| Common Curriculum Goals |
Content Standards |
CIM |
HealthTeacher Lesson Plan |
| Health Skills |
| Demonstrate ability to use health skills, to obtain and interpret health information, to manage personal behaviors and to advocate for healthy and safety issues. |
Accessing Information
Demonstrate ability to access valid health and safety related information. |
Access information and resources to meet specific health needs and solve health related problems. |
Access to Health Care Services |
Self-Management
Demonstrate self-management skills necessary to practice health-enhancing behaviors and reduce health risks. |
Demonstrate personal responsibility to follow procedures that enhance health and reduce risk. |
Developing Self-care Skills |
Analyzing Influences
Demonstrate ability to analyze influences of culture, media, technology and other factors on health. |
Analyze influences on health related choices (e.g., personal/family/cultural values, media, technology, peers, body image, emotions, physical and social environments, and public health policies). |
What Influences You? |
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Personal Standards |
Interpersonal Communication
Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. |
Communicate effectively, using peer resistance, assertiveness, conflict resolution skills, and negotiation and refusal skills to avoid unsafe situations. |
Negotiation |
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Dealing with Conflict |
Goal Setting
Demonstrate ability to use goal setting skills to enhance health and safety. |
Set short- and long-term goals that promote healthy living. |
Physical Activity- How to Reap Its Benefits |
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Use a decision making model to make lifelong healthy decisions. |
Secondary Prevention (Targeted Prevention) |
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Setting Sexual Limits |
Decision Making
Demonstrate ability to use decision making skills to enhance health and safety. |
Advocate to self, peers, family and community members, the importance of participating in health enhancing behaviors and abstaining from unsafe behaviors. |
Advocating for Physical Activity |
Advocacy
Demonstrate the ability to advocate for personal, family and community health and safety. |
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Renewable, Reusable or Recyclable? |
| Alcohol, Drug and Other Drug Use Prevention |
| Demonstrate interpersonal communication, analyzing influences, and advocacy skills while understanding the impact of drug prevention. |
Explain the impact of alcohol, tobacco and other drug use on health and well-being. |
Explain the relationship between alcohol and other drug use on vehicle crashes, injuries, violence, suicide, and sexual risk behavior. |
All Choices Have Consequences |
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Alcohol's Effects |
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Demonstrate refusal skills around drinking and driving or being a passenger when the driver has been drinking and driving. |
DUI- Driving Under the Influence of Alcohol |
| Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. |
Analyze the influences and pressures teenagers face regarding issues of alcohol, tobacco and other drug use. |
Use, Misuse or Abuse |
| Demonstrate ability to analyze influences of culture, media, technology and other factors on health. |
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Lights, Camera, Deception! |
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Ad It Up |
| Demonstrate the ability to advocate for personal, family and community health and safety. |
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All Choices Have Consequences |
| Prevention and Control of Disease |
| Demonstrate self-management and advocacy skills while understanding the relationships among health behavior and prevention of disease. |
Explain the relationship between positive and negative health behaviors and prevention of illness, disease and premature death. |
Identify screenings, including melanoma, breast and testicular self-examinations, and medical examinations, including pap smear, HPV, STD, HIV and Hepatitis B and C testing necessary to maintain reproductive health. |
Secondary Prevention (Targeted Prevention) |
| Demonstrate self-management skills necessary to practice health-enhancing behaviors and reduce health risks. |
| Demonstrate the ability to advocate for personal, family and community health and safety. |
Advocate to others the importance of screenings and medical examinations to maintain reproductive health. |
Avoiding Sexually Transmitted Disease (STD) |
| Promotion of Environmental Health |
| Demonstrate analyzing influences and interpersonal communication skills while understanding how the environment affects health. |
Explain the elements of a safe and healthy personal, school, home and community environment and their effect on health and well-being. |
Identify ways to prevent exposure to the sun, including tanning beds. |
Reducing Health Risks |
| Demonstrate ability to analyze influences of culture, media, technology and other factors on health. |
Analyze influences that encourage young people to abstain from protecting oneself from the sun and influences that encourage the use of tanning beds. |
Reducing Health Risks |
| Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. |
Communicate to others the importance of preventing exposure to UV rays and other harmful substances. |
Reducing Health Risks |
| Promotion of Healthy Eating |
| Demonstrate self-management, analyzing influences, goal setting and advocacy skills while understanding the components of healthy eating. |
Explain the components of a balanced diet and their importance to growth and wellness. |
Describe dietary guidelines, food groups, nutrients and serving size for healthy eating habits. |
Food Labels |
| Demonstrate self-management skills necessary to practice health-enhancing behaviors and reduce health risks. |
Critique the adequacy of own diet for key nutrients and identify foods that supply the identified nutrients. |
Nutrients and Food Labels |
| Demonstrate ability to analyze influences of culture, media, technology and other factors on health. |
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Influences on Food Choices |
| Demonstrate ability to use goal setting skills to enhance health and safety. |
Set a personal goal based on a dietary analysis to enhance health. |
Food Guide Pyramid |
| Demonstrate the ability to advocate for personal, family and community health and safety. |
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Weighing the Options |
| Promotion of Mental, Social, and Emotional Health |
| Demonstrate accessing information and interpersonal communication skills while understanding the components of mental, social and emotional health. |
Explain the key components of mental, social and emotional health. |
Explain different signs and symptoms of addictive behaviors. |
Use, Misuse or Abuse |
| Demonstrate ability to access valid health and safety related information. |
Identify school and community resources that support people with addictive behaviors. |
Help for Alcohol and Other Drug Use |
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Gambling Problems in Our Community |
| Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. |
Identify how to communicate to a friend or relative you think is an addict and should get support/help. |
Help for Alcohol and Other Drug Use |
| Promotion of Physical Activity |
| Demonstrate accessing information skills while understanding the components of physical activity. |
Explain the impact physical activity has on maintaining and/or improving health and well-being. |
Explain physical, academic, mental, and social benefits of physical activity and the relationship of a sedentary lifestyle to chronic disease. |
Advocating for Physical Activity |
| Demonstrate ability to access valid health and safety related information. |
Access information about the recommended amount and types of physical activity for adolescents. |
Way to Work Out |
| Promotion of Sexual Health |
| Demonstrate accessing information, interpersonal communication and decision making skills while understanding the components of sexual health. |
Explain the key components to sexual health and their relationship to lifetime health and wellness. |
Explain why abstinence is the safest, most effective method of protection from HPV, STD/HIV, Hepatitis B and C and pregnancy. |
Pregnancy Prevention |
| Demonstrate ability to access valid health and safety related information. |
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Pregnancy Prevention |
| Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. |
Effectively communicate the decisions and behaviors of family, peers and others that promote healthy sexual behaviors. |
Abstinence |
| Demonstrate ability to use decision making skills to enhance health and safety. |
Use the decision making process to make healthy choices around sexual health. |
Setting Sexual Limits |
| Unintentional Injury Prevention |
| Demonstrate accessing information, self-management, interpersonal communication, goal setting and decision making skills while understanding the components of injury prevention. |
Explain how to prevent dangerous or risky behaviors that might lead to personal injury and how to respond to potentially unsafe situations at home, at school and in the community. |
Examine the impact of alcohol, tobacco and other drug use on unintentional injury. |
Alcohol's Effects |
| Demonstrate ability to access valid health related information. |
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DUI - Driving Under the Influence of Alcohol |
| Demonstrate self-management skills necessary to practice health-enhancing behaviors and reduce health risks. |
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Anger Management |
| Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. |
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Negotiation |
| Demonstrate ability to use goal setting skills to enhance health and safety. |
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DUI - Driving Under the Influence of Alcohol |
| Demonstrate ability to use decision making skills to enhance health and safety. |
Set a personal goal to avoid driving when under the influence of alcohol or other drugs. |
DUI- Driving Under the Influence of Alcohol |
| Violence and Suicide Prevention |
| Demonstrate self-management, analyzing influences and advocacy skills while understanding individual, community and societal factors that prevent, reduce and/or contribute to violence and suicide. |
Explain individual, community and societal factors that prevent, reduce and/or contribute to violence and suicide. |
Describe the consequences of prejudice, discrimination, racism, sexism, and hate crimes. |
Facts about Mental Illness |
| Demonstrate self-management skills necessary to practice health-enhancing behaviors and reduce health risks. |
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Communicating about Problems |
| Demonstrate ability to analyze influences of culture, media, technology and other factors on health. |
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Analyzing Relationships |
| Demonstrate the ability to advocate for personal, family and community health and safety. |
Advocate for the promotion of respect and empathy for individual differences. |
In My Own Eyes |
