, childhood, adolescence, 
adulthood and old age).
LINK: 	A.5.  Students identify the general characteristics of human growth and 
                    development.

_____  People develop physically, emotionally, mentally and socially at different rates.
LINK:	A.5.  Students identify the general characteristics of human growth and 
                    development.

_____  During puberty, adolescents experience significant changes.
LINK: 	A.5.  Students identify the general characteristics of human growth and 
                    development.

_____   A wide range of development is normal during puberty.
 LINK:	A.5.  Students identify the general characteristics of human growth and 
        development.

B. Health Information, Products and Services

_____  Adolescents should know where to acquire accurate information about puberty.
	LINK: 	B.2.  Students locate resources from home, school, and community that 
	                     provide valid health information.

Growth and Development

Grades 3 - 5

C.  Health Promotion and Risk Reduction

_____  Personal body care is a responsibility throughout the stages of life. 
LINK: 	C.1.  Students demonstrate age-appropriate healthy practices and/or 
       	  	         behaviors to maintain or improve personal health.
   b.  Demonstrate basic care of the human body.

_____  Good hygiene practices are important for promoting health and maintaining social 
	relationships.
LINK: 	C.1.  Students demonstrate age-appropriate healthy practices and/or 
      	  	          behaviors to maintain or improve personal health.
b.  Demonstrate basic care of the human body.

_____  There are benefits of getting proper rest and sleep for healthy growth and 
development.
LINK: 	C.1.  Students demonstrate age-appropriate healthy practices and/or 
      	   	         behaviors to maintain or improve personal health.
b.  Demonstrate basic care of the human body.

_____  Good hygiene practices are important for promoting health.
LINK: C.1. Students demonstrate age-appropriate healthy practices and/or 
       		       behaviors to maintain or improve personal health.
b. Demonstrate basic care of the human body.

D. Influences on Health 

_____  Media can influence adolescent behavior.
	LINK 	D.1.  Explain how media influences thoughts, feelings, and health 
		         behaviors.
			c.  Students describe how a variety of factors influence personal 
			     health behaviors.

Growth and Development

Grades 6 – 8

A.  Health Concepts

_____  Adolescents should assume responsibility for their sexual behavior.
LINK: A.1.  Students examine the relationship between behaviors and personal 
        health.
a.	Explain the importance of assuming responsibility for personal 
      health. 

_____  During puberty, adolescents experience significant  physical, mental, emotional 
            and social changes.
LINK: A.2.  Students explain the interrelationship of physical,  
        mental/intellectual, emotional, and social health.

_____  Good hygiene practices are important for promoting health and maintaining  
social relationships.
LINK: A.2.  Students explain the interrelationship of physical, 
         mental/intellectual, emotional, and social health.  
 
_____  The size and shape of a person’s body may affect how a person feels and is 
perceived by others.	
LINK: A.2.  Students explain the interrelationship of physical, 
        mental/intellectual, emotional, and social health.
  
_____  During puberty, there is an interrelationship between the endocrine system and 
the development of the reproductive system.
LINK: A.5.  Students describe the specific characteristics of adolescent human 
                    growth and development.

_____  One of the stages of human growth and development is adolescence.
LINK: A.5.  Students describe the specific characteristics of adolescent human  
                    growth and development.

_____  Self-stimulation is a part of normal sexual development and is not harmful.
LINK: A.5.  Students describe the specific characteristics of adolescent human  
                    growth and development.

Growth and Development

Grades 6 – 8

_____  Everyone has a sexual orientation.
LINK: A.5.  Students describe the specific characteristics of adolescent human  
        growth and development.

_____  There are benefits of getting proper rest and sleep for healthy growth and
development.
LINK:	A.6.  Students explain fundamental health concepts related to family life; 
         nutrition; personal health; safety & injury prevention;  and tobacco, 
         alcohol, & other drug use prevention.

B.  Health Information, Products, and Services

_____  Adolescents should know where to acquire accurate health information and 
appropriate health services regarding their needs.
LINK: B.2.  Students locate valid and reliable health information, products, and 
        services.

C.  Health Promotion and Risk Reduction

_____  Participating in recreational activities and practicing social skills are examples of 
strategies that help develop healthy relationships.
LINK: C.1.  Students demonstrate a healthy practice and/or behavior to 
         maintain or improve their own health in each of the following 
         areas:  personal hygiene; healthy eating; physical activity; tobacco, 
         alcohol, and other drug use prevention.

D.  Influences on Health

_____  Media, cultural beliefs and peers can influence adolescent behavior.
LINK: 	D.1.  Students identify influences on personal health practices and 
         behaviors.  

Growth and Development

 Grades 6 – 8

E.  Communication Skills

_____  Verbal and non-verbal communication skills are important attributes for healthy 
 	relationships.
LINK: E.1.  Students apply effective verbal and nonverbal interpersonal 
        communication skills to enhance health.
a.  Demonstrate communication skills to build and maintain 
     healthy relationships.

F.  Decision-Making and Goal Setting

_____  Healthy decisions can affect achieving short and long term goals.
LINK: F.1.  Students apply decision-making skills to enhance health.
e.  Analyze the outcomes of a health-related decision.

Growth and Development

9 - Diploma

A.  Health Concepts

_____  People experience many health changes as they age.
LINK: 	A.5.  Students describe the characteristics of human growth and      
                     development throughout the various stages of life.

_____  People change over time as they go through the stages of life and this can affect 
their relationships. 
LINK: 	A.5.  Students describe the characteristics of human growth and      
                     development throughout the various stages of life.
A.2.  Students analyze the interrelationship of physical, 
         mental/intellectual, emotional, and social health.

_____  There are stages of grief that a person goes through when dealing with loss.
LINK: 	A.6.  Students analyze complex health concepts related to family life;      
                     nutrition; personal health; safety & injury prevention; and tobacco,      
                     alcohol & other drug use prevention.

_____  Friendship is a healthy component of a romantic relationship.
LINK:	A.6.  Students analyze complex health concepts related to family life;      
                     nutrition; personal health; safety & injury prevention; and tobacco,      
                     alcohol & other drug use prevention.

_____  There are similarities and differences between male and female perceptions of 
relationships.
LINK: 	A.6.  Students analyze complex health concepts related to family life;      
                     nutrition; personal health; safety & injury prevention; and tobacco,      
                     alcohol & other drug use prevention.

_____  Dating can be a way to learn about: 1) other people, 2)romantic and sexual 
feelings and expression, and 3) the initiation, maintenance and ending of dating 
relationships.
LINK: 	A.6.  Students analyze complex health concepts related to family life;      
                     nutrition; personal health; safety & injury prevention; and tobacco,      
                     alcohol & other drug use prevention.

Growth and Development

9 - Diploma

_____  Responsibility for the quality of a relationship is shared by both partners.
LINK: 	A.6.  Students analyze complex health concepts related to family life;      
                     nutrition; personal health; safety & injury prevention; and tobacco,      
                     alcohol & other drug use prevention.

_____  Differences exist between sexual orientation and gender identity.	
LINK: 	A.6.  Students analyze complex health concepts related to family life;      
                     nutrition; personal health; safety & injury prevention; and tobacco,      
                     alcohol & other drug use prevention.

_____  Sexual orientation is a combination of one’s attractions, thoughts and behaviors. 
LINK: 	A.6.  Students analyze complex health concepts related to family life;      
                     nutrition; personal health; safety & injury prevention; and tobacco,      
                     alcohol & other drug use prevention.

B.  Health Information, Products, and Services

_____  There are sources of support for young people who have concerns about sexual 
orientation or gender identity.	
LINK: 	B.2.  Students access valid and reliable health information, products, and      
                     services.

_____  When people determine that they have relationship difficulties they can seek 
school or community resources for specific issues or problems. 
LINK: 	B.2.  Students access valid and reliable health information, products, and           
                     services.

C.  Health Promotion and Rick Reduction

_____  Healthy fetal development occurs when mothers make healthy choices during 
pregnancy.
LINK: 	C.1.  Students demonstrate healthy practices and/or behaviors to maintain      
                     or improve the health of self and others in the following areas:       
                     healthy eating; physical activity; tobacco, alcohol, and other drug 
         use prevention; and prevention of STDs, HIV, and unintended 
         pregnancy.

Growth and Development

9 - Diploma

D.  Influences on Health

_____  Dating and social activities can be a way to learn about ourselves in relationships 
with other people.
LINK: 	D.1.  Students analyze and evaluate influences on health and health      
                     behaviors.
a.   Analyze how family, school and community influence the health     
      of individuals.
    	b.   Analyze how peers influence healthy and unhealthy behaviors.

_____  Media messages can influence the way adolescents think about themselves and 
others. 
LINK: 	D.1.  Students analyze and evaluate influences on health and health     
                     behaviors.
c.  Evaluate the effect of the media on personal and family health.

E.  Communication Skills

_____  Effective communication skills are essential to healthy relationships.
LINK: 	E.1.  Students utilize skills for communicating effectively with family,  
         peers, and others to enhance health.

F.  Decision-Making and Goal Setting

_____  Responsibility for the quality of a relationship is shared by both dating partners.
LINK: 	F.1.  Students apply a decision-making process to enhance health.
b.  Justify when individual or collaborative decision-making is      
     appropriate.

HIV Education

Key Concepts

Grades Pre K-2

A.  Health Concepts 

_____  Germs cause communicable diseases in people. 
LINK: A.3.  Students describe the transmission and prevention of common childhood                              communicable diseases. 

C.  Health Promotion and Risk Reduction

_____  Tell an adult if you see someone bleeding or see a syringe (needle).   
LINK: C.2.  Students demonstrate behaviors to avoid or reduce personal health risk.       a.  Demonstrate a variety of safety skills for different situations.

_____  Protect one’s self by avoiding contact with another person’s blood or a syringe (needle). 
	LINK: C.2.  Students demonstrate behaviors to avoid or reduce personal health risk.  
			a. Demonstrate a variety of safety skills for different situations.

_____  Hand washing prevents the spread of most germs.
	LINK: C. 1.  Students demonstrate age-appropriate healthy practices to maintain or 
         improve personal health.
			b. Demonstrate personal hygiene skills including hand washing.

 

HIV Education
Grades 3-5

A.  Health Concepts

_____  To prevent the transmission of viruses, (HIV, Hepatitis) people should avoid contact with 
another person’s blood, body fluids or needles (piercing or blood brothers/sisters).
LINK: A.1.  Students explain the relationship between healthy behaviors and personal        health. 
LINK: C.2.  Students demonstrate a variety of behaviors to avoid or reduce personal          health risk.  

_____  People with diseases are not to be feared.
LINK: A.6. Students define basic health concepts related to family life; nutrition; 
                   personal health; safety and injury prevention; and tobacco, alcohol, and 
                   other drug use prevention.

_____  A virus is a type of germ that can get into the body and cause illness.
LINK: A.6. Students define basic health concepts related to family life; nutrition; 
                   personal health; safety and injury prevention; and tobacco, alcohol, and 
                   other drug use prevention.

_____  The Human Immunodeficiency Virus (HIV) is the virus that causes Acquired Immune 
Deficiency Syndrome (AIDS).
LINK: A.6. Students define basic health concepts related to family life; nutrition; 
                   personal health; safety and injury prevention; and tobacco, alcohol, and 
                   other drug use prevention.

_____  A person can have the HIV virus and not look or feel sick.  
LINK: A.6. Students define basic health concepts related to family life; nutrition; 
                   personal health; safety and injury prevention; and tobacco, alcohol, and 
                   other drug use prevention.

_____  People who are HIV positive may not know they are infected until they are tested.  
LINK: A.6. Students define basic health concepts related to family life; nutrition; 
                   personal health; safety and injury prevention; and tobacco, alcohol, and 
                   other drug use prevention.

HIV Education

Grades 6-8    	 

	A.  Health Concepts 

_____  HIV is transmitted by specific behaviors and not through casual contact.
LINK:  A.1.  Students examine the relationship between behaviors and personal health.
b  Examine the relationship between healthy and unhealthy behaviors and 
    personal health.

_____  People may not know they are HIV infected and can unknowingly infect others.
            LINK:  A.6.  Students explain essential health concepts related to family life; nutrition; 
                                 personal health; safety and injury prevention and tobacco, alcohol and  
                                other drug use prevention.

_____  An HIV antibody test determines if a person has the virus.
            LINK:  A.6.  Students explain essential health concepts related to family life; nutrition; 
                                 personal health; safety and injury prevention and tobacco, alcohol and 
                                other drug use prevention.

_____  The HIV virus diminishes the functioning of the immune system. 
            LINK:  A.6.  Students explain essential health concepts related to family life; nutrition; 
                                 personal health; safety and injury prevention and tobacco, alcohol and  
                                other drug use prevention.

_____  HIV infection and AIDS are chronic conditions that may lead to disability and early 
            death.   
            LINK:  A.6.  Students explain essential health concepts related to family life; nutrition; 
                                 personal health; safety and injury prevention and tobacco, alcohol and  
                                other drug use prevention.
	
	_____  The blood supply in this country is considered safe because it is tested for the 
	            HIV virus and other blood-borne pathogens.      
             LINK:  A.6.  Students explain essential health concepts related to family life; nutrition; 
                                  personal health; safety and injury prevention and tobacco, alcohol and  
                                 other drug use prevention.

_____  Latex or polyurethane condoms and dental dams are effective protection from HIV  transmission during sexual contact and may be obtained at stores or clinics.                           LINK:  A.6.  Students explain essential health concepts related to family life; nutrition; 
                                  personal health; safety and injury prevention and tobacco, alcohol and  
                                 other drug use prevention.
         		B.2.  Students locate valid and reliable health information, products and  
		         services.
			c.  Locate valid and reliable health products and services.
HIV Education

Grades 6-8    

	B.  Health Information, Services, and Products

_____  HIV and AIDS resources are available to provide information and answer questions.
LINK:  B1.  Students analyze the validity of health information, products and services.

_____  HIV tests are either confidential or anonymous and are available at clinics, doctors 
            offices and other health agencies.
	LINK:  B.2.  Students locate valid and reliable health information, products and  
		         services.
			c.  Locate valid and reliable health products and services.

_____  Organizations are available to offer support and services for people who are 
            HIV positive or living with AIDS.
	LINK:  B.2.  Students locate valid and reliable health information, products and  
		         services.
			c.  Locate valid and reliable health products and services.

	C.  Health Promotion and Risk Reduction

_____  HIV infection can be prevented by avoiding sexual contact, sharing needles and blood 
contact. 
	LINK:  C.2.  Students demonstrate behaviors to avoid or reduce health risks to self and 
	 		         others.
	 		a.  Demonstrate ways to recognize, avoid or change situations that 
	                  		     threaten the safety of self and others.
 
_____  A person can reduce the chance of HIV infection by using proper protection during 
sexual contact.                                    
	LINK:  C.2.  Students demonstrate behaviors to avoid or reduce health risks to self and 
	 		         others.
	 		a.  Demonstrate ways to recognize, avoid or change situations that 
	                  		     threaten the safety of self and others.

D. Influences on Health

_____  Adolescent perceptions of peer sexual behaviors can influence healthy or unhealthy 
            behaviors.
	  LINK:  D.1.  Students explain and analyze influences on adolescent health behaviors.
d.	Explain how the perceptions of norms influence healthy and unhealthy 
	                              behaviors.

HIV Education

Grades 6-8    
	
	E.  Communication Skills

_____  Utilizing effective decision-making and communication skills helps avoid or manage 
potential HIV risk situations. 
	LINK : E.1.  Students apply effective verbal and nonverbal interpersonal communication 
            	         skills to enhance health.
c.	Demonstrate refusal and negotiation skills to avoid or reduce health   
      risks.
		F.1.  Students apply decision making skills to enhance health.
a.  Determine when health-related situations require the application of a 
     thoughtful decision making process.  

HIV Education

Grades 9-Diploma						

A.  Health Concepts 

_____  Unprotected sexual contact with an HIV infected person can result in transmission of 
HIV.  
LINK:  A.1.  Students predict how behaviors can impact health status.
d.  Examine personal susceptibility to and the potential severity of injury 
     or illness if engaging in unhealthy behaviors. 

_____  The presence of another sexually transmitted disease puts a person at an increased risk of 
HIV infection through sexual contact.  
LINK:  A.1.  Students predict how behaviors can impact health status.
d.  Examine personal susceptibility to and the potential severity of injury 
     or illness if engaging in unhealthy behaviors. 

_____  Adolescents and young adults are a high-risk group for contracting HIV. 
LINK:  A.1.  Students predict how behaviors can impact health status.
d.  Examine personal susceptibility to and the potential severity of injury 
     or illness if engaging in unhealthy behaviors. 

_____	HIV impacts individuals and families physically, mentally, socially, emotionally and 
	economically. 
LINK:  A.2.  Students analyze the interrelationship of physical, mental/intellectual, 
	 emotional and social health.

_____  HIV positive people can be infected again with a different strain of the virus.   
LINK:  A.6.  Students analyze complex health concepts related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol, and 
         other drug use prevention.

_____	Medications for people who are HIV positive or living with AIDS may prolong life, but 
            have side effects that can negatively impact the quality of life.  
LINK:  A.6.  Students analyze complex health concepts related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol, and 
         other drug use prevention.

_____  It is possible for an HIV positive person to have a blood test where the virus is 
undetectable, however HIV is still present and can still be transmitted.
LINK:  A.6.  Students analyze complex health concepts related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol, and 
         other drug use prevention.

HIV Education

Grades 9-Diploma

_____  Stereotypes about individuals and populations infected with HIV continue to exist.
LINK:  A.6.  Students analyze complex health concepts related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol, and 
         other drug use prevention.

B.  Health Information, Products  and Services

_____  Effective safer sex products can be accessed in stores, clinics and some schools. 
LINK:  B.1.  Students evaluate the validity and accessibility of health information, 
  	         products and services.
B.2.  Students locate valid and reliable health information, products and   
                     services. 
c.  Access valid and reliable health products, and services.

_____  Adolescents have the right to access services for an HIV antibody test without parental 
permission. 
LINK:  B.2.  Students locate valid and reliable health information, products and   
                     services. 
c.  Access valid and reliable health products, and services.

C.  Health Promotion and Risk Reduction

_____  It is important to properly use safer sex products when sexually active.
LINK:  C.1.  Students demonstrate healthy practices and/or behaviors to maintain or 
         improve the health of self and others in each of the following areas: healthy  
         eating; physical activity; tobacco, alcohol, and other drug use prevention; 
         and prevention of STDs, HIV and unintended pregnancy.

_____  A person can choose to abstain from sexual contact at any time in his or her life, 
even if they have been sexually active. 
LINK:  C.1.  Students demonstrate healthy practices and/or behaviors to maintain or 
         improve the health of self and others in each of the following areas: healthy  
         eating; physical activity; tobacco, alcohol, and other drug use prevention; 
         and prevention of STDs, HIV and unintended pregnancy.

_____  Following the correct steps of condom use can help to avoid HIV transmission. 
LINK:  C.2. Students demonstrate a variety of behaviors to avoid or reduce health risks 
        to self and others.

HIV Education

Grades 9-Diploma

D.  Influences on Health Practices/Behaviors

_____	HIV positive people have legal rights.
	LINK  D.1.  Students analyze and evaluate influences on health and health behaviors.
f.	Investigate how public health policies and government regulations can    
      influence health promotion and disease prevention.

_____  Alcohol and drug use may decrease one’s commitment and ability to use protection while 
engaging in sexual activity. 
LINK:  D.3.  Students analyze how some health risk behaviors can influence the 
         likelihood of engaging in unhealthy behaviors.
a.  Analyze the influence of alcohol use on individual and group behavior.
b.  Analyze the influence of drug use on individual and group behavior.

E.  Communication Skills

_____  Effective negotiation skills are essential for the prevention of HIV.  
LINK:  E.1.  Students utilize skills for communicating effectively with family, peers, and  
                     others to enhance health.
b.  Demonstrate refusal, negotiation, and collaboration skills to enhance  
     health and avoid and reduce health risks.

	

Injury Prevention

Key Concepts

Grades Pre-K-2

A. Health Concepts

_____  The amount of screen time, level of volume and media content have an impact on 
personal health.
LINK:  A. 1. Students recognize that healthy behaviors impact personal health.

_____ 	Following safety rules as a pedestrian and when riding in or on vehicles (ATVs, 
snowmobiles, bicycles, cars, busses, etc.) helps to prevent injuries. 
LINK:  A.1.  Students recognize that healthy behaviors impact personal health.           C.2.  Students demonstrate behaviors to avoid or reduce personal health risk. 

_____  Following water and ice safety rules helps to prevent injuries.
LINK:  A.1.  Students recognize that healthy behaviors impact personal health.           C.2.  Students demonstrate behaviors to avoid or reduce personal health risk. 

_____ 	Using safety equipment for sports and recreational activities helps to prevent 
injuries.
LINK:  A.1.  Students recognize that healthy behaviors impact personal health.           C.2.  Students demonstrate behaviors to avoid or reduce personal health risk. 

_____ 	Practicing and following fire safety rules (including not using matches and 
lighters) helps to prevent injuries and unintentional fires.
LINK:  A.1.  Students recognize that healthy behaviors impact personal health.           C.2.  Students demonstrate behaviors to avoid or reduce personal health risk. 

_____ 	Burns are a skin injury caused by hot objects, water, fire, chemicals and 
overexposure to the sun.
LINK:  A.6.  Students identify basic health terms related to family life; nutrition; 
personal health; safety and injury prevention; and tobacco, alcohol,     
         and other drug use prevention.

Injury Prevention

Grades Pre-K-2

_____ 	Choking may occur when small objects or certain foods become lodged in one’s throat.
block the airway.  
LINK:  A.6.  Students identify basic health terms related to family life; nutrition; 
                     personal health; safety and injury prevention; and tobacco, alcohol, 
                     and other drug use prevention.

C. Health Promotion and Risk Reduction

_____ 	Some substances may be harmful to the body and should not be handled or 
consumed.
	LINK:  C.2.  Students demonstrate behaviors to avoid or reduce personal health risk. 
_____  Some eating behaviors such as eating too fast, eating too much at one time or 
talking and/or laughing while eating can lead to choking. 
	LINK:  C.2.  Students demonstrate behaviors to avoid or reduce personal health risk. 
_____ 	Dangerous and unsafe situations should be reported to a trusted adult.
	LINK:  C.2.  Students demonstrate behaviors to avoid or reduce personal health risk. 
_____  Playing with guns and knives can cause serious injury.
	LINK:  C.2.  Students demonstrate behaviors to avoid or reduce personal health risk. 
_____  Do not approach unfamiliar animals. 
	LINK:  C.2.  Students demonstrate behaviors to avoid or reduce personal health risk. 				a. Demonstrate a variety of safety skills for different situations.

Injury Prevention

Grades 3 – 5 

A.  Health Concepts

_____  Basic first aid skills prepare an individual to respond appropriately in an 
emergency.
LINK:  A. 3.  Students describe ways to detect and treat common childhood 
          diseases and other health problems.
C.1.   Students demonstrate age-appropriate healthy practices to maintain 
          or improve personal health.

_____ 	Poisonous plants, chemicals, foods and drugs should be avoided.
LINK:  A.6.  Students define basic health concepts related to family life; nutrition; 
personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.
C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
         personal health risks. 

C. Health Promotion and Risk Reduction

_____ 	Practicing safety rules regarding animals helps to prevent injury.
LINK:  C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
         personal health risks. 

_____ 	Practicing safety rules when using common items (scissors, rubber bands, etc…) 
helps prevent injury.
LINK:  C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
         personal health risks. 

_____  Fire safety exit plans should be developed and practiced at home.
LINK:  C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
         personal health risks. 
a.  Demonstrate healthy and safe ways to recognize, deal with, or     
     avoid threatening situations.

_____ 	Fire hazards need to be recognized and reported to an adult.
LINK:  C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
         personal health risks. 

_____ 	Practicing safety rules around, in or near water and ice helps to prevent injuries.
LINK:  C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
         personal health risks. 

Injury Prevention

Grades 3 – 5 

_____ 	Practicing safety rules for all motorized and non-motorized vehicles (ATVs, 
boats, mowers, tractors, dirt bikes, bicycles, etc…) reduces the risk of injury.
LINK:  C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
         personal health risks. 

_____ 	Practicing pedestrian safety rules helps to prevent injuries.
LINK:  C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
         personal health risks. 

_____  Following safety rules helps prevent injuries in the following areas:
•	Airway obstruction
•	Weapons such as firearms, knives, bows and arrows, BB guns, etc.
•	appliances, machines, tools and power equipment
•	recreational activities and sports
LINK:  C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
         personal health risks. 

_____ 	Responding to different types of aggression (bullying, anger) requires utilizing 
effective response strategies. 
LINK:  C.3.  Students demonstrate strategies that can be used to manage stress, 
         anger or grief.
E. 1.  Students demonstrate effective and non-verbal interpersonal 
          communication skills to enhance health.

D. Influences on Health

_____ 	Media and technology should be used in safe and appropriate ways (social 
networking, cell phones, video, computers, music, etc…). 
LINK:  D. 2.  Students describe ways technology can influence personal health. 

Injury Prevention

Grades 3 – 5 

E. Communication Skills

_____  Utilizing positive and respectful interactions builds healthy relationships. 
LINK:  E. 1.  Students demonstrate effective and non-verbal interpersonal 
          communication skills to enhance health.

_____ 	When any type of abuse (verbal, social, physical, emotional, cyber, sexual) occurs  
 to self or others, tell a trusted adult.
 LINK:  E. 1.  Students demonstrate effective and non-verbal interpersonal 
          communication skills to enhance health.
			c. Demonstrate how to ask for assistance to enhance personal 
    health.

Injury Prevention

Grades 6 – 8 

A. Health Concepts

_____	Bullying and harassment have short and long-term consequences.
	LINK:  A.1.  Students examine the relationship between behaviors and personal 
	                     health.
a.	Examine the relationship between healthy and unhealthy 
      behaviors and personal health.

_____	There are potential negative consequences to starting and/or playing with fire. 
LINK:  A.6.  Students explain essential health concepts related to family life, 
         nutrition; personal health; safety and injury prevention; and  
         tobacco, alcohol, and other drug use prevention.

_____	Inhalants are poisons and can be harmful.
LINK:  A.6.  Students explain essential health concepts related to family life, 
         nutrition; personal health; safety and injury prevention; and 
         tobacco, alcohol, and other drug use prevention.

B. Health Information, Products, and Services 

_____	Resources and services are available to students regarding bullying/harassment. 
	LINK:  B.2.  Students locate valid and reliable health information, products, and 
		         services.
	 	b.  Locate valid and reliable  health information
	 	c.  Locate valid and reliable health products and services

C. Health Promotion and Risk Reduction

_____	Use appropriate safety equipment, practice safety rules and obey Maine laws 
while participating in recreational and athletic activities to reduce the possibility 
of injuries.
LINK:  C.2.  Students demonstrate behaviors to avoid or reduce health risks to 
         self and others.
a.  Demonstrate ways to recognize, avoid, or change situations   
     that threaten the safety of self and others.

Injury Prevention

Grades 6 – 8 

_____ 	It is important to obey Maine laws while riding and/or operating motorized 
vehicles such as, ATVs, snowmobiles, watercraft, dirt bikes, and farm equipment.
LINK:  C.2.  Students demonstrate behaviors to avoid or reduce health risks to 
         self and others.
			a.  Demonstrate ways to recognize, avoid, or change situations 
                 that threaten the safety of self and others.

_____ Basic first aid skills prepare an individual to respond appropriately for self and 
	others in an emergency.
	LINK:  C.2.  Students demonstrate behaviors to avoid or reduce health risks to 
		         self and others.
			b.  Develop injury prevention and response strategies including 
		                 first aid for personal and family health.

D. Influences on Health 

_____	Adolescents can positively influence others to practice safety behaviors in order to decrease incidences of injury.
	LINK:  D.1.  Students explain and analyze influences on adolescent health 
	  	         behaviors.
		b.  Describe how peers influence healthy and unhealthy behaviors.

_____	Media and technology (social networking, cell phones, video, computers, music, 
	etc…) need to be used in safe and responsible ways. 
	LINK:  D.2.  Students analyze the influence of technology, including medical 
		          technology, on personal and family health.

F. Decision-making and Goal Setting

_____	Practice effective decision-making to avoid situations that could lead to injury.
	LINK:  F.1.  Students apply decision-making to enhance health.

_____	Personal goals can be affected by unsafe practices and injury.
	LINK:  F.2.  Students develop and apply strategies to attain a short-term personal 
		         health goal.

Injury Prevention

Grades 9-Diploma

C. Health Promotion and Risk Reduction

_____	Unsafe situations may result in injury or death, and therefore should be recognized and acted on appropriately.
LINK:  C.2.  Students demonstrate behaviors to avoid or reduce health risks to 
         self and others.

_____	In situations where a fire could occur or in the event of a fire, a person should act and/or react appropriately.  
LINK:  C.2.  Students demonstrate behaviors to avoid or reduce health risks to 
         self and others.

_____	To prevent injury or death, adhere to safe practices while using motorized and 
non-motorized equipment and vehicles.
LINK:  C.2.  Students demonstrate behaviors to avoid or reduce health risks to 
         self and others.

_____	Responding appropriately to a medical emergency may decrease the severity of 
the injury or the possibility of death.
LINK:  C.2.  Students demonstrate behaviors to avoid or reduce health risks to 
         self and others.
b.  Develop injury prevention and response strategies including 
     first aid for personal, family, and community health.

_____	People should employ safe and responsible weapon use to minimize the risk of 
injury or death. 
LINK:  C.2.  Students demonstrate behaviors to avoid or reduce health risks to  
                      self and others.
 E.2.  Students demonstrate ways to influence and support others in 
          making positive health choices.

D. Influences on Health 

_____	Practice social responsibility when using technology for the safety of self and 
others.
LINK:  D.2.  Students evaluate the impact of technology, including medical 
         technology, on personal, family, and community health.

Injury Prevention

Grades 9-Diploma

E. Communication Skills

_____	Advocating for the safety of people at home, school, work and play demonstrates good citizenship while helping to prevent and reduce injury.
LINK:  E.2.  Students demonstrate ways to influence and support others in 
         making positive health choices.

F. Decision-making and Goal Setting

_____	Consequences result from action or non-action in unsafe situations involving fire, water, motor vehicle use, choking, bullying, weapon use, etc…
LINK:  F.1.  Students demonstrate the ability to make decisions and set goals to 
         enhance health.
e. Evaluate the effectiveness of a health-related decision

Mental Health

Key Concepts

Grades Pre-K – 2

A. Health Concepts

_____  Respecting the personal space and boundaries of self and others promotes positive 
health.
LINK:  A.1.  Students recognize that healthy behaviors impact personal health.
_____  Cooperation skills foster positive social interactions.
LINK:  A.1.  Students recognize that healthy behaviors impact personal health.
_____  Respect and acceptance are characteristics of healthy relationships.
LINK:  A.6.  Students identify basic health terms related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco,  
         alcohol, and other drug use prevention. 

C. Health Promotion and Risk Reduction

_____  Practicing good daily health care habits will lead to healthier bodies and minds.
LINK:  C.1.  Students demonstrate age appropriate healthy practices to maintain  
                     or improve personal health.
b.	Demonstrate personal hygiene skills, including hand-washing.

E. Communication Skills

_____  Expressing feelings in a healthy way promotes personal well-being.
LINK:  E.1. Students demonstrate healthy ways to communicate.

Mental Health

Grades 3-5

A. Health Concepts

_____  Personal health habits (sleep, diet, physical activity) impact attitudes and how 
	people behave. 
LINK:  A.1.  Students explain the relationship between healthy behaviors and 
         personal health.

_____  Recognizing and managing one’s own emotions is important to personal health. 
LINK:  A.1.  Students explain the relationship between healthy behaviors and 
         personal health.

_____  A person’s emotional state of mind affects their decision making, problem 
solving and conflict resolution skills.
LINK:  A.1.  Students explain the relationship between healthy behaviors and 
         personal health.

_____  Everyone has a right to have feelings and opinions and to express them 
appropriately.
LINK:  A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol, 
         and other drug use prevention.

_____  Positive self-esteem promotes one’s well-being.
LINK:  A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol, 
         and other drug use prevention.

_____  Diversity and differences among people are a part of life.
LINK:  A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol, 
         and other drug use prevention.

C. Health Promotion and Risk Reduction

_____  Effective coping skills can help when dealing with loss, disappointment, 
trauma and stress. 
	LINK: C.3.  Students demonstrate strategies that can be used to manage stress,
        anger or grief.

Mental Health

Grades 3-5

D. Influences on Health 

_____  The media can affect and influence one’s mental health.
LINK: D.2.  Students describe how a variety of factors influence personal health
        behaviors.
c.  Explain how media influences thoughts, feelings, and health  
    behaviors.

_____  Mental health is impacted by verbal and non-verbal communication, 
	including communication conveyed via technology.
LINK:  D.2.  Students describe ways technology can influence personal health.
E. 1. Students demonstrate effective verbal and non-verbal interpersonal 
        communication skills to enhance health.

E. Communication Skills

_____  People are accountable for how and what they communicate in person, as well as, 
	what they convey via technology. 
LINK: E. 1. Students demonstrate effective verbal and non-verbal interpersonal 
                   communication skills to enhance health.

Mental Health

Grades 6-8

A. Health Concepts

_____	Healthy and unhealthy relationships affect mental/emotional well-being.
LINK:  A.1.  Students examine the relationship between behaviors and personal
         health.
b.	Examine the relationship between healthy and unhealthy behaviors and personal health.

_____	Self-harming behaviors can result in disabling and fatal consequences.
LINK:  A.1.  Students examine the relationship between behaviors and personal 
         health.
			b.  Examine the relationship between healthy and unhealthy  
                                         behaviors and personal health.

_____	Participation in positive activities that one enjoys can benefit multiple aspects of 
health.
LINK:  A.2.  Students explain the interrelationship of physical, 
         mental/intellectual, emotional, and social health.

_____	Both protective factors and risk factors influence one’s mental health.
LINK:  A.4.  Students determine how environment and other factors impact 
         personal health.
a.  Analyze how environment impacts personal health.
b.  Describe how family history can impact personal health.

_____	Medications, therapy and other treatment options make management of and/or 
	recovery from mental disorders possible.
LINK:  A.4.  Students determine how environment and other factors impact 
         personal health.
c.  Explain how appropriate health care can promote personal   
     health.

_____	Mental health disorders/illnesses affect people in a variety of ways.
LINK:  A.6.  Students explain essential health concepts related to family life;
         nutrition; personal health; safety and injury prevention; and 
         tobacco, alcohol, and other drug use prevention.

Mental Health

Grades 6-8

B. Health Information, Products, and Services

_____	School and community resources are available for a variety of mental health 
concerns.
LINK:  B.2.  Students locate valid and reliable health information, products, and 
         services.

C. Health Promotion and Risk Reduction

_____	Recognizing the warning signs of suicide and knowing how to get help can save a 
life.
LINK:  C.2.  Students demonstrate behaviors to avoid or reduce health risks to 
         self and others.
a.	Demonstrate ways to recognize, avoid or change situations that threaten the safety of self and others.

_____	Coping skills assist people in dealing with positive and negative life events.
LINK:  C.3.  Students distinguish between healthy and unhealthy strategies for 
         stress, anger, and grief management.

Mental Health

Grades 9-Diploma

A. Health Concepts

_____  Take responsibility for personal choices and actions. 
LINK:  A.1.  Students predict how behaviors can impact health status
a.  Analyze individual responsibility for enhancing health.

_____  Assuming increased independence is essential for healthy development.  
LINK:  A.5.  Students describe the characteristics of human growth and 
         development throughout the various stages of life.
	
_____	Biases and prejudices influence one’s mental health and impact the community.
LINK:  A.6.  Students analyze complex health concepts related to family life; 
         nutrition; personal health; safety and injury prevention; and 
         tobacco, alcohol and other drug use prevention.

_____  Accepting one’s own sexuality is crucial to one’s mental well-being.
LINK:  A.6.  Students analyze complex health concepts related to family life; 
               nutrition; personal health; safety and injury prevention; and 
         tobacco, alcohol and other drug use prevention.

B. Health Information, Products, and Services

_____	Recognize the signs of mental illness/distress and know how to get help for a 
person in need.
LINK:  B.2.  Students access valid and reliable health information, products, and 
         services.

_____	Access mental health resources as needed to maintain mental well-being.
LINK:  B.2.  Students access valid and reliable health information, products, and 
         services.

D. Influences on Health 

_____  Social media has a psychological impact on one’s health.
LINK:  D.1.  Students analyze and evaluate influences on health and health 
         Behaviors.
b.	Evaluate the effect of the media on personal and family health.

Mental Health

Grades 9-Diploma

F. Decision-making and Goal Setting

_____	Effective decision making includes examining personal beliefs, values and the 
possible consequences of one’s actions.  
LINK:  F.1.  Students apply a decision-making process to enhance health.

_____  Healthy individuals set realistic goals based on personal examination.
LINK:  F.2.  Students develop and analyze a plan to attain a personal health goal.

_____	Differentiating between one’s needs and wants helps to prioritize goals. 
LINK:  F.2.  Students develop and analyze a plan to attain a personal health goal. 

Nutrition Education

Key Concepts 

Grades Pre-K – 2	

A. Health Concepts

_____  Food choices affect physical, emotional, and social health.
LINK: 	A.1.   Students recognize that healthy behaviors impact personal health.
A.2.   Students recognize that there are multiple dimensions of health.

B. Health Information, Services, and Products

_____  School and community helpers keep food safe to eat.
LINK: 	B.1.  Students identify trusted adults and professionals who can help 
         promote health.

C. Health Promotion and Risk Reduction

_____  MyPyramid is a guide to help make healthy food choices.
LINK: 	C.1.  Students demonstrate age-appropriate healthy practices to maintain 
         or improve personal health.  
a. Choose healthful foods.

_____  Handling food in a safe and sanitary way keeps people healthy.
LINK: 	C.2  Students demonstrate behaviors to avoid or reduce personal health 
        risks.. 
a. Demonstrate a variety of safety skills for different situations.

D. Influences on Health

_____  Family lifestyle, school food programs and the availability of food affect what we 
eat.
LINK: 	D.1.  Students identify influences on personal health practices and 
         behaviors.
a. Identify family influences on personal health practices and 
    behaviors.
b. Identify what the school can do to support personal health 
    practices and behaviors.

_____  Food choices are affected by advertising.
LINK: 	D.1.  Students identify influences on personal health practices and 
         behaviors.
c. Describe how the media can influence health behaviors.
Nutrition Education

Grades 3 – 5

A. Health Concepts

_____ Choosing a variety of healthy foods in appropriate portions provides the
nutritional components necessary for energy, growth and development.
LINK: 	A.1.  Students explain the relationship between healthy behaviors and 
         personal health.
C.1. Students demonstrate age-appropriate healthy practices and/or 
	                    behaviors to maintain or improve personal health.
b.  Demonstrate basic care of the human body.

_____  Preparing and storing food in a safe and sanitary way keeps people healthy.
LINK: 	A.1.  Students explain the relationship between healthy behaviors and 
         personal health.

_____  Healthy eating and regular exercise promote good health.
LINK: 	A.1.  Students explain the relationship between healthy behaviors and  
         personal health.

_____  Eating habits, such as eating too much or too little, affect all dimensions of a 
person’s health.
LINK: 	A.1.  Students explain the relationship between healthy behaviors and 
         personal health.

_____  Healthy eating helps people think more clearly and improves attention.
LINK: 	A.2.  Identify indicators of physical, mental, emotional, and social health 
        during childhood.

_____  Foods available in schools and at community events influence food choices.
LINK: 	A.4.  Students describe ways a safe and healthy school and community 
         environment can promote personal health.

_____  Information on food labels can be used to make decisions about food.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, & 
         other drug use prevention.

_____  Nutrients in food affect how body systems function.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
                     personal health; safety & injury prevention; and tobacco, alcohol, & 
                     other drug use prevention.

Nutrition Education

Grades 3 – 5

B. Health Information, Services, and Products

_____  Food labels contain important nutritional information. 
LINK: 	B.1.  Students identify characteristics of valid health information, 
         products, and services.

_____  Community agencies such as the United States Department of Agriculture 
(USDA), the University of Maine Cooperative Extension, American 
 Diabetes Association, American Cancer Society and American Heart Association 
 promote health.
 LINK:  B.2.  Students locate resources from home, school, and community that  
          provide valid health information.

C. Health Promotion and Risk Reduction

_____  Balanced meals are created by making choices using MyPyramid.
	LINK: 	C.1.  Students demonstrate age-appropriate healthy practices and/or 
	   	         behaviors to maintain or improve personal health.
a.  Design healthy menus.

_____  Maintaining a healthy body requires healthy foods, regular exercise, and adequate	
water intake and rest.
LINK: 	C.1.  Students demonstrate age-appropriate healthy practices and/or 
		         behaviors to maintain or improve personal health.
b.  Demonstrate basic care of the human body.

D. Influences On Health

_____  Factors such as culture, economics, school, and marketing (e.g. advertising and 
packaging) influence food choices.
LINK: 	D.1.  Students describe how a variety of factors influence personal health 	              
         behaviors.
a.	Describe how family, school and community influence and support  personal health practices and behaviors.
b.	Describe how peers and culture can influence health practices and behaviors.

_____  Food choices are affected by media advertising.
LINK: 	D.1.  Students describe how a variety of factors influence personal health 
         behaviors.
c.	Explain how media influences thoughts, feelings, and health 
      behaviors.
Nutrition Education

Grades 3 – 5

F. Decision Making and Goal Setting

_____  Balanced meals are created by making choices using MyPyramid.
LINK: 	F.1.  Students apply decision-making steps to enhance health.
c.  Choose a healthy option when making a decision.

_____  Healthy food choices can help prevent certain diseases or health related problems.
LINK: 	F.1.  Students apply decision-making steps to enhance health.
d.  Describe the outcomes of a health-related decision.

Nutrition Education

Grades 6 – 8

A. Health Concepts

_____  Balanced nutritional intake is necessary to promote healthy growth and 
development. 
LINK: 	A.1.  Students examine the relationship between behaviors and personal 
                     health.

_____  Food safety, including sanitation and the prevention of food borne illness, affects 
	personal health.
LINK: 	A.1.  Students examine the relationship between behaviors and personal 
                     health.
 
_____  Individuals are responsible for making healthful nutritional choices.
LINK: A.1.  Students examine the relationship between behaviors and personal 
                    health.
a.	Explain the importance of assuming responsibility for personal 
      health.

_____  Healthy eating enhances a person’s ability to be physically active. 
LINK: 	A.1.  Students examine the relationship between behaviors and personal 
                     health.
b.	Explain the importance of assuming responsibility for personal 
      health.

_____  Caloric intake and the level of physical activity affect body weight.
LINK: 	A.1. Students examine the relationship between behaviors and personal 
                    health.
c.	Examine the relationship between healthy and unhealthy 
      behaviors and personal health.

_____  The lack of, or excess of, certain nutrients and food supplements may cause health  
            related conditions (anemia, bone fractures, and Type 2 Diabetes)..
LINK:	A.1.  Students examine the relationship between behaviors and personal 
                     health.

_____  Eating disorders affect all components of personal health. 
LINK: 	A.2.  Students explain the interrelationship of physical, mental/intellectual, 
         emotional, and social health.

Nutrition Education

Grades 6 – 8

_____  Nutrients (vitamins, minerals, fats, carbohydrates, proteins and water) affect the 
functioning of body systems. 
LINK: 	A.6.  Students explain fundamental health concepts related to family life; 
         nutrition; personal health; safety & injury prevention;  and tobacco, 
         alcohol, & other drug use prevention.

B. Health Information, Products, and Services

_____  Food labels contain important nutritional information as well as serving sizes.
LINK: 	B.2.  Students locate valid and reliable health information, products, and
         services.

_____  Valid resources that provide recommendations for a balanced diet are MyPyramid
and the U.S. Dietary Guidelines.
LINK: B.2.  Students locate valid and reliable health information, products, and 
        Services
.
C. Health Promotion and Risk Reduction

_____  Using information from food labels will assist a person in making healthful food 
    	choices.
LINK: 	C.1.  Students demonstrate a healthy practice and/or behavior to maintain 
                     or improve their own health in each of the following areas:  personal 
         hygiene; healthy eating; physical activity;  tobacco, alcohol, and 
         other drug use prevention.

_____  Healthy food preparation techniques can be utilized to maintain and improve
personal health.
LINK: 	C.1.  Students demonstrate a healthy practice and/or behavior to maintain 
                     or improve their own health in each of the following areas:  personal 
         hygiene; healthy eating; physical activity;  tobacco, alcohol, and 
         other drug use prevention.

D. Influences on Health 

_____  Family members, peers and culture, including eating fads and the availability of 
convenience foods, influence food choices. 
LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.
Nutrition Education

Grades 6 – 8

_____  Food choices are influenced by marketing (e.g. advertising and packaging).
LINK: D.1.  Students explain and analyze influences on adolescent health 
        behaviors.
c.  Analyze how messages from media influence health behaviors.

F. Decision Making and Goal Setting

_____  Unhealthy food choices can have short-term consequences 
(e.g. over/under weight, lack of energy, headaches, short attention span) and long-
term consequences (e.g. heart disease, diabetes, osteoporosis, and some types of 
cancer).
LINK: 	F.1.  Students apply decision-making skills to enhance health.
e.  Analyze the outcomes of a health-related decision.

Nutrition Education

9 - Diploma

A. Health Concepts

_____  Decisions about nutritional practices and the level of physical activity affect body 
composition.
LINK:	 A.1.  Students predict how behaviors can impact health status.
b.  Predict how healthy behaviors can positively impact health      
     status.
d.  Examine personal susceptibility to, and the potential severity of,     
     injury or illness if engaging in unhealthy behaviors.

_____  Healthy eating supports athletic and academic performance.
LINK: 	A.1.  Students predict how behaviors can impact health status.
b.  Predict how healthy behaviors can positively impact health      
     status.

_____  Nutritional practices and levels of physical activity can affect long-term risks for 
certain diseases (heart disease, obesity, diabetes, osteoporosis, and some types of cancer).
LINK: 	A.1.  Students predict how behaviors can impact health status.
d.  Examine personal susceptibility to, and the potential severity of,      
     injury or illness if engaging in unhealthy behaviors.
A.3.  Students explain causes of common diseases, disorders and other     
         common health problems and propose ways to reduce, prevent, or     
         treat them.

_____  Some body conditions occur due to a lack or excess of certain nutrients and food 
supplements.
LINK: 	A.3.  Students explain causes of common diseases, disorders and other    
                     common health problems and propose ways to reduce, prevent, or     
                     treat them.
          
_____  Knowledge of food additives and preservatives may affect food choices. 
LINK: 	A.6.  Students analyze complex health concepts related to family life;      
 	         nutrition; personal health; safety & injury prevention; and tobacco,      
         alcohol & other drug use prevention.

Nutrition Education
9 - Diploma

B. Health Information, Products and Services

_____  Products and services that offer solutions to weight management may or may not 
impact over all-health.
LINK: 	B.1.  Students evaluate the validity and accessibility of health information,      
         products, and services.

D. Influences on Health  

_____  Culture, family, friends and community affect what people eat.
LINK: 	D.1.  Students analyze and evaluate influences on health and health      
         behaviors.
a.  Analyze how family, school and community influence the health         
     of individuals.
e.  Analyze how culture and personal values and beliefs influence      
     individual health behaviors.

_____  Food choices are affected by factors such as eating fads and marketing (e.g. 
advertising and packaging).
LINK: 	D.1.  Students analyze and evaluate influences on health and health      
         behaviors.
c.  Evaluate the effect of the media on personal and family health.

_____  Food choices are influenced by media and technology.
LINK: 	D.1.  Students analyze and evaluate influences on health and health      
         behaviors.
c.  Evaluate the effect of the media on personal and family health.
D.2.  Students evaluate the impact of technology, including medical 
         technology, on personal, family, and community health.

E. Communication Skills

_____  Students can initiate school and community action to support a nutritionally 
healthy environment.
LINK:  E.2.  Students demonstrate ways to influence and support others in making       
         positive health choices.
c.	Demonstrate an ability to work cooperatively as an advocate  
      for improving personal, family, and community health.

Oral Health

Key Concepts

Grades Pre-K - 2

A. Health Concepts

_____  Fluoride is a mineral that helps make teeth strong and may be obtained from many 
sources. 
LINK: 	A.6.  Students identify basic health terms related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol,    
         and other drug use prevention.

_____  Dental sealants protect teeth from decay.
LINK: 	A.6.  Students identify basic health terms related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol,    
         and other drug use prevention.

_____  Primary teeth are replaced by permanent teeth.
LINK: 	A.6.  Students identify basic health terms related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol,    
         and other drug use prevention.

B. Health Information, Services and Products

_____  Visiting a dental professional regularly is important in caring for teeth.
LINK: 	B.1.  Students identify trusted adults and professionals who can help 
         promote health.

C. Health Promotion and Risk Reduction

_____  Foods that are rich in vitamins and minerals help teeth grow.
LINK: 	C.1.  Students demonstrate age-appropriate healthy practices to maintain 
         or improve personal health.
			a. Choose healthy foods.
_____  Foods that are high in sugar are unhealthy for teeth, especially if they are eaten 
often or without other foods.
LINK: 	C.1.  Students demonstrate age-appropriate healthy practices to maintain 
         or improve personal health.
a. Choose healthful foods.

_____  Tooth decay, which creates unhealthy teeth, can be prevented.
LINK: 	C.1.  Students demonstrate age-appropriate healthy practices to maintain 
                     or improve personal health.
b.	Demonstrate personal hygiene skills, including hand-washing.

Oral Health

Pre-K - 2

_____  Brushing and flossing remove plaque from tooth surfaces, helping to prevent 
tooth decay and gum disease.
LINK: 	C.1.  Students demonstrate age-appropriate healthy practices to maintain 
                     or improve personal health.
b.  Demonstrate personal hygiene skills, including hand-washing.

_____  Teeth should be brushed daily after meals and especially before going to sleep at 
night.
LINK: 	C.1.  Students demonstrate age-appropriate healthy practices to maintain 
         or improve personal health.
b.  Demonstrate personal hygiene skills, including hand-washing.

Oral Health

Grades 3 - 5

A. Health Concepts

_____  Flossing and brushing each tooth surface and along the gum line may 
prevent tooth decay and gum disease.
LINK: 	A.1.  Students explain the relationship between healthy behaviors and 
         personal health.

_____  Fluoride use helps reduce tooth decay by making tooth enamel stronger and more 
resistant to acids in the mouth.
LINK: 	A.1.  Students explain the relationship between healthy behaviors and 
         personal health.

_____  A tooth that is knocked out can sometimes be saved by quickly retrieving the 
tooth and receiving prompt dental care.
LINK: 	A.1.  Students explain the relationship between healthy behaviors and 
         personal health.

_____  Bacteria in plaque and acids in the mouth can cause tooth decay and gum disease.
LINK: 	A.3.  Students describe ways to detect and treat common childhood 
         diseases and other health problems.

_____  Dental sealants are an effective way to prevent decay in the deep fissures of 
permanent teeth. 
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, & 
         other drug use prevention.

_____  Each tooth has a crown, neck, and root composed of enamel, dentin, and pulp.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, & 
         other drug use prevention.

_____  The most important function of teeth is to aid in digestion of food.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
        personal health; safety & injury prevention; and tobacco, alcohol, & 
        other drug use prevention.

Oral Health

Grades 3 - 5

C. Health Promotion and Risk Reduction

_____  Healthy food choices and eating patterns promote healthy teeth.
LINK: 	C.1  Students demonstrate age-appropriate healthy practices and/or 
        behaviors to maintain or improve personal health.

_____  Children need to develop good daily habits of brushing and flossing their teeth.
LINK: 	C.1.  Students demonstrate age-appropriate healthy practices and/or 
                     behaviors to maintain or improve personal health.
b.  Demonstrate basic care of the human body.

_____  Oral health problems such as gum disease and cancer may be caused by tobacco 
products.
LINK: 	C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
         personal health risks.

_____  Mouth guards help prevent injury to the mouth and teeth and also help prevent 
head and neck injuries.
LINK: 	C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
          personal health risks.
b.	Develop injury prevention and safety strategies for personal 
 		      health.

Oral Health

Grades 6 - 8

A.  Health Concepts

_____  Proper care of teeth will prevent dental disease and minimize expenses 
for dental services.
LINK:  A.1.  Students examine the relationship between behaviors and personal 
       		         health.

_____  Using smokeless tobacco is not less harmful than smoking and has negative  
consequences for many components of health.
LINK:  A.1.  Students examine the relationship between behaviors and personal 
         		         health.
_____  Flossing properly is a skill that needs to be learned in order to prevent decay and 
periodontal disease.
LINK:  A.1.  Students examine the relationship between behaviors and personal  
       		         health.

_____  Practicing  oral hygiene requires good daily habits and self-motivation.
LINK:  A.1.  Students examine the relationship between behaviors and personal 
         health.
a.	Explain the importance of assuming responsibility for personal 
      health.

_____  Students can greatly reduce their risk of oral injuries by wearing 
mouth guards when they engage in many sports.
LINK:  A.3.  Students identify causes of common adolescent diseases and other
        		         health problems and describe ways to reduce, prevent, or treat them.

_____  Nutritional deficiencies can interfere with the development of the teeth and 
maintenance of the supporting bone.
	LINK:  A.6.  Students explain fundamental health concepts related to family life; 
     		         nutrition; personal health; safety & injury prevention;  and tobacco, 
        		         alcohol, & other drug use prevention. 

D:  Influences on Health

_____  Advertisements for oral care products should be analyzed for their for 
their information about the product and intended appeal.
LINK:  D.1.  Students explain and analyze influences on adolescent health 
                     behaviors.
c.  Analyze how messages from media influence health behaviors.

Oral Health

9 - Diploma

A.  Health Concepts
	
_____  Professional removal of plaque/calculus, receiving maximum fluoride benefits, and sealants are strongly recommended as tools in dental disease prevention.  
LINK:  A.1.  Students predict how behaviors can impact health status.
a.  Analyze individual responsibility for enhancing health.
b.  Predict how healthy behaviors can positively impact 
     health status.

_____  A lifelong healthy diet is critical for enhancing oral health.
LINK: 	 A.1.  Students predict how behaviors can impact health status.
b. Predict how healthy behaviors can positively impact 
    health  status.

_____ Adolescence and young adulthood marks a period of significant dental caries and
periodontal disease concerns such as malocclusion and tissue damage.
	LINK:  A.3.  Students explain causes of common diseases, disorders and other \
 		         common health problems and propose ways to reduce, prevent, or 
         treat them.
		 A.5. Students describe the characteristics of human growth and 
         development throughout the various stages of life.

_____  Lip and tongue piercing are associated with pain, infection, scar formation, tooth fracture, metal hypersensitivity reactions, localized periodontal disease, speech impairment and nerve damage.  
LINK: 	A.6.  Students analyze complex health concepts related to family life; 
         nutrition; personal health; safety & injury prevention; and tobacco, 
         alcohol & other drug use prevention.

B.   Health Information, Products and Services

_____  Proper selection, use and care of oral health products recommended by dental  
health professionals will aid in oral health.
	LINK:  B.1.  Students evaluate the validity and accessibility of health information, 
         products, and services.
B.2.  Students access valid and reliable health information, products, and 
         services.
b.  Access valid and reliable health information, products, and 
     services.

Oral Health
9 - Diploma

_____  Professional preventive dental health care, on a routine basis, assists in preventing 
oral disease and disclosing existing disease in its early stages.
LINK:  B.2.  Students access valid and reliable health information, products, and 
          services.
a.  Determine when professional health services may be required.

_____  Identifying professional dental health services helps students be better dental 
health consumers.
LINK:  B.2.  Students access valid and reliable health information, products, and 
         services.

C.  Health Promotion and Risk Reduction

_____  Traumatic injury to teeth and oral structures may be reduced by use of mouth     
            protectors. 
LINK: 	C.2.  Students will be able to demonstrate a variety of behaviors to avoid 
         or reduce health risks to self and others.
b.  Develop injury prevention strategies including first aid and 
     response strategies for personal, family, and community health. 

D.  Influences on Health

_____  Advertisements for oral care products should be analyzed for the intended appeal   
and the validity of the information before choosing a product.
LINK:  D.1.  Students analyze and evaluate influences on health and health 
          behaviors.
c.  Evaluate the effect of the media on personal and family health.

F.  Decision-making and Goal Setting

_____  Proper oral health care for adolescents and young adults includes shared responsibility by the young person and professional providers.
	LINK:  F.1.  Students apply a decision-making process to enhance health.
b.  Justify when individual or collaborative decision-making is 
     appropriate.
	 	F.2.  Students develop and analyze a plan to attain a personal health goal.

Physical Activity 

Key Concepts

Grades Pre-K – 2

A. Health Concepts

_____  Physical activity benefits the physical, emotional, mental and social 
components of health.
LINK: 	A.2.  Students recognize that there are multiple dimensions of health.

_____  A balanced routine of rest, work, and play contributes to physical fitness.
LINK: 	A.6.  Students identify basic health terms related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol, 
         and other drug use prevention.
 
_____  There are many ways to be physically active in school and at home.
LINK: 	A.6.  Students identify basic health terms related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol, 
         and other drug use prevention.

C. Health Promotion and Risk Reduction

_____  Safety rules in physical activity promote safe play.
LINK: 	C.4.  Students demonstrate behaviors to avoid or reduce personal health 
         risks.
a. Demonstrate a variety of safety skills for different situations.

D. Influences on Health

_____  Too much screen time has a negative impact on physical activity.
LINK: 	D.1.  Students describe how a variety of factors influence personal health 
                     behaviors.
c. Explain how media influences thoughts, feelings, and health 
    behaviors.

Physical Activity 

Grades 3 – 5

A. Health Concepts

_____  Regular participation in a variety of physical activities contributes to positive 
self-esteem, good health and well-being.
LINK: 	A.1.  Students explain the relationship between healthy behaviors and
         personal health.

_____  There is a difference between safe and risky behaviors when participating in 
physical activity.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco ,alcohol, & 
         other drug use prevention.

C. Health Promotion and Risk Reduction

_____  Daily physical activity maintains and improves body system functioning.
LINK: 	C.1  Students demonstrate age-appropriate healthy practices and/or 
        behaviors to maintain or improve personal health..
b. Demonstrate basic care of the human body.

_____  Safety strategies can prevent injury during physical activity.
LINK: 	C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
         personal health risks.
b. Develop injury prevention and safety strategies for personal 
    health.

_____  Physical activity reduces anxiety and stress.
LINK: 	C.3.  Students will be able demonstrate strategies to manage stress, anger, 
         or grief.

D. Influences On Health 

_____  Physical activity opportunities are provided in school and by the community.
LINK: 	D.1.  Students describe how a variety of factors influence personal health 
         behaviors. 
a.	Describe how family, school and community influence and support personal health practices and behaviors.

Physical Activity 

Grades 3 – 5

_____ The marketing of sport and physical activity products influences health decisions. 
LINK: 	D.1.  Students describe how a variety of factors influence personal health 
         behaviors. 
c. Describe how the media can influence health behaviors.

E. Communication Skills

_____  Conflicts during physical activity can be resolved in safe and appropriate ways.
LINK: 	E.1.  Students demonstrate effective verbal and nonverbal interpersonal 
         communication skills to enhance health.
e. Demonstrate non-violent strategies to manage or resolve 
    conflict.

F. Decision Making and Goal Setting

_____  Family members and teachers guide students in making choices and 
setting goals to be physically active. 
LINK: 	F.2.  Students utilize goal-setting skills to implement a short-term personal 
         health goal.
a. Set a short-term health goal.

Physical Activity 
Grades 6 – 8

A.  Health Concepts

_____  A safe, physically active lifestyle is important for the prevention of many diseases 
and injuries.
LINK: 	A.1.  Students examine the relationship between behaviors and personal 
         health.

_____  Taking unnecessary risks during physical activity increases the probability of
injury.
LINK: 	A.1.  Students examine the relationship between behaviors and personal 
	         health.

_____  Physical activity directly affects how the body systems work together.
            LINK: 	A.1.  Students examine the relationship between behaviors and personal 
         health.

_____   Being sedentary can have short-term (e.g. lack of energy, sleeplessness, 
 depression, irritability) and long-term health consequences (e.g. heart disease, 
 osteoporosis, health care cost).
 LINK: A.1.  Students examine the relationship between behaviors and personal 
                  health.

_____  A physically active lifestyle is the responsibility of the individual.
LINK: 	A.1.  Students examine the relationship between behaviors and personal 
         health.
a.  Explain the importance of assuming responsibility for personal 
     health.
	
_____  Physical activity positively contributes to all components of health.
LINK: 	A.2.  Students explain the interrelationship of physical, mental/intellectual,
         emotional, and social health.

_____  A sedentary lifestyle increases the risk of childhood, adolescent, and adult 
diseases.
LINK: 	A.3.  Students identify causes of common adolescent diseases and other 
         health problems and describe ways to reduce, prevent, or treat them.

_____  A valid and reliable physical fitness assessment determines health strengths and 
weaknesses.
LINK: 	A.6.  Students explain fundamental health concepts related to family life; 
         nutrition; personal health; safety & injury prevention;  and tobacco, 
         alcohol, & other drug use prevention.

Physical Activity 
Grades 6 - 8

B. Health Information, Products, and Services

_____  The health benefits of fitness equipment and programs requires careful 
	investigation.
LINK: 	B.1.  Students analyze the validity of health information, products, and 
         services.

_____  Community agencies and local recreation programs exist that promote physical
	activity.
	LINK:  B.2.   Students locate valid and reliable health information, products, and 
          services.

C. Health Education and Risk Reduction

_____  Engaging in regular moderate to vigorous physical activity helps to maintain or 
improve personal health.
LINK: 	C.1.  Students demonstrate a healthy practice and/or behavior to maintain 
         or improve their own health in each of the following areas: personal 
         hygiene; healthy eating; physical activity;  tobacco, alcohol, and 
         other drug use prevention.

D.  Influences On Health

_____  The physical activity opportunities provided by the school and community can 
positively impact adolescent health.
LINK:  D.1.  Students explain and analyze influences on adolescent health 
         behaviors.
a.	Examine how the family, school and community influence the health behaviors of adolescents.

_____  Physically active role models (friends, family and adults) can impact the 
physical activity level of adolescents.
LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.
a.	Examine how the family, school and community influence the health behaviors of adolescents.
b.  Describe how peers influence healthy and unhealthy behaviors.

Physical Activity 
Grades 6 - 8

_____  Physical activity choices are influenced by media and marketing.
LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.
c.  Analyze how messages from media influence health behaviors.

_____  Technology has enhanced the understanding and enjoyment of physical activity.
LINK: 	D.2.  Students analyze the influence of technology, including medical 
         technology, on personal and family health.

_____  The overuse of technology can contribute to reduced physical activity.
LINK: 	D.2.  Students analyze the influence of technology, including medical 
         technology, on personal and family health.

E. Communication Skills

_____  It is important to use a variety of effective communication methods to promote 
an increase in physical activity with adolescents.
LINK: 	E.2.  Students describe ways to influence and support others in making 
         positive health choices.
b.	Develop health-enhancing messages using communication techniques that target a specific audience.

F. Decision-Making and Goal Setting

_____  Setting physical activity goals is an important component in the development of 
a personal health plan.
LINK: 	F.2.  Students develop and apply strategies and skills to attain a short-
         term personal health goal.  

Physical Activity

9 - Diploma

A.  Health Concepts

_____  Physical activity helps maintain and control healthy body weight and builds 
            healthy bones and muscles.
	LINK: 	A.1.  Students predict how behaviors can impact health status.
b.  Predict how healthy behaviors can positively impact health 
     status.

_____  Daily physical activity is beneficial and has an immediate and long-term impact
on all body systems (e.g., respiratory, circulatory, skeletal, muscular, digestive)
            LINK:  A.1.  Students predict how behaviors can impact health status.
b.  Predict how healthy behaviors can positively impact health  
     status.
 	C.1.  Students demonstrate healthy practices and/or behaviors to maintain 
or improve the health of self and others in the following areas:  
healthy eating; physical activity; tobacco, alcohol, and other drug 
use prevention; and prevention of STDs, HIV, and unintended 
pregnancy.

_____  Physical inactivity and extreme physical activity have negative short and long-
term effects on the body.
LINK:	 A.1.  Students predict how behaviors can impact health status.
		d.  Examine personal susceptibility to, and the potential severity of, 
                             injury or illness if engaging in unhealthy behaviors.

 _____  A physically active lifestyle can reduce risk factors of some chronic diseases and 
             other health problems.
 LINK:  A.3.  Students explain causes of common diseases, disorders and other 
          common health problems and propose ways to reduce, prevent, or 
          treat them.
		 A.1.  Students predict how behaviors can impact health status.
b.  Predict how healthy behaviors can positively impact health 
     status.

_____  Physical inactivity may increase the risk of dying prematurely (heart disease, 
diabetes, cancer and high blood pressure).
LINK: 	A.3.  Students explain causes of common diseases, disorders and other 
         common health problems and propose ways to reduce, prevent, or 
         treat them. 
A.1.  Students predict how behaviors can impact health status.
d.  Examine personal susceptibility to, and the potential severity of,
     injury or illness if engaging in unhealthy behaviors.

Physical Activity

9 - Diploma

B. Health Information, Products, and Services

_____  Products and services that promote the benefits of physical activity may or may 
            not impact over-all health.
LINK: 	B.1.  Students evaluate the validity and accessibility of health information,       
         products, and services.

_____  Inactivity can lead to obesity and chronic diseases that may require 
            professional health care services.
LINK:	B.2.  Students access valid and reliable health information, products, and 
         services.
a.  Determine when professional health services may be required.
A.3.  Students explain causes of common diseases, disorders and other 
         common health problems and propose ways to reduce, prevent, or 
         treat them.

C. Health Promotion and Risk Reduction

_____  People can incorporate daily physical activity into their life without relying on a
structured exercise plan or special exercise equipment.
LINK: 	C.1.  Students demonstrate healthy practices and/or behaviors to maintain 
         or improve the health of self and others in the following areas: 
         healthy eating; physical activity; tobacco, alcohol, and other drug 
         use prevention; and  prevention of STDs, HIV, and unintended 
         pregnancy.
	A.1.  Students predict how behaviors can impact health status.
c.  Describe barriers to practicing healthy behaviors.

_____  Physical activity reduces anxiety and stress and increases self-esteem.
LINK: 	C.1.  Students demonstrate healthy practices and/or behaviors to maintain 
         or improve the health of self and others in the following areas: 
         healthy eating; physical activity; tobacco, alcohol, and other drug 
         use prevention; and  prevention of STDs, HIV, and unintended 
         pregnancy.
A.1.  Students predict how behaviors can impact health status.
				b.  Predict how healthy behaviors can positively impact health 
				     status.

Physical Activity

9 - Diploma

D. Influences on Health 

_____  Trends and marketing influence the choice of physical activity.
LINK: 	D.1.  Students analyze and evaluate influences on health and health 
         behaviors.
c.  Evaluate the effect of the media on personal and family health.

_____   Adolescent health is impacted by physically active and physically inactive role 
             models (friends, family, and adults).
LINK: 	D.1.  Students analyze and evaluate influences on health and health 
         behaviors.
a.  Analyze how family, school and community influence the health 
     of  individuals.
    	b.  Analyze how peers influence healthy and unhealthy behaviors.

_____  Physical activity can be enhanced through the use of technology (pedometers, 
       	heart rate monitors, websites, etc.).
LINK: 	D.2.  Students evaluate the impact of technology, including medical 
                                 technology, on personal, family, and community health.

_____  The use of technology can enhance or hinder physical activity (television, 
personal computers, video games, etc.).
LINK: 	D.2.  Students evaluate the impact of technology, including medical 
       		          technology, on personal, family, and community health.

E. Communication Skills

_____  Students can advocate for  physical activity opportunities.
LINK: 	E.2.  Students demonstrate ways to influence and support others in making 
         positive health choices.
c.  Demonstrate an ability to work cooperatively as an advocate 
     for improving personal, family, and community health.

F. Decision-Making and Goal Setting

_____  Physical activity is an easily measured and an important component of a personal 
            health plan.
LINK: 	F.2.  Students develop and analyze a plan to attain a personal health goal.
	
_____  A long term physical health plan can be effective for enhancing personal health.
	LINK: 	F.3.  Students formulate a long-term personal health plan, incorporating 
         decision-making and goal-setting strategies.

Sexual Assault Prevention

Key Concepts

Grades Pre K – 2 

A. Health Concepts

_____  Everyone’s personal space and boundaries should be recognized and respected.
            LINK: 	A.1  Students recognize that healthy behaviors impact personal health.

_____  Students recognize and identify all kinds of feelings.
            LINK: 	A.2.  Students recognize that there are multiple dimensions of health.

_____  Self-esteem and self-awareness can influence personal health.
            LINK: 	A.6  Students identify basic health terms related to family life; nutrition; 
	    	        personal health; safety and injury prevention; and tobacco, alcohol, 
        and other drug use prevention.
 
_____  There is a difference between safe and unsafe situations.
            LINK: 	A.6  Students identify basic health terms related to family life; nutrition; 
	   	        personal health; safety and injury prevention; and tobacco, alcohol, 
        and other drug use prevention.

_____  A person’s body belongs to him or her.
            LINK: 	A.6  Students identify basic health terms related to family life; nutrition; 
	    	        personal health; safety and injury prevention; and tobacco, alcohol, 
        and other drug use prevention.
 
 _____  People have public and private body parts with correct names.
            LINK: 	A.6  Students identify basic health terms related to family life; nutrition; 
        personal health; safety and injury prevention; and tobacco, alcohol,    
        and other drug use prevention.

B. Health Information, Services, and Products

_____  Situations that threaten personal safety should be communicated to a trusted adult.
            LINK: 	B.1.  Students identify trusted adults and professionals who can help 
		         promote health.

_____  There are individuals in your school and community who can help with unsafe 
 situations.
 LINK: B.1.  Identify which school and community health helpers are 
         needed in given situations.

Sexual Assault Prevention

Grades Pre K – 2 

C. Health Promotion and Risk Reduction

_____  Students need personal safety skills to better protect themselves in different 
situations.
LINK: 	C.2.  Students demonstrate behaviors to avoid or reduce personal health 
         risks.
a.  Demonstrate a variety of safety skills for different situations.

_____  Situations that threaten personal safety should be communicated to a 
 trusted adult.
LINK: 	C.2.  Students demonstrate behaviors to avoid or reduce personal health 
         risks.
a.  Demonstrate a variety of safety skills for different situations.
_____  There are many positive ways of dealing with stressful situations.
LINK: C.3.  Students demonstrate coping strategies to use when 
        feeling too excited, anxious, upset, angry, or out of control.

D. Influences on Health

_____  Cultural and family differences can affect personal health decisions.
            LINK: 	D.1  Students describe how a variety of factors influence personal health 
	 	        behaviors.
a.	Describe how family, school and community influence and 
      support personal health practices and behaviors.

E. Communication Skills

_____  Children should express their feelings to trusted adults.           
LINK: 	E.1.  Students demonstrate healthy ways to communicate.
a.  Demonstrate appropriate listening skills to enhance health.

_____  Situations that threaten personal safety should be communicated to a trusted adult.
LINK: 	E.1.  Students demonstrate healthy ways to communicate.
e.  Demonstrate ways to respond to an unwanted, threatening, or 
     dangerous situation including telling a trusted adult if  
     threatened or harmed.

Sexual Assault Prevention

Grades 3 – 5

A. Health Concepts

_____  Establishing and expressing personal space and boundaries helps to promote 
personal health.
            LINK: 	A.1.  Students explain the relationship between healthy behaviors and 
		         personal health.

_____  Positive interpersonal skills are important for healthy relationships, including 
            friendships. 
            LINK: 	A.1.  Students explain the relationship between healthy behaviors and 
		         personal health.

_____  Healthy relationships have certain characteristics.
            LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
		         personal health; safety & injury prevention; and tobacco, alcohol, & 
         other drug use prevention.

_____  A child is not at fault if someone touches him or her in a way that is inappropriate.
            LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
		         personal health; safety & injury prevention; and tobacco, alcohol, & 
         other drug use prevention.

_____  Harassment and bullying are forms of violence.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
                     personal health; safety & injury prevention; and tobacco, alcohol, &  
                     other drug use prevention.

_____  There are appropriate and inappropriate kinds of touch.
	LINK: 	A.6  Students define basic health concepts related to family life; nutrition; 
 	        personal health; safety & injury prevention; and tobacco, alcohol, &  
        other drug use prevention.

_____  There is a difference between aggressive and assertive behavior.
	LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
 personal health; safety & injury prevention; and tobacco, alcohol,     
         other drug use prevention.

Sexual Assault Prevention

Grades 3 – 5

C. Health Promotion and Risk Reduction

_____  Everyone, including children, has a right to tell others not to touch their body.
            LINK: 	C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
		         personal health risks.

_____  Unsafe situations should be recognized and communicated to a trusted adult.
            LINK: 	C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
		         personal health risks.

_____   It is important to identify and practice personal safety skills.
            LINK: 	C.2.  Students demonstrate a variety of behaviors to avoid or reduce 
		         personal health risks.
a.	Demonstrate healthful and safe ways to recognize, and deal       with or avoid threatening situations.

E. Communication Skills

_____  Respectful verbal and non-verbal communication skills should be used.
            LINK: 	E.1.  Students demonstrate effective verbal and nonverbal interpersonal 
		         communication skills to enhance health.
a.	Demonstrate effective verbal and non-verbal communication 
      skills including assertiveness skills to enhance health.

_____  Differentiate between aggressive and assertive behavior.
            LINK: 	E.1.  Students demonstrate effective verbal and nonverbal interpersonal 
		         communication skills to enhance health.
b.	Demonstrate effective verbal and non-verbal communication 
      skills including assertiveness skills to enhance health.
e.  Demonstrate non-violent strategies to manage or resolve 
     conflict.

Sexual Assault Prevention

Grades 6 – 8 

A: Health Concepts

_____  There is a difference between flirting and sexual harassment. 
            LINK: 	A.6.   Students explain fundamental health concepts related to family life; 
          nutrition; personal health; safety & injury prevention;  and tobacco, 
          alcohol, & other drug use prevention.
 
_____  Sexual harassment, sexual abuse and sexual assault have negative impacts and
            consequences for the victim/survivor, those who care for them, and others.
            LINK:	 A.6.  Students explain fundamental health concepts related to family life; 
          nutrition; personal health; safety & injury prevention;  and tobacco, 
          alcohol, & other drug use prevention.

_____  Sexual behavior should always be consensual.
            LINK:	A.6.   Students explain fundamental health concepts related to family life; 
          nutrition; personal health; safety & injury prevention;  and tobacco, 
          alcohol, & other drug use prevention.

B: Health Information, Products, and Services

_____  School and community resources are available to provide information and support 
            for sexual harassment and sexual assault issues. 
            LINK: 	B.2.  Students locate valid and reliable health information, products, and 
         services.

C: Health Promotion and Risk Reduction

_____  Adolescents who experience an uncomfortable situation should know how to       
            remove themselves and communicate the situation to a trusted adult.
            LINK: 	C.2.  Students will be able to demonstrate behaviors to avoid or reduce 
         health risks to self and others.
a.	Demonstrate ways to recognize and avoid or change situations that threaten the safety of self and others.

_____  Sometimes confidentiality for those affected by sexual violence must be broken         
            in order to keep them safe.
            LINK: 	C.2.  Students will be able to demonstrate behaviors to avoid or reduce 
         health risks to self and others.
a.	Demonstrate ways to recognize and avoid or change situations that  threaten the safety of self and others.

Sexual Assault Prevention

Grades 6 – 8 

D: Influences on Health

_____  Some cultural beliefs and media messages condone aggressive sexual 
            behaviors.
            LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.

_____  It is important to support students affected by sexual violence.
            LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.

_____  Many factors including individual, peer, and family values may influence
            decisions about sexual behaviors and relationships.        
            LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.

_____  Perpetrators using the internet can sexually exploit individuals.
            LINK: 	D.2.  Students analyze the influence of technology, including medical 
         technology, on personal and family health.

_____  Risky behaviors such as drinking alcohol and taking drugs may make 
            adolescents more vulnerable to sexual assault.
            LINK: 	D.3.  Students describe how some health risk behaviors can influence the 
         likelihood of engaging in unhealthy behaviors.
b.	Describe the influence of alcohol and other drug use on judgment and self control.

E: Communication Skills

_____  Effective assertiveness skills can assist in dealing with sexually aggressive 
            behavior.
          	LINK: 	E.1.  Students apply effective verbal and nonverbal interpersonal 
         communication skills to enhance health.

_____  Personal space and boundaries need to be clearly established, communicated, 
            and respected.
            LINK:	E.1.  Students apply effective verbal and nonverbal interpersonal 
         communication skills to enhance health.

_____ Sexually harassed individuals should report the harassment to a trusted adult. 
           LINK: 	E.1.  Students apply effective verbal and nonverbal interpersonal 
         communication skills to enhance health.
b.	Demonstrate effective communication skills including asking for assistance to enhance the health of self and others.

Sexual Assault Prevention

Grades 6 – 8 

F: Decision-Making and Goal Setting

_____   A personal decision is needed to report sexual abuse and assault to a trusted adult 
             and/or the authorities and to seek immediate medical attention.
             LINK: F.1.  Students apply decision-making skills to enhance health.  

Sexual Assault Prevention

9 - Diploma

A: Health Concepts

____  Risky behavior, such as substance use, may make youth/adults more vulnerable to 
          sexual violence.
          LINK: 	A.1.  Students predict how behaviors can impact health status.
d.  Examine personal susceptibility to, and the potential severity of,     
      injury or illness if engaging in unhealthy behaviors.
D.3.  Students analyze how some health risk behaviors can influence the                  
         likelihood of engaging in unhealthy behaviors.  

____  Sexual harassment can affect the way people work and learn. 
LINK: 	A.6.  Students analyze complex health concepts related to family life;       
         nutrition; personal health; safety & injury prevention; and tobacco,       
         alcohol & other drug use prevention.

____  Sexual harassment, abuse, and violence have powerful negative effects on victims, 
          perpetrators, and society.
LINK: 	A.6.  Students analyze complex health concepts related to family life;       
         nutrition; personal health; safety & injury prevention; and tobacco,       
         alcohol & other drug use prevention.

____  While dating violence occurs in some teen dating relationships, a healthy 
          relationship is one without violence.
LINK: 	A.6.  Students analyze complex health concepts related to family life;       
         nutrition; personal health; safety & injury prevention; and tobacco,       
         alcohol & other drug use prevention.

____  The victim/survivor of sexual assault is never to blame for the crime.
LINK: 	A.6.  Students analyze complex health concepts related to family life;       
         nutrition; personal health; safety & injury prevention; and tobacco,       
         alcohol & other drug use prevention.

____  Sexual assault, like all violence, is about power and control.
LINK: 	A.6.  Students analyze complex health concepts related to family life;       
         nutrition; personal health; safety & injury prevention; and tobacco,       
         alcohol & other drug use prevention.

Sexual Assault Prevention
9 - Diploma

B: Health Information, Products, and Services

____  Individuals should know what to do when someone (self, friend, 
          family member) is sexually assaulted.
          LINK: 	B.2.  Students access valid and reliable health information, products, and      
         services.
a.  Determine when professional health services may be required.

____  There are sources of support and advocacy for victims of sexual assault and sexual 
          crimes.
          LINK: 	B.2.  Students access valid and reliable health information, products, and      
         services.
b.  Access valid and reliable health information, products, and       
     services.

____  There are school and community resources (e.g. rape crisis centers) available to 
          provide information about sexual assault and sexual violence.
          LINK: 	B.2.  Students access valid and reliable health information, products, and      
         services.
b.  Access valid and reliable health information, products, and       
     services.

D: Influences on Health

____  Local, state, and federal laws exist regarding sexual assault.
LINK: 	D.1.  Students analyze and evaluate influences on health and health      
    	         behaviors.
f.  Investigate how public health policies and government     
     regulations can influence health promotion and disease      
     prevention.  

Sexual Assault Prevention
9 - Diploma

E: Communication Skills
        
____  It is important to hear and respond appropriately to the various ways someone 
          communicates the word “no.”
          LINK: 	E.1.  Students utilize skills for communicating effectively with family, 
         peers, and others to enhance health.
b.  Demonstrate refusal, negotiation, and collaboration skills to     
     enhance health and avoid and reduce health risks.
c.  Demonstrate strategies to prevent, manage, or resolve     
     interpersonal conflicts without harming self or others.

____  To promote healthy relationships and minimize the chance of sexual abuse and 
          assault in a relationship, it is critical to set clear expectations, boundaries and 
          personal safety strategies.
          LINK: 	E.1.  Students utilize skills for communicating effectively with family, 
         peers, and others to enhance health.
b.  Demonstrate refusal, negotiation, and collaboration skills to     
     enhance health and avoid and reduce health risks.
c.  Demonstrate strategies to prevent, manage, or resolve     
     interpersonal conflicts without harming self or others.

Tobacco Use Prevention

Key Concepts

Grades Pre-K – 2

A. Health Concepts

_____  Tobacco use is harmful to health.
LINK: 	A.6.  Students identify basic health terms related to family life; nutrition; 
         personal health; safety and injury prevention; and tobacco, alcohol, 
                    and other drug use prevention.

____  Second-hand tobacco smoke is unhealthy to anyone who breathes it.
LINK: 	A.6.  Students identify basic health terms related to family life; nutrition; 
personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.

Tobacco Use Prevention

Grades 3 – 5

A. Health Concepts

_____  Stopping tobacco use has short-term and long-term benefits.
LINK: 	A.1.  Students explain the relationship between healthy behaviors and  
         personal health.  

_____  Smoke-free environments protect people from the unhealthy effects of second-
hand smoke.
LINK: 	A.4.  Students describe ways a safe and healthy school and community 
        	         environment can promote personal health.

_____ Secondhand smoke contains many harmful substances.
	LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
		         personal health; safety & injury prevention; and tobacco, alcohol, & 
         other drug use prevention.

_____ Nicotine, contained in all forms of tobacco, is an addictive drug.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, &  
         other drug use prevention.

_____  Tobacco use including cigarettes, cigars, pipes, and smokeless tobacco is 
unhealthy.
LINK: 	A.6.  Students define basic health concepts related to family life; nutrition; 
         personal health; safety & injury prevention; and tobacco, alcohol, &  
         other drug use prevention.

C. Health Promotion and Risk Reduction

_____  A person can develop strategies for staying tobacco-free.
	LINK: 	C.1.  Students demonstrate age-appropriate healthy practices and/or 
		         behaviors to maintain or improve personal health.

D. Influences on Health

_____  Family members influence decisions about tobacco use.
LINK: 	D.1.  Students identify influences on personal health practices and 
                     behaviors.
a.	Describe how family, school and community influence and 
      support personal health practices and behaviors. 
Tobacco Use Prevention

Grades 3 – 5

_____  People who are trying to stop using tobacco products need support.
LINK: D.1.  Students identify influences on personal health practices and 
                     behaviors.
a.	Describe how family, school and community influence and 
      support personal health practices and behaviors. 

_____  Tobacco advertising tries to persuade people to use tobacco products.
LINK: 	D.1.  Students identify influences on personal health practices and 
                     behaviors.
c.   Explain how media influences thoughts, feelings, and health 
                              behaviors.

E. Communication and Advocacy Skills

_____  Young people can encourage others not to use tobacco products
LINK: 	E.2.  Students encourage others to make positive health choices.

F. Decision Making and Goal Setting

_____  There are strategies people can choose to avoid or reduce exposure to second-
hand tobacco smoke.
LINK: 	F.1.  Students apply decision-making steps to enhance health.
c.  Choose a healthy option when making a decision.

Tobacco Use Prevention

Grades 6 – 8

A. Health Concepts

_____  Making the decision to be tobacco-free is assuming responsibility for personal 
health.
LINK: 	A.1.  Students examine the relationship between behaviors and personal 
         health.
a.	Explain the importance of assuming responsibility for personal 
      health.

_____  Maintaining a tobacco-free environment, (e.g. secondhand smoke) has health 
benefits.
LINK: 	A.4.  Students determine how environment and other factors impact 
         personal health.
a.  Analyze how environment impacts personal health.

_____  Even though nicotine is highly addictive, tobacco use cessation can be successful.
LINK: 	A.6.  Students explain fundamental health concepts related to family life; 
         nutrition; personal health; safety & injury prevention;  and tobacco, 
         alcohol, & other drug use prevention.

_____  Tobacco use has short-term and long-term health, cosmetic, social, and economic 
consequences.
LINK: 	A.6.  Students explain fundamental health concepts related to     
         family life;  nutrition; personal health; safety & injury prevention;  
         and tobacco, alcohol, & other drug use prevention.
	       
_____  Laws and policies regulate the sale and use of tobacco.
LINK: 	A.6.  Students explain fundamental health concepts related to family life; 
                     nutrition; personal health; safety & injury prevention;  and tobacco, 
                     alcohol, & other drug use prevention.

_____  Tobacco products contain many harmful substances in addition to nicotine.
LINK: 	A.6.  Students explain fundamental health concepts related to family life; 
                     nutrition; personal health; safety & injury prevention;  and tobacco, 
                     alcohol, & other drug use prevention.

Tobacco Use Prevention

Grades 6 – 8

_____  Nationally, and in the State of Maine, most young persons and adults do not
	smoke.
	LINK:  A.6.  Students explain fundamental health concepts related to family life; 
         nutrition; personal health; safety & injury prevention;  and tobacco, 
         alcohol, & other drug use prevention.

B. Health Information, Products, and Services

_____  Community organizations have information about tobacco use and can help 
people stop using tobacco.
LINK: 	B.2.  Students locate valid and reliable health information, products, and 
         services.

C. Health Promotion and Risk Reduction

_____  A person  can develop  strategies for staying tobacco-free when others engage in 
the use of tobacco products. 
LINK:	C.1.  Students demonstrate a healthy practice and/or behavior to maintain 
         or improve their own health in each of the following areas:  personal 
         hygiene; healthy eating; physical activity;  tobacco, alcohol, and 
         other drug use prevention.

_____  Tobacco use is an unhealthy way to manage stress or weight.
LINK:	C.3.  Students distinguish between healthy and unhealthy strategies for 
          stress, anger, and grief management.  

D. Influences on Health

_____  Tobacco manufacturers use various advertising techniques to influence young 
people to buy their products.
LINK: 	D.1.  Students explain and analyze influences on adolescent health 
         behaviors.
c.  Analyze how messages from media influence health behaviors. 

Tobacco Use Prevention

Grades 6 – 8

E. Communication Skills

_____  Young people can resist pressure to use tobacco products.
LINK: 	E.1.  Students apply effective verbal and nonverbal interpersonal 
        	                     communication skills to enhance health 
                                   c.  Demonstrate refusal and negotiation skills to avoid or reduce 
                                       health risks.

_____  In order to communicate knowledge and healthy opinions about tobacco use, 
effective communicators use various methods, depending on the audience and 
situation. 
LINK: 	E.2.  Students describe ways to influence and support others in making
                     positive health choices.
          b.  Develop health-enhancing messages using communication 
     	              techniques that target a specific audience.
	    
F. Decision-making and Goal Setting

_____  Making the decision to stop using tobacco has short-term and long-term benefits.
LINK:  F.1.  Students apply decision-making skills to enhance health.
e.  Analyze the outcomes of a health-related decision.

Tobacco Use Prevention

9 - Diploma

A. Health Concepts

_____  The decision to use tobacco products during pregnancy has harmful effects on the 
fetus.
LINK: 	A.1.  Students predict how behaviors can impact health status.
d.  Examine personal susceptibility to, and the potential severity of,     
     injury or illness if engaging in unhealthy behaviors.

_____  Tobacco use has short-term and long-term health, cosmetic, social, and economic 
consequences.
LINK: 	A.1.  Students predict how behaviors can impact health status.
d.  Examine personal susceptibility to, and the potential severity of,     
      injury or illness if engaging in unhealthy behaviors.
A.6.  Students analyze complex health concepts related to family life;     
                     nutrition; personal health; safety & injury prevention; and tobacco,      
  	         alcohol & other drug use prevention.

_____  Many persons find it hard to stop using tobacco, despite knowledge about the 
health hazards of tobacco use.
LINK: 	A.6.  Students analyze complex health concepts related to family life;     
                     nutrition; personal health; safety & injury prevention; and tobacco,      
  	         alcohol & other drug use prevention.

B. Health Information, Products, and Services

_____  School and community resources have information and services to help resist or 
quit tobacco use.
LINK: B.2.  Students access valid and reliable health information, products, and      
  	        services.

C. Health Promotion and Risk Reduction

_____  Stress management reduces the likelihood of tobacco use.
LINK: 	C.1.  Students demonstrate healthy practices and/or behaviors to maintain     
         or improve the health of self and others in the following areas:       
         healthy eating; physical activity; tobacco, alcohol, and other drug   
         use prevention; and prevention of STDs, HIV, and unintended  
         pregnancy.

Tobacco Use Prevention

9 - Diploma

D. Influences on Health

_____  Young people can support people who are trying to stop using tobacco.
LINK: D.1.  Students analyze and evaluate influences on health and health      
  	         behaviors.
             a.  Analyze how family, school and community influence the health       
			     of individuals.
            b.  Analyze how peers influence healthy and unhealthy behaviors.

_____  Tobacco use by family and peers influences the health of others.
LINK: D.1.  Students analyze and evaluate influences on health and health      
	         behaviors.
            a.  Analyze how family, school and community influence the health     
			     of  individuals.
           D.3.  Students analyze how some health risk behaviors can influence the      
                    likelihood of engaging in unhealthy behaviors.  

_____  Schools and community organizations can promote a tobacco-free environment.
LINK: D.1.  Students analyze and evaluate influences on health and health      
  	         behaviors.
                       f.  Investigate how public health policies and government      
                           regulations can influence health promotion and disease      
                           prevention.

E. Communication Skills

_____  There are a variety of strategies that determine the effectiveness of tobacco use 
            prevention advertisements and health promotional materials.
LINK: 	E.2.  Students demonstrate ways to influence and support others in making     
                     positive health choices.

_____  Students can initiate school and community action to support a tobacco-free 
environment.
LINK: E.2.  Students demonstrate ways to influence and support others in making     
	        positive health choices.
c.	Demonstrate an ability to work cooperatively as an advocate for improving personal, family, and community health.