TN Department of Education:K-12

Healthful Living: Grades 6-8 (Adopted in 2003)

Personal Health and Wellness

Domain Description: Personal Health and Wellness is influenced by individual heredity and involves a lifelong process of choices and behaviors that lead to healthful living and disease prevention.

Standard 1: The student will understand the role of personal hygiene practices as related to healthful living.

Learning Expectations:

The student will:: 1.1 evaluate basic personal hygiene habits;; 1.2 analyze the changes in health and hygiene needs related to adolescence.

Performance Indicators:

At Level 1, the student will be able to:

explain basic personal hygiene habits (e.g., hand washing, bathing, shampooing, oral care, and foot care).

At Level 2, the student will be able to:

display personal grooming habits.

At Level 3, the student will be able to:

analyze personal choices of self-expression as they relate to healthful living (e.g., clothing styles, tattoos, and body piercing).

Teacher Assessment Indicator (examples):

The teacher may:

have students keep a basic hygiene habits checklist for one week;
designate a day of the week to be student "dress-up day";
have students write an essay supporting personal choices of self-expression.

Curriculum Integration:

N/A

Standard 2: The student will understand the role of body systems as related to healthful living.

Learning Expectations:

The student will:: 2.1 describe and analyze the basic body systems and functions of the human body;; 2.2 explain the functions of the human body;; 2.3 explain the impact of personal health behaviors on the functioning of human body systems.

Performance Indicators:

At Level 1, the student will be able to:

list all human body systems;
tell how personal choice impacts human body systems (e.g. sleep, food selections, and risk behaviors).

At Level 2, the student will be able to:

describe the structure and functions of the body systems via models, illustrations, games;
explain repercussions of risk behaviors on body systems (e.g. smoking, drug use, alcohol, sexual activity, and high fat diet).

At Level 3, the student will be able to:

formulate a lifetime wellness continuum.

Teacher Assessment Indicator (examples):

The teacher may:

have students correctly place organs in a human body model;
have small groups demonstrate and illustrate the structure and functions of the different body systems;
have students create a personal behavior contract for a skill they wish to improve (e.g. sleep, fitness, academics, relationships, or risk behaviors).

Curriculum Integration:

Physical Education 4.4, 4.8, 4.9; Life Science 1.1, 3.3.

Standard 3: The student will understand the relationship of physical activity to healthful living.

Learning Expectations:

The student will:: 3.1 identify the necessary components for physical fitness;; 3.2 determine the benefits of exercise in relation to improved health during all stages of life;; 3.3 assess the relationship of physical activity to other areas of personal health (social, mental, and emotional well-being).

Performance Indicators:

At Level 1, the student will be able to:

outline the five components of physical fitness;
explain the benefits of exercise to social, mental, and physical health.

At Level 2, the student will be able to:

demonstrate flexibility, muscle strength, muscle endurance, agility, and cardiovascular fitness;
describe how physical activity relates to stress management, socialization, and mental acuity.

At Level 3, the student will be able to:

formulate a physical activity plan for the different stages of life.

Teacher Assessment Indicator (examples):

The teacher may:

have students list various physical activities and place them in an appropriate fitness component;
have students list personal physical choices for stress management;
divide students into small groups to develop a fitness plan for the various life stages.

Curriculum Integration:

Physical Education 1.5, 4.1, 4.2, 4.3, 4.5, 4.7,4.12, 5.1, 5.3, 5.4, 5.5, 5.6, 5.11, 5.12.

Nutrition

Domain Description: Proper nutrition is essential for maintaining a healthy lifestyle. Healthful nutrition helps to prevent chronic diseases such as diabetes, cancer, and cardiovascular disease. Using the Food Guide Pyramid can provide guidelines for healthy eating. It is important to balance food intake and physical activity to promote healthful living.

Standard 4: The student will understand the relationship of nutrition to healthful living.

Learning Expectations:

The student will:: 4.1 explain the relationship of a balanced nutrition program and essential nutrients to appropriate weight, appearance, energy level and total wellness;; 4.2 evaluate how individual food choices are influenced by multiple factors;; 4.3 describe body composition and eating disorders;; 4.4 practice principles of food safety.

Performance Indicators:

At Level 1, the student will be able to:

illustrate the food pyramid;
describe serving sizes;
demonstrate principles of food storage, preparation, and sanitation;
interpret the statement "You are what you eat" (e.g., junk foods, calories, fat content, cholesterol, overweight, performance);
identify nutrients and minerals.

At Level 2, the student will be able to:

contrast USDA Dietary Guidelines to personal diet;
analyze a food label (calories, nutrients, minerals, fat and cholesterol content, serving size, percentage of RDA);
explain how nutrients and minerals relate to body growth and development;
evaluate how individual food choices are influenced by multiple factors (e.g., ethnic cultures, personal belief systems, advertising, peer pressure, and food fads).

At Level 3, the student will be able to:

prepare a food diary for one week;
draw conclusions about individual food choices to set nutritional needs;
judge the need for nutritional supplements (e.g., vitamins, homeopathic supplements, and herbal);
identify how the media influences unhealthful nutrition decisions that promote eating disorders;
formulate body mass index (e.g. body composition versus body image).

Teacher Assessment Indicator (examples):

The teacher may:

have students compare and contrast the nutritional value of five different foods using the nutritional information found on food labels;
administer written test to students on USDA Dietary Guidelines;
have students analyze their food diary by comparing and contrasting it to the USDA Dietary Guidelines.

Curriculum Integration:

Life Science 3.1

Family Life

Domain Description: The dynamic process of growth and development encompasses physical, mental, emotional, and social maturation. Positive personal and family relationships provide a foundation that promotes healthy development. (Refer to TCA 49-6-1303 with regard to children excused from family life instruction by parent or guardian).

Standard 5: The student will understand the contributions of family relationships to healthful living.

Learning Expectations:

The student will:: 5.1 identify family influences in the development of personal values and beliefs and how they will affect future decisions;; 5.2 analyze changing roles and responsibilities throughout the life cycle as members of families;; 5.3 evaluate the influence of attitudes and behaviors on healthy family relationships.

Performance Indicators:

At Level 1, the student will be able to:

describe family structures, roles, and how they may change;
understand that character is developed within the family structure (e.g., two parent, single parent, blended, extended, foster and adoptive families).

At Level 2, the student will be able to:

identify how personal values impact gender discrimination, harassment, domestic violence, and abuses.

At Level 3, the student will be able to:

explain roles and influences on personality development.

Teacher Assessment Indicator (examples):

The teacher may:

have students construct a character pyramid using words that support family development (e.g. caring, honest, manners, respect, chores, cheerful, listens, helps, etc.) Have students explain the roles and responsibilities of family members;
have students write an essay about a family’s personal values and influences as it relates to personal choices and behaviors;
lead a group discussion evaluating the family relationships of a television family.

Curriculum Integration:

Computer Technology 2.0; Social Studies 1.01, 1.05.

Standard 6: The student will understand the stages of human growth and development.

Learning Expectations:

The student will:: 6.1 describe and demonstrate understanding of the developmental characteristics of adolescence including physical and emotional changes;; 6.2 exhibit respect for others as physical changes occur during adolescence;; 6.3 identify abstinence from sexual activity as the responsible and preferred choice for adolescents.

Performance Indicators:

At Level 1, the student will be able to:

define adolescence and puberty;
identify the reproductive system;
describe the need for appropriate clothing as physical changes occur.

At Level 2, the student will be able to:

prepare a chart that lists HIV/STD symptoms, treatments, and complications;
identify reasons for abstaining from sexual activity;

At Level 3, the student will be able to:

demonstrate decision-making skills that support good personal health (e.g. role playing and refusal skills).

Teacher Assessment Indicator (examples):

The teacher may:

have students take a vocabulary test;
have students take a matching test on HIV/STDs;
create scenarios with students role playing refusal skills.

Curriculum Integration:

Physical Education 4.11

Standard 7: The student will understand the need and process of setting personal goals and standards for healthful living.

Learning Expectations:

The student will:: 7.1 analyze the effectiveness of personal decision-making as it relates to future health and wellness outcomes;; 7.2 describe individual goals and aspirations for healthful living;; 7.3 determine how setting healthful living goals can promote lifetime wellness.

Performance Indicators:

At Level 1, the student will be able to:

describe different kinds of friendships;
describe how self-worth and confidence is used to build self-reliance.

At Level 2, the student will be able to:

differentiate between long and short-term personal goals;
explain the influence that peer pressure has on personal decision-making and goal-setting.

At Level 3, the student will be able to:

debate realistic vs. unrealistic goals.

Teacher Assessment Indicator (examples):

The teacher may:

have students list characteristics of a quality friendship;
have students list short and long-term personal goals including possible outcomes;
have students analyze the validity of their personal goals.

Curriculum Integration:

Physical Education 3.8, 3.9, 4.2, 5.7.

Emotional, Social, and Mental Health

Domain Description: Emotional, social, and mental health is dependent upon a healthy self-concept and communicating needs, wants, and feelings in a healthy manner. Conflict resolution, anger management, and stress management provide skills for healthful living.

Standard 8: The student will understand the importance of positive self-concept and interpersonal relationships for healthful living.

Learning Expectations:

The student will:: 8.1 demonstrate healthy ways to express needs, wants, and feelings;; 8.2 demonstrate respect for individual and cultural differences that help develop healthy relationships.

Performance Indicators:

At Level 1, the student will be able to:

list different emotions (e.g. anger, jealousy, frustration, love, hate, disappointment, and satisfaction);
identify how manners improve self-worth.

At Level 2, the student will be able to:

assess how communication skills manage emotions and build tolerance.

At Level 3, the student will be able to:

describe individual differences (e.g. mental, physical, and medical disabilities);
demonstrate strategies for including individuals who have disabilities.

Teacher Assessment Indicator (examples):

The teacher may:

assign students a partner to practice proper introduction skills;
elicit student volunteers to role play communication with body language;
assign students an essay entitled "Who Am I?" Include cultural, ethnic, and gender roles.

Curriculum Integration:

English/Language Arts 6.1.01h, 6.2.02f, 7.1.01h, 7.2.02g; Physical Education 3.1, 3.2, 3.3,3.4, 3.5, 3.7,3.10, 5.1, 5.2, 5.4, 5.11; Social Studies 6.01.

Standard 9: The student will understand how positive social, emotional, and mental health practices promote healthful living.

Learning Expectations:

The student will:: 9.1 demonstrate skills to cope with attitudes and behaviors appropriately as related to social health;; 9.2 demonstrate strategies for managing pleasant and unpleasant situations;; 9.3 evaluate attitudes and behaviors as related to personal and mental health.

Performance Indicators:

At Level 1, the student will be able to:

define and discuss signs and symptoms of depression, stress, abuse, and anger.

At Level 2, the student will be able to:

identify and distinguish between refusal skills, negotiation skills, and coping skills.

At Level 3, the student will be able to:

prepare a plan for recovering from and coping with relationships that have changed (e.g. family and peers).

Teacher Assessment Indicator (examples):

The teacher may:

administer a vocabulary test for students;
have students chart similarities and differences of refusal skills, negotiation skills , and coping skills;
have students write an essay that evaluates their social, emotional, and mental health practices for one day.

Curriculum Integration:

Physical Education 4.12, 5.11

Disease Prevention and Control

Domain Description: Disease prevention is greatly influenced by health enhancing knowledge and behaviors practiced throughout life.

Standard 10: The student will understand attitudes and behaviors for preventing and controlling disease.

Learning Expectation:

The student will:: 10.1 describe signs, symptoms, and risk factors related to communicable and non-communicable diseases;; 10.2 evaluate how heredity, environment and lifestyle impact both the wellness and disease process.

Performance Indicators:

At Level 1, the student will be able to:

list communicable diseases including HIV/AIDS, and STD’s;
define the following non- communicable diseases: heart disease, hypertension, cancer, diabetes, obesity, stroke, and asthma/allergies.

At Level 2, the student will be able to:

describe the prevention, warning signs, and treatment of heart disease, hypertension, cancer, diabetes, obesity, stroke and, asthma/allergies;
explain the importance of universal precautions;
explain that in terms of the relationship between sexual activity and the risk of being infected with HIV/AIDS or STD’s, abstinence from all genital contact is the only sure method of preventing sexual transmission.

At Level 3, the student will be able to:

assess the impact of environmental pollution, ozone depletion, etc. on one’s health and of ergonomics in preventing health related injuries.

Teacher Assessment Indicator (examples):

The teacher may:

have students design a pamphlet that includes origin, symptoms, prevention and treatment of a communicable or non-communicable disease;
administer a written objective test to students to assess student’s knowledge of different STDs including HIV, modes of transmission, and treatment;
assist students in computer lab searching the web for information on environmental impacts.

Curriculum Integration:

Physical Education 3.8; Social Studies 1.04, 3.07, 3.08; Life Science 1.1, 1.2, 1.4, 4.2, 4.3, 5.1; Computer Technology 2.1h.

Injury Prevention and Safety

Domain Description: According to All About Risk Watch, "Every time a child is injured or killed by something that could have been prevented, everyone suffers – the child, his or her family, classmates and friends, and the entire community. For children ages 14 and under, the #1 health risk isn’t drugs or disease: it’s injuries."

Standard 11: The student will understand attitudes and behaviors for preventing accidents and injuries.

Learning Expectations:

The student will:: 11.1 evaluate ways to reduce the risks of accidents and injuries;; 11.2 analyze the importance of safety rules.

Performance Indicators:

At Level 1, the student will be able to:

list safety equipment used for injury prevention (e.g. helmets, pads, harnesses, sunscreen, seatbelts, life preservers, etc.).

At Level 2, the student will be able to:

assess behaviors and circumstances that promote seatbelt safety, gun safety, recreational sports, water safety, and poison prevention;
assess behaviors and circumstances that promote self-protection skills and assertiveness training.

At Level 3, the student will be able to:

generate a list of hazards that can cause people to fall and a list of ways to prevent falls.

Teacher Assessment Indicator (examples):

The teacher may:

have a safety poster contest for students;
have the students list three poisonous substances in their home and a treatment action plan;
assign small groups of students to discuss ways to prevent falls;
have the students write a paper as a group on how they think the world would be without safety rules.

Curriculum Integration:

Visual Arts 6.2; Physical Education 2.4, 3.5, 3.8, 4.6, 5.10.

Standard 12: The student will understand appropriate care for injuries and sudden illness.

Learning Expectations:

The student will:: 12.1 demonstrate appropriate actions for emergency and non-emergency situations;; 12.2 demonstrate first aid techniques.

Performance Indicators:

At Level 1, the student will be able to:

identify different types of emergencies and proper first-aid techniques to address them.

At Level 2, the student will be able to:

list emergency response procedures (e.g. seizures, insect bites, poisoning, falls, allergic reactions, drug overdose, CPR, Heimlich Maneuver, and burns).

At Level 3, the student will be able to:

compare the similarities and differences of emergency procedures and emergency resources.

Teacher Assessment Indicator (examples):

The teacher may:

have the students simulate first aid responses and procedures;
review emergency response procedures by using written tests or verbal response scenarios for students;
have students make a list of emergency resources to include emergency phone numbers.

Curriculum Integration:

Physical Education 5.10

Standard 13: The student will understand the appropriate action to take when personal safety is threatened.

Learning Expectations:

The student will:: 13.1 identify situations that should be reported to a trusted adult;; 13.2 formulate a plan for self-protection skills and identify appropriate resources for help.

Performance Indicators:

At Level 1, the student will be able to:

list situations that threaten personal safety (e.g. home alone for an extended period of time);
describe self-protection skills that may be used when personal safety is threatened.

At Level 2, the student will be able to:

review types of abuse and evaluate appropriate resources for help.

At Level 3, the student will be able to:

evaluate high risk situations and safety precautions involving sexual offenses, suicide, possible abduction, abuse, neglect, and violence.

Teacher Assessment Indicator (examples):

The teacher may:

have students compile a list of personal safety threats and appropriate actions to take;
have students create a personal safety resource card listing telephone numbers of appropriate resources;
lead a class discussion of high-risk situations seen on television.

Curriculum Integration:

Computer Technology 2.4, 2.5; English/Language Arts 6.1.09j, 7.1.09j, 8.1.09j.

Substance Use and Abuse Prevention

Domain Description: The use of chemical substances can have both benefits and risks. Knowledge, attitudes, and personal choices can determine responsible behaviors towards the use of chemical substances, including the avoidance of alcohol and tobacco.

Standard 14: The student will understand appropriate and inappropriate uses of chemical substances.

Learning Expectations:

The student will:: 14.1 distinguish between appropriate use and misuse of chemical substances for healthful living;; 14.2 assess the influences of family, peers, and community on chemical substance use and abuse.

Performance Indicators:

At Level 1, the student will be able to:

identify a list of gateway drugs (e.g. marijuana and steroids);
list mood altering and addictive drugs (e.g. cocaine, ecstasy, etc.);
practice refusal skills.

At Level 2, the student will be able to:

evaluate appropriate use and the consequences of misuse of drugs by reading labels and instructions;
analyze peer and media influences regarding tobacco, alcohol, and illegal drug use.

At Level 3, the student will be able to:

explain the effects that gateway drugs have on one’s physical and mental health.

Teacher Assessment Indicator (examples):

The teacher may:

assist students with an Internet search to complete a vocabulary list of different substances followed by a matching test;
have students compile alcohol and tobacco magazine advertisements to identify media influences;
have students write an essay entitled "Why I Choose to Remain Drug Free".

Curriculum Integration:

Physical Science 13.1,13.2, 13.3; English/Language Arts 6.2.01f, 7.2.0c.

Standard 15: The student will understand the effects of substance use and abuse.

Learning Expectations:

The student will:: 15.1 identify how substance (e.g. tobacco, alcohol, and drugs) use and abuse affects people physically, emotionally, socially, financially, and legally;; 15.2 practice decision-making and refusal skills;; 15.3 explain how choices relate to consequences.

Performance Indicators:

At Level 1, the student will be able to:

identify factors which contribute to tobacco, alcohol, and drug dependency.

At Level 2, the student will be able to:

describe the quality of a lifestyle free of tobacco, alcohol and drugs;
demonstrate awareness of school and community treatment and intervention resources for substance use and abuse;
assess the effects of substance use on the unborn child.

At Level 3, the student will be able to:

explain the effects of tobacco, alcohol, and drug use and abuse on self, family, and society.

Teacher Assessment Indicator (examples):

The teacher may:

have students interview two tobacco users to assess why they started using tobacco and why they continue to use tobacco products;
provide students warning labels from tobacco and alcohol products for evaluation and discussion;
have students write an essay entitled "What If I Got Caught".

Curriculum Integration:

English/Language Arts 6.2.13c

Environmental and Community Health

Domain Description: The health of the environment and community is directly impacted by responsible individual behavior. Public health and community services are essential to promote a healthy community.

Standard 16: The student will recognize environmental practices and products that affect personal and community health.

Learning Expectations:

The student will:: 16.1 identify major environmental health concerns;; 16.2 demonstrate ways to reduce, reuse, and recycle;; 16.3 evaluate and critique products and their effects on the environment.

Performance Indicators:

At Level 1, the student will be able to:

list and explain environmental health concerns.

At Level 2, the student will be able to:

explain the concepts and processes involved in the terms reduce, reuse, and recycle;
demonstrate the concepts of reduce, reuse, and recycle in daily life.

At Level 3, the student will be able to:

analyze environmental concerns regarding landfills, oil spills, pollutants, chemical and biological warfare, and ergonomics.
Teacher Assessment Indicator (examples):

The teacher may:

have the students create a video promoting responsible environmental practices;
assist the students in developing a school wide recycling program;
assist students with an Internet search for information about environmental concerns.

Curriculum Integration:

Earth Science 10.3; Physical Science 3.1, 3,2; Computer Technology 5.1.

Standard 17: The student will be aware of and appropriately use community services that promote healthful living.

Learning Expectations:

The student will:: 17.1 assess various health care facilities and services;; 17.2 analyze the importance of community organizations to healthful living.

Performance Indicators:

At Level 1, the student will be able to:

name community healthcare resources and their purposes.

At Level 2, the student will be able to:

evaluate services and resources provided by community healthcare facilities (e.g. hospitals, nursing homes, public health departments, and YMCAs/YWCAs).

At Level 3, the student will be able to:

research careers in healthcare.

Teacher Assessment Indicator (examples):

The teacher may:

assist the students in compiling a list of community healthcare facilities;
have students develop and implement a survey of available community health services;
have students prepare a written healthcare career report.

Curriculum Integration:

Physical Education 4.1; Computer Technology 6.2; English/Language Arts 6.1.09, 7.1.09 a, 8.1.09a.

Consumer Health

Domain Description: According to the National Health Education Standards – Achieving Health Literacy, " accessing valid health-information and health-promoting products and services is important in the prevention, early detection, and treatment of most health problems. Critical thinking involves the ability to…access health-promoting services and products. Applying skills of information analysis…provides a foundation for individuals to become health literate and responsible, productive citizens".

Standard 18: The student will understand how culture, media, and technology impact consumer decisions about healthful living.

Learning Expectations:

The student will:: 18.1 analyze how cultural diversity enriches and challenges individual and community health behaviors;; 18.2 evaluate the effect of media and technology on individual, family, and community health.

Performance Indicators:

At Level 1, the student will be able to:

explain how culture, media, and technology influence personal and family choices concerning health products.

At Level 2, the student will be able to:

differentiate between effective and non-effective health products, their uses, and services.

At Level 3, the student will be able to:

identify valid and reliable informational medical resources on the Internet.

Teacher Assessment Indicator (examples):

The teacher may:

have students list five healthcare products in their homes;
have students analyze misleading advertisements of products that adolescents might purchase;
have students construct a poster listing five consumer tips obtained from medical consumer reports.

Curriculum Integration:

Physical Education 1.6, 3.10, 4.10, 5.8; English/Language Arts 6.1.09a, b c, h, j, k, 7.1.09a, b, c, h, j, k, 8.1.09a, b, c, f, j, k; Computer Technology 5.4; Social Studies 2.3.

Standard 19: The student will demonstrate the ability to access valid health information and health-promoting products and services.

Learning Expectations:

The student will:: 19.1 identify and analyze valid reliable health information, products, and services;; 19.2 analyze the use of various health products, services, and health resources.

Performance Indicators:

At Level 1, the student will be able to:

name personal healthcare providers;

At Level 2, the student will be able to:

identify school and community health information resources (e.g. parents, school nurses, school counselors, teachers, hotlines, and medical/mental health providers).

At Level 3, the student will be able to:

construct a school and community healthcare resource booklet;
compare and contrast the benefits of a consumer health product and/or service.

Teacher Assessment Indicator (examples):

The teacher may:

invite healthcare providers to participate in a question and answer forum;
have students prepare a current list of healthcare hotline numbers;
have student groups create a new or existing healthcare product commercial.

Curriculum Integration:

English/Language Arts 6.1.09c, j; 7.1.09c, j; 8.1.09 c, j, 8.2.12d, g; Computer Technology 5.4.