Say "Yes!!!!" to Life - Curriculum Connections by State
Alabama
Health
Instruction provides students with a basic understanding of personal health habits, including the need for a nutritious diet, the importance of regular health-enhancing physical activity, and the advantages of a positive, healthy environment. A curriculum that focuses on them and on what they can do to promote their own well-being captures their interest and attention. The curriculum begins with the students' immediate environment, enabling them to make clear connections to health-related information, concepts, skills, and behaviors.
Health education provides students with educational activities that foster the development of each individual's optimal physical, mental, and emotional well-being.
Arkansas
Skills for a Healthy Life
A) A student should be able to acquire a core knowledge related to well-being.
1) understand that a person's well-being is the integration of health knowledge, attitudes, and behaviors;
B) A student should be able to demonstrate responsibility for the student's well-being.
Physical Education and Health
2. Health Related Fitness
4. Personal and Social Behavior - Students shall demonstrate
responsible personal and social behavior that respects self and others.
8. Healthy Life Skills and Relationships - Students shall
demonstrate the ability to use decision-making, goal-setting, and interpersonal
communication skills to enhance relationships and promote holistic
wellness.
Arizona
Health Education
Standard 3: Students demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
Standard 5: Students demonstrate the ability to use interpersonal skills to enhance health.
Personal, family and community health are enhanced through effective communication. The ability to organize and to convey information, beliefs, opinions, and feelings (both verbal and nonverbal) are skills that strengthen interactions and can reduce or avoid conflict. When communicating, individuals who are health literate demonstrate care, consideration, and respect for self and others.
California
Social Sciences
K.1 Students understand that being a good citizen involves acting in certain ways.
Learn examples of honesty, courage, determination and individual responsibility.
1.1 Students describe the rights and individual responsibilities of citizenship.
Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the "Golden Rule."
2.5 Students understand the importance of individual action and character.
3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
The importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.
Colorado
Civics
Standard 4: Identifying significant characteristics of an effective citizen, including civic virtue, common courtesy, and honest and fair dealings.
Connecticut
Health and Balanced Living
Standard 3: Demonstrate the ability to practice health-enhancing behaviors to reduce health risks.
Standard 13: Exhibit responsible personal and social behavior that respects self and others.
District of Columbia
Social Studies
1. Concepts of individual responsibility and respect.
Delaware
Health
Nutrition
1. Healthy Eating
Physical Activity
1. Healthy Physical Activity
Emotional Health
1. Positive Self-Image
3. Interpersonal Relationships and Communication
Florida
Health Education
Standard 1: The student knows health-enhancing behaviors and how to reduce health risks.
Standard 3: The student knows how to use effective interpersonal communication skills that enhance health.
Civics
Standard 2: The student understands why personal responsibility (e.g., taking advantage of the opportunity to be educated) and civic responsibility (e.g., obeying the law and respecting the rights of others) are important.
Georgia
Social Studies
Illustrate positive character traits and qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment.
Hawaii
Health
Standard 1: Students comprehend concepts related to health promotion.
Standard 5: Interpersonal Communication-Students use interpersonal communication skills to enhance health.
Civics
Standard 6: Recognize and demonstrate democratic values (i.e. fairness, cooperation, and participation in a group). Demonstrate respect for self and others, regardless of differences.
Standard 7: Identify and evaluate how personal behaviors, decisions, actions, and/or inaction affect others in the school and community.
Idaho
Health
Healthy Lifestyles
1.1: Acquire the essential skills to lead a healthy life.
5.1: Understand and demonstrate the key components to positive mental and emotional health.
Social Studies
Civics
4.3: Build an understanding that all people have rights and assume responsibilities.
Illinois
Physical Education and Health
The goals and standards for physical development and health foster workplace skills, including identifying short and long-term goals, utilizing technology, following directions, and working cooperatively with others. Problem solving, communication, responsible decision making, and team-building skills are major emphases as well.
Social & Emotional Learning
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
Indiana
Civics
3.2.1 Explain that people are citizens* of their community, state, and nation and explain the importance of good citizenship.
5.2.9 Demonstrate civic responsibility in group and individual actions, including civic dispositions - such as civility, cooperation, respect, and responsible participation.
Health
Standard 1: Students will comprehend concepts related to health promotion.
Standard 4: Students will demonstrate the ability to apply self-management skills to enhance health.
Standard 5: Students will demonstrate the ability to utilize interpersonal communication skills to enhance health.
Iowa
Health Education
Development of life skills and human growth and development.
Kansas
Social Studies
Civics
Benchmark 2: Student identifies and defines the characteristics of a good citizen (e.g., honesty, courage, patriotism, tolerance, respect).
Kentucky
Practical Living
Big Idea: Personal Wellness
Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy.
Big Idea: Nutrition and Physical Wellness
Academic Expectations
2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.
Louisiana
Foundation Skills
5. Citizenship: The application of the understanding of the ideals, rights, and responsibilities of active participation in a democratic republic that includes working respectfully and productively together for the benefit of the individual and the community.
Health Education
Standard 3: Recognizing and practicing health-enhancing behaviors can contribute to a positive quality of life.
Maine
Health and Phys. Ed.
C. Health: Students will demonstrate the ability to practice health-enhancing behaviors.
I. Personal And Social Skills and Knowledge: Students will demonstrate and explain responsible personal and social behavior.
Maryland
Health
1.0 Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance one's self-concept and one's relationship with others.
6.0 Nutrition and Fitness - Students will demonstrate the ability to use nutrition and fitness knowledge, skills, and strategies to promote a healthy lifestyle.
Massachusetts
Health
Standards: Physical Fitness, Nutrition, Mental Health
Healthy Self-Management enables students to: integrate and apply knowledge and skills with respect to their health-related decisions, actions, and conduct; learn to assume increased responsibility for their health-related decisions, actions, and conduct; and consider potential consequences and evaluate outcomes. Healthy self-management entails self-assessment, goal setting, and decision-making based on an understanding of risk and probability. By practicing a repertoire of developmentally appropriate behaviors that promote health, students can significantly increase the likelihood of good physical, emotional, cognitive, social, and environmental health.
Michigan
Curriculum Standards Introduction: All students will engage in challenging and purposeful learning that blends their experiences with content knowledge and real-world applications in preparation for their adult roles, which include becoming: literate individuals, healthy and fit people, responsible family members, productive workers, involved citizens, self-directed, lifelong learners.
Minnesota
Social Studies
Government and Citizenship
A. Civic Values, Skills, Rights and Responsibilities
1. Students will demonstrate knowledge of civic values that facilitate thoughtful and effective participation in civic life, including patriotism, liberty, self-reliance, cooperation, responsibility, honesty, justice, courage, self-discipline.
Mississippi
Comprehensive Health
Identify a relationship between health behaviors and individual well-being.
Investigate the effects of exercise on well-being.
Identify the characteristics of a good friend.
Identify responsibilities within the family.
Missouri
Health Education
Big Idea: 1. Personal and Family Health
A. Personal Health: Identify behaviors that keep a person healthy (e.g., physical activity, good nutrition)
Montana
Health Enhancement
Introduction: The Health Enhancement curriculum integrates lifestyle management throughout the curriculum; focuses on the total self and the development of responsibility, values, attitudes and behaviors; gives students decision-making tools for personal health; and addresses the intellectual, social, emotional and physical dimensions of healthy lifestyles.
Nebraska
Social Studies
Students will recognize good citizenship and its importance.
Example indicators: Explain why it is important to show respect for self, family, and others, e.g., taking care of his/her own things and respecting what belongs to others. Identify examples of honesty, courage, patriotism, and other admirable character traits. Identify how choices and actions affect themselves and others.
Nevada
Health
Students will demonstrate the ability to practice health-enhancing behaviors.
Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
New Hampshire
Health and Physical Education
Curriculum Guideline 2: Achieves and maintains a health enhancing level of physical fitness.
Curriculum Guideline 6: Exhibits responsible personal and social behavior that respects self and others.
New Jersey
Comprehensive Health
A. Personal Health
1. Describe the physical, social, and emotional dimensions of wellness.
B. Growth and Development
3. Discuss factors that contribute to healthy physical, social, emotional, and intellectual growth and uniqueness.
C. Nutrition
4. Discuss how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems working.
New Mexico
Health
Standard 1: Identify and understand how personal choices relate to health and how the consequences of those choices affect self and others.
Benchmark: Describe how physical, social, and emotional environments influence personal health.
New York
Social Studies
Citizenship
As an individual grows the experiences which the individual internalizes build a concept.
Individual responsibilities at home and in school.
Identity
Awareness of one's own values, attitudes and capabilities as an individual and as a member of different groups.
Civic Values
Important principles including justice, honesty, self-discipline and respect.
North Carolina
Healthful Living
Students should demonstrate functional knowledge of the most important and enduring ideas, issues, and concepts related to achieving and maintaining good health.
Healthful Living is most effective and efficient when it focuses on health-related behaviors, not just knowledge; has a positive, wellness orientation.
North Dakota
Health
2.1.1 Explain how responsibilities change as we grow older.
3.1.2 Identify examples of intellectual, emotional, social, and spiritual health, during childhood.
1.2.2 Explain healthy behaviors and how they impact personal health (e.g., healthy eating-eating fruits and vegetables, exercise=more energy)
Ohio
Social Studies
Citizenship Standards
Demonstrate personal accountability, including making choices and taking responsibility for personal actions.
Recognize the importance of individual action and character and explain how they have made a difference in others' lives.
Oklahoma
Social Studies
Examine the rights and responsibilities of individuals in and to their communities, and identify actions people take to cooperate peacefully and achieve common goals.
Provide examples of honesty, courage, patriotism, and other admirable character traits seen in United States history.
Explain and demonstrate good citizenship (e.g., obeying classroom rules, taking turns, and showing respect for others and their belongings).
Health, Physical Education and Wellness
Oregon
Career Related Learning
Personal Management
CCG: Develop competence in personal management that contributes to fulfilling and balancing responsibilities of multiple life roles (i.e., individual, learner, producer, consumer, family member, citizen).
Benchmark 1
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Describe responsibilities of a student.
Identify the impact of one's own behavior on other individuals and groups.
Demonstrate skills and behaviors necessary to get along with others:
respect, sharing, helping, and caring.
Benchmark 2
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Describe the importance of personal responsibility and good work habits in the family, school, and community.
Demonstrate how one's behavior impacts outcomes and consequences.
Pennsylvania
Health
Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: Explain the relationship between personal health practices and individual well-being; Identify and engage in physical activities that promote physical fitness and health;
Civics
Identify examples of the rights and responsibilities of citizenship. Personal responsibilities.
Rhode Island
Health Education
Students will demonstrate the ability to practice health-enhancing behaviors.
Students will demonstrate the ability to use goal-setting and decision-making to enhance health.
South Carolina
Health
Health-literate people exhibit the following characteristics: Responsible, productive citizenship; Self-directed learning. Health-literate individuals assume personal responsibility for their own health and wellness.
South Dakota
Health Education
Vision: The health literate person is a responsible, productive citizen.
By accepting responsibility for personal health, students will have a foundation for living a healthy, productive life.
When communicating, individuals who are health literate demonstrate care, consideration, and respect of self and others.
Tennessee
Health
Domain Description: Personal Health and Wellness involves a lifelong process of choices and behaviors that lead to healthful living.
It is important to balance food intake and physical activity to promote healthful living.
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.
The student will understand the need and process of setting personal goals and standards for healthful living.
Emotional, social, and mental health is dependent upon a healthy self-concept.
Texas
Health
Identify that healthy behaviors impact personal health.
Recognize that there are multiple dimensions of health.
Predict the potential outcomes of each option when making a health related decision.
Identify responsible personal health behaviors.
Social Studies
Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to: (A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good; (C) identify ordinary people who exemplify good citizenship and exhibit a love of individualism and inventiveness.
Utah
Social Studies
Standard 5: Students participate in activities that promote good citizenship.
Objective 1: Demonstrate basic citizenship skills.
a. Follow agreed-upon rules and accept responsibility for assigned tasks.
K-2 Core Curriculum
Treat others with kindness and fairness.
Function positively as a member of a family, class, school, and community.
Meet and respect needs of self and others.
Express self in positive ways.
Learn proper care of the body for health and fitness.
Vermont
Health
Identifying healthy behaviors and choices (e.g., exer- cise, healthy diet, safety).
Identify the importance of eating nutrient-rich foods.
Identifying indicators or characteristics of physical, mental, emotional, and social health during childhood.
Describing positive health habits for the adolescent (e.g., diet, physical activity).
Differentiating between internal (e.g., knowledge, attitudes, beliefs) and external (e.g., peers, family, media) influences on personal health behaviors.
Demonstrating ways to communicate care, consideration, and respect of self and others.
Virginia
Health
Students understand how their decisions can impact their health and well-being now and in the future. Students relate choices with consequences.
The student will demonstrate healthy mental and emotional development.
The student will explain how nutrition affects personal health and academic achievement.
The student will demonstrate responsible personal and social behaviors in the school community. Key concepts/skills include cooperative behavior; respect for others; adherence to school rules; acceptance of responsibility; respect for the property of others.
Washington
Civics
1.2.1b Identify the traits of responsible citizenship and explain how they contribute to the democratic ideal
4.1.1a Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others
4.3.1a Describe how one person can make a difference in school or the local community
Health and Fitness
Active Lifestyle - The student acquires the knowledge and skills necessary to maintain an active lifestyle: movement, physical fitness and nutrition.
The student acquires the knowledge and skills necessary to maintain a healthy life: Recognize patterns of growth and development, reduce health risks, and live safely.
Influencing Factors - The student analyzes and evaluates the impact of real-life influences on health.
Recognize social skills to keep out of trouble and resist pressure from others. Choices: decision making; avoidance, peer pressure.
From Part 3 of Classroom-Based Assessments for Health and Fitness: We tend to remember 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say, 90% of what we say and do.
West Virginia
Health
The health literate student is a critical thinker and problem solver, a self-directed learner, an effective communicator, and a responsible, productive citizen.
Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
Students will discuss the concepts of responsibility, trust and respect for self and others.
Students will record eating and exercise habits and discuss positive and negative health behaviors.
Students will differentiate between healthy and unhealthy behaviors or comments.
Wisconsin
Learning Applications
Connections with Community
- Recognizing and acting on responsibilities as a citizen
- Preparing for work and lifelong learning
Health
Health-literate individuals are critical thinkers and problem solvers when confronting health problems and
issues; self-directed learners who have the competence to use basic health information and services in health-enhancing ways; responsible and productive citizens who help ensure their community is kept healthy, safe, and secure
Identify positive mental, emotional, social, and physical factors that influence health.
Identify ways to be healthy during childhood.
By accepting responsibility for personal health, students will have a foundation for living a healthy and productive life.
Wyoming
Health Education
Introduction: Health education skills are used in real-world interactions both inside and outside the school setting and throughout life. The Wyoming Common Core of Skills components utilized in the Health Education Standards are: problem solving, interpersonal communications, critical thinking, creativity, and life skills.
Because health education focuses so heavily on personal behavior, knowledge acquisition, problem solving, decision-making, goal setting, advocacy, resistance skills, and understanding consequences have all been integrated throughout the content standards.
Self Management: Research confirms that many diseases and injuries can be prevented by reducing harmful and risk-taking behaviors. More importantly, recognizing and practicing health-enhancing behaviors can contribute to a positive quality of life. Strategies used to maintain and improve positive health behaviors will utilize knowledge and skills that help students become critical thinkers and problem solvers. By accepting responsibility for personal health, students will have a foundation for living a healthy, productive life.
Alabama
Health
Instruction provides students with a basic understanding of personal health habits, including the need for a nutritious diet, the importance of regular health-enhancing physical activity, and the advantages of a positive, healthy environment. A curriculum that focuses on them and on what they can do to promote their own well-being captures their interest and attention. The curriculum begins with the students' immediate environment, enabling them to make clear connections to health-related information, concepts, skills, and behaviors.
Health education provides students with educational activities that foster the development of each individual's optimal physical, mental, and emotional well-being.
Arkansas
Skills for a Healthy Life
A) A student should be able to acquire a core knowledge related to well-being.
1) understand that a person's well-being is the integration of health knowledge, attitudes, and behaviors;
B) A student should be able to demonstrate responsibility for the student's well-being.
Physical Education and Health
2. Health Related Fitness
4. Personal and Social Behavior - Students shall demonstrate
responsible personal and social behavior that respects self and others.
8. Healthy Life Skills and Relationships - Students shall
demonstrate the ability to use decision-making, goal-setting, and interpersonal
communication skills to enhance relationships and promote holistic
wellness.
Arizona
Health Education
Standard 3: Students demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
Standard 5: Students demonstrate the ability to use interpersonal skills to enhance health.
Personal, family and community health are enhanced through effective communication. The ability to organize and to convey information, beliefs, opinions, and feelings (both verbal and nonverbal) are skills that strengthen interactions and can reduce or avoid conflict. When communicating, individuals who are health literate demonstrate care, consideration, and respect for self and others.
California
Social Sciences
K.1 Students understand that being a good citizen involves acting in certain ways.
Learn examples of honesty, courage, determination and individual responsibility.
1.1 Students describe the rights and individual responsibilities of citizenship.
Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the "Golden Rule."
2.5 Students understand the importance of individual action and character.
3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
The importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.
Colorado
Civics
Standard 4: Identifying significant characteristics of an effective citizen, including civic virtue, common courtesy, and honest and fair dealings.
Connecticut
Health and Balanced Living
Standard 3: Demonstrate the ability to practice health-enhancing behaviors to reduce health risks.
Standard 13: Exhibit responsible personal and social behavior that respects self and others.
District of Columbia
Social Studies
1. Concepts of individual responsibility and respect.
Delaware
Health
Nutrition
1. Healthy Eating
Physical Activity
1. Healthy Physical Activity
Emotional Health
1. Positive Self-Image
3. Interpersonal Relationships and Communication
Florida
Health Education
Standard 1: The student knows health-enhancing behaviors and how to reduce health risks.
Standard 3: The student knows how to use effective interpersonal communication skills that enhance health.
Civics
Standard 2: The student understands why personal responsibility (e.g., taking advantage of the opportunity to be educated) and civic responsibility (e.g., obeying the law and respecting the rights of others) are important.
Georgia
Social Studies
Illustrate positive character traits and qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment.
Hawaii
Health
Standard 1: Students comprehend concepts related to health promotion.
Standard 5: Interpersonal Communication-Students use interpersonal communication skills to enhance health.
Civics
Standard 6: Recognize and demonstrate democratic values (i.e. fairness, cooperation, and participation in a group). Demonstrate respect for self and others, regardless of differences.
Standard 7: Identify and evaluate how personal behaviors, decisions, actions, and/or inaction affect others in the school and community.
Idaho
Health
Healthy Lifestyles
1.1: Acquire the essential skills to lead a healthy life.
5.1: Understand and demonstrate the key components to positive mental and emotional health.
Social Studies
Civics
4.3: Build an understanding that all people have rights and assume responsibilities.
Illinois
Physical Education and Health
The goals and standards for physical development and health foster workplace skills, including identifying short and long-term goals, utilizing technology, following directions, and working cooperatively with others. Problem solving, communication, responsible decision making, and team-building skills are major emphases as well.
Social & Emotional Learning
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
Indiana
Civics
3.2.1 Explain that people are citizens* of their community, state, and nation and explain the importance of good citizenship.
5.2.9 Demonstrate civic responsibility in group and individual actions, including civic dispositions - such as civility, cooperation, respect, and responsible participation.
Health
Standard 1: Students will comprehend concepts related to health promotion.
Standard 4: Students will demonstrate the ability to apply self-management skills to enhance health.
Standard 5: Students will demonstrate the ability to utilize interpersonal communication skills to enhance health.
Iowa
Health Education
Development of life skills and human growth and development.
Kansas
Social Studies
Civics
Benchmark 2: Student identifies and defines the characteristics of a good citizen (e.g., honesty, courage, patriotism, tolerance, respect).
Kentucky
Practical Living
Big Idea: Personal Wellness
Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy.
Big Idea: Nutrition and Physical Wellness
Academic Expectations
2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.
Louisiana
Foundation Skills
5. Citizenship: The application of the understanding of the ideals, rights, and responsibilities of active participation in a democratic republic that includes working respectfully and productively together for the benefit of the individual and the community.
Health Education
Standard 3: Recognizing and practicing health-enhancing behaviors can contribute to a positive quality of life.
Maine
Health and Phys. Ed.
C. Health: Students will demonstrate the ability to practice health-enhancing behaviors.
I. Personal And Social Skills and Knowledge: Students will demonstrate and explain responsible personal and social behavior.
Maryland
Health
1.0 Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance one's self-concept and one's relationship with others.
6.0 Nutrition and Fitness - Students will demonstrate the ability to use nutrition and fitness knowledge, skills, and strategies to promote a healthy lifestyle.
Massachusetts
Health
Standards: Physical Fitness, Nutrition, Mental Health
Healthy Self-Management enables students to: integrate and apply knowledge and skills with respect to their health-related decisions, actions, and conduct; learn to assume increased responsibility for their health-related decisions, actions, and conduct; and consider potential consequences and evaluate outcomes. Healthy self-management entails self-assessment, goal setting, and decision-making based on an understanding of risk and probability. By practicing a repertoire of developmentally appropriate behaviors that promote health, students can significantly increase the likelihood of good physical, emotional, cognitive, social, and environmental health.
Michigan
Curriculum Standards Introduction: All students will engage in challenging and purposeful learning that blends their experiences with content knowledge and real-world applications in preparation for their adult roles, which include becoming: literate individuals, healthy and fit people, responsible family members, productive workers, involved citizens, self-directed, lifelong learners.
Minnesota
Social Studies
Government and Citizenship
A. Civic Values, Skills, Rights and Responsibilities
1. Students will demonstrate knowledge of civic values that facilitate thoughtful and effective participation in civic life, including patriotism, liberty, self-reliance, cooperation, responsibility, honesty, justice, courage, self-discipline.
Mississippi
Comprehensive Health
Identify a relationship between health behaviors and individual well-being.
Investigate the effects of exercise on well-being.
Identify the characteristics of a good friend.
Identify responsibilities within the family.
Missouri
Health Education
Big Idea: 1. Personal and Family Health
A. Personal Health: Identify behaviors that keep a person healthy (e.g., physical activity, good nutrition)
Montana
Health Enhancement
Introduction: The Health Enhancement curriculum integrates lifestyle management throughout the curriculum; focuses on the total self and the development of responsibility, values, attitudes and behaviors; gives students decision-making tools for personal health; and addresses the intellectual, social, emotional and physical dimensions of healthy lifestyles.
Nebraska
Social Studies
Students will recognize good citizenship and its importance.
Example indicators: Explain why it is important to show respect for self, family, and others, e.g., taking care of his/her own things and respecting what belongs to others. Identify examples of honesty, courage, patriotism, and other admirable character traits. Identify how choices and actions affect themselves and others.
Nevada
Health
Students will demonstrate the ability to practice health-enhancing behaviors.
Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
New Hampshire
Health and Physical Education
Curriculum Guideline 2: Achieves and maintains a health enhancing level of physical fitness.
Curriculum Guideline 6: Exhibits responsible personal and social behavior that respects self and others.
New Jersey
Comprehensive Health
A. Personal Health
1. Describe the physical, social, and emotional dimensions of wellness.
B. Growth and Development
3. Discuss factors that contribute to healthy physical, social, emotional, and intellectual growth and uniqueness.
C. Nutrition
4. Discuss how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems working.
New Mexico
Health
Standard 1: Identify and understand how personal choices relate to health and how the consequences of those choices affect self and others.
Benchmark: Describe how physical, social, and emotional environments influence personal health.
New York
Social Studies
Citizenship
As an individual grows the experiences which the individual internalizes build a concept.
Individual responsibilities at home and in school.
Identity
Awareness of one's own values, attitudes and capabilities as an individual and as a member of different groups.
Civic Values
Important principles including justice, honesty, self-discipline and respect.
North Carolina
Healthful Living
Students should demonstrate functional knowledge of the most important and enduring ideas, issues, and concepts related to achieving and maintaining good health.
Healthful Living is most effective and efficient when it focuses on health-related behaviors, not just knowledge; has a positive, wellness orientation.
North Dakota
Health
2.1.1 Explain how responsibilities change as we grow older.
3.1.2 Identify examples of intellectual, emotional, social, and spiritual health, during childhood.
1.2.2 Explain healthy behaviors and how they impact personal health (e.g., healthy eating-eating fruits and vegetables, exercise=more energy)
Ohio
Social Studies
Citizenship Standards
Demonstrate personal accountability, including making choices and taking responsibility for personal actions.
Recognize the importance of individual action and character and explain how they have made a difference in others' lives.
Oklahoma
Social Studies
Examine the rights and responsibilities of individuals in and to their communities, and identify actions people take to cooperate peacefully and achieve common goals.
Provide examples of honesty, courage, patriotism, and other admirable character traits seen in United States history.
Explain and demonstrate good citizenship (e.g., obeying classroom rules, taking turns, and showing respect for others and their belongings).
Health, Physical Education and Wellness
Oregon
Career Related Learning
Personal Management
CCG: Develop competence in personal management that contributes to fulfilling and balancing responsibilities of multiple life roles (i.e., individual, learner, producer, consumer, family member, citizen).
Benchmark 1
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Describe responsibilities of a student.
Identify the impact of one's own behavior on other individuals and groups.
Demonstrate skills and behaviors necessary to get along with others:
respect, sharing, helping, and caring.
Benchmark 2
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Describe the importance of personal responsibility and good work habits in the family, school, and community.
Demonstrate how one's behavior impacts outcomes and consequences.
Pennsylvania
Health
Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: Explain the relationship between personal health practices and individual well-being; Identify and engage in physical activities that promote physical fitness and health;
Civics
Identify examples of the rights and responsibilities of citizenship. Personal responsibilities.
Rhode Island
Health Education
Students will demonstrate the ability to practice health-enhancing behaviors.
Students will demonstrate the ability to use goal-setting and decision-making to enhance health.
South Carolina
Health
Health-literate people exhibit the following characteristics: Responsible, productive citizenship; Self-directed learning. Health-literate individuals assume personal responsibility for their own health and wellness.
South Dakota
Health Education
Vision: The health literate person is a responsible, productive citizen.
By accepting responsibility for personal health, students will have a foundation for living a healthy, productive life.
When communicating, individuals who are health literate demonstrate care, consideration, and respect of self and others.
Tennessee
Health
Domain Description: Personal Health and Wellness involves a lifelong process of choices and behaviors that lead to healthful living.
It is important to balance food intake and physical activity to promote healthful living.
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.
The student will understand the need and process of setting personal goals and standards for healthful living.
Emotional, social, and mental health is dependent upon a healthy self-concept.
Texas
Health
Identify that healthy behaviors impact personal health.
Recognize that there are multiple dimensions of health.
Predict the potential outcomes of each option when making a health related decision.
Identify responsible personal health behaviors.
Social Studies
Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to: (A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good; (C) identify ordinary people who exemplify good citizenship and exhibit a love of individualism and inventiveness.
Utah
Social Studies
Standard 5: Students participate in activities that promote good citizenship.
Objective 1: Demonstrate basic citizenship skills.
a. Follow agreed-upon rules and accept responsibility for assigned tasks.
K-2 Core Curriculum
Treat others with kindness and fairness.
Function positively as a member of a family, class, school, and community.
Meet and respect needs of self and others.
Express self in positive ways.
Learn proper care of the body for health and fitness.
Vermont
Health
Identifying healthy behaviors and choices (e.g., exer- cise, healthy diet, safety).
Identify the importance of eating nutrient-rich foods.
Identifying indicators or characteristics of physical, mental, emotional, and social health during childhood.
Describing positive health habits for the adolescent (e.g., diet, physical activity).
Differentiating between internal (e.g., knowledge, attitudes, beliefs) and external (e.g., peers, family, media) influences on personal health behaviors.
Demonstrating ways to communicate care, consideration, and respect of self and others.
Virginia
Health
Students understand how their decisions can impact their health and well-being now and in the future. Students relate choices with consequences.
The student will demonstrate healthy mental and emotional development.
The student will explain how nutrition affects personal health and academic achievement.
The student will demonstrate responsible personal and social behaviors in the school community. Key concepts/skills include cooperative behavior; respect for others; adherence to school rules; acceptance of responsibility; respect for the property of others.
Washington
Civics
1.2.1b Identify the traits of responsible citizenship and explain how they contribute to the democratic ideal
4.1.1a Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others
4.3.1a Describe how one person can make a difference in school or the local community
Health and Fitness
Active Lifestyle - The student acquires the knowledge and skills necessary to maintain an active lifestyle: movement, physical fitness and nutrition.
The student acquires the knowledge and skills necessary to maintain a healthy life: Recognize patterns of growth and development, reduce health risks, and live safely.
Influencing Factors - The student analyzes and evaluates the impact of real-life influences on health.
Recognize social skills to keep out of trouble and resist pressure from others. Choices: decision making; avoidance, peer pressure.
From Part 3 of Classroom-Based Assessments for Health and Fitness: We tend to remember 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say, 90% of what we say and do.
West Virginia
Health
The health literate student is a critical thinker and problem solver, a self-directed learner, an effective communicator, and a responsible, productive citizen.
Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
Students will discuss the concepts of responsibility, trust and respect for self and others.
Students will record eating and exercise habits and discuss positive and negative health behaviors.
Students will differentiate between healthy and unhealthy behaviors or comments.
Wisconsin
Learning Applications
Connections with Community
- Recognizing and acting on responsibilities as a citizen
- Preparing for work and lifelong learning
Health
Health-literate individuals are critical thinkers and problem solvers when confronting health problems and
issues; self-directed learners who have the competence to use basic health information and services in health-enhancing ways; responsible and productive citizens who help ensure their community is kept healthy, safe, and secure
Identify positive mental, emotional, social, and physical factors that influence health.
Identify ways to be healthy during childhood.
By accepting responsibility for personal health, students will have a foundation for living a healthy and productive life.
Wyoming
Health Education
Introduction: Health education skills are used in real-world interactions both inside and outside the school setting and throughout life. The Wyoming Common Core of Skills components utilized in the Health Education Standards are: problem solving, interpersonal communications, critical thinking, creativity, and life skills.
Because health education focuses so heavily on personal behavior, knowledge acquisition, problem solving, decision-making, goal setting, advocacy, resistance skills, and understanding consequences have all been integrated throughout the content standards.
Self Management: Research confirms that many diseases and injuries can be prevented by reducing harmful and risk-taking behaviors. More importantly, recognizing and practicing health-enhancing behaviors can contribute to a positive quality of life. Strategies used to maintain and improve positive health behaviors will utilize knowledge and skills that help students become critical thinkers and problem solvers. By accepting responsibility for personal health, students will have a foundation for living a healthy, productive life.
Say "Yes!!!!" to Life is a terrific musical and motivational program. Eric starts off with an idea that we are all familiar with, "you are what you eat", and expands on that to show how we also are what we do, what we say and what we think. Ultimately, we are what we choose, and Eric encourages students to do the best they can, think positively, have goals and perseverance, eat healthy foods and exercise, and to be kind to others with their words and actions. Eric's talent for presenting material in both entertaining and poignant ways is particularly evident in this program, where this subject matter comes off as cool and fun for the students.
Say "Yes!!!!" to Life works really well with any type of "Character Counts" or PBIS program, and also includes general aspects of living well such as good health, bravery, responsibility, treating others with respect, and using your time wisely. This program fits into many state curriculum standards under Health Education and/or Social Studies (Civics). See below for the curriculum connection pertaining to your state.
Say "Yes!!!!" to Life works really well with any type of "Character Counts" or PBIS program, and also includes general aspects of living well such as good health, bravery, responsibility, treating others with respect, and using your time wisely. This program fits into many state curriculum standards under Health Education and/or Social Studies (Civics). See below for the curriculum connection pertaining to your state.
through each state's online curriculum guides.
In many cases, there will be more
connections than the ones listed here.)
Say "Yes!!!!" to Life is available as a school-wide assembly program (45-50 minutes). Single performance or back-to-back as needed.
Pricing for 2007-08 school year is $495 for a single assembly and
$645 total for back-to-back assemblies. $995 for a full day can include back-to-back assemblies and an evening concert event.
Discounts are usually offered for multiple bookings within a district.
Travel expenses may apply, but may be waived for multiple bookings within a school district. Travel expenses may be shared among all
venues and events booked within a geographic region.
Full day price of $995 (regardless of # of performances needed)
plus travel expenses may apply for a single booking outside of
single day driving distance from Richland, WA.
Pricing for 2007-08 school year is $495 for a single assembly and
$645 total for back-to-back assemblies. $995 for a full day can include back-to-back assemblies and an evening concert event.
Discounts are usually offered for multiple bookings within a district.
Travel expenses may apply, but may be waived for multiple bookings within a school district. Travel expenses may be shared among all
venues and events booked within a geographic region.
Full day price of $995 (regardless of # of performances needed)
plus travel expenses may apply for a single booking outside of
single day driving distance from Richland, WA.
