•  Health in 6th grade consists of the following objectives:
     
    classroom   
    WELLNESS

    All students will acquire health promotion concepts. Students will be able to:

    • Understand the physical, social, emotional and intellectual dimensions of wellness.
    • Discuss how health data, such as blood pressure, body composition, and cholesterol can
    be used to assess and improve wellness.
    • Discuss how health knowledge, health choices, self-control, resistance and self-
    management skills influence wellness.
    • Describe how technology impacts wellness.
    • Discuss how health knowledge, health choices, self-control, resistance and self-
    management skills influence wellness.
    • Compare the rate of physical, social, emotional and intellectual change during various life
    stages and discuss ways to foster healthy growth.
    • Discuss factors that influence food choices.
    • Assess the short and long term benefits and risks associated with nutritional choices.
    • Create daily balanced nutritional meal plan through research of various foods.
    • Compare and contrast methods used to diagnose and treat diseases and health
    conditions.
    • Differentiate among communicable, non-communicable, acute, chronic and inherited
    diseases and health conditions.
    • Compare and contrast diseases and health conditions prevalent in adolescents including
    asthma, obesity, diabetes, Lyme disease, STDs and HIV/AIDS.
    • Compare and contrast mental illnesses including detection and treatment.
    • Compare and contrast the incidents and characteristics of intentional and unintentional
    injuries in adolescence, include traffic safety and various locations (home, schools, other).
    • Discuss the physical, social and emotional impacts of all forms of abuse and discuss what
    to do if any form of abuse is suspected or occurs
    • Demonstrate and assess basic first aid procedures.
    • Describe the physical and emotional signs of stress and the short and long term impacts of
    stress on the human body.
    • Compare and contrast ways that individuals, families and communities cope with change,
    crisis, rejection, loss, and separation.
    • Discuss how stereotyping might influence one’s goals, choices and behaviors.
    • Compare and contrast forms of mental illness such as phobias, anxiety, panic disorders,
    and depression.
    • Compare and contrast the incidence and characteristics of intentional (i.e.: homicide,
    suicide), unintentional (i.e.: motor vehicle crash, falls), and injuries in adolescents.

    INTEGRATED SKILLS

    All students will Develop and use personal and interpersonal skills to support a healthy, active
    lifestyle. Students will be able to:

    • Summarize health information from a variety of valid and reliable health resources.
    • Present health information using a multi-media approach, adapting the wording and deliver
    method for the topic and audience.
    • Compare and contrast the economic and social purposes of health messages presented in
    the media.
    • Describe and demonstrate the use of refusal skills in various situations.
    • Analyze the influence of family, peers, and the media on health decisions and investigate
    how conflicting interests may influence decisions and choices.
    • Analyze significant health decisions and discuss how the outcome might have been
    different if a different decision had been made.
    • Describe and develop effective decision-making strategies.
    • Summarize strategies using data to support the achievement of short and long term health
    goals.
    • Elaborate on the characteristics of role models and how role models influence the
    personal goals and ethical standards of others.
    • Describe how character and ethical values play a role in challenging situations
    • Discuss ways and develop plans to include peers with disabilities.
    • Compare various forms of leadership and implement appropriate leadership strategies
    when serving a leadership role.
    • Discuss how individuals can make a difference by helping others, opportunities for
    volunteer service, and participate in activities through school or community-based health
    or service organizations
    • Formulate and express a position on health issues and educate peers about the health
    issue or cause.
    • Discuss local and state laws that impact personal, family, and community wellness and
    formulate ways that individuals and groups can work together to improve wellness. (ex.,
    health inspections, local health department, DYFUS)
    • Discuss local and state laws that impact personal, family, and community wellness and
    formulate ways that individuals and groups can work together to improve wellness. (ex.,
    health inspections, local health department, DYFUS)
    • Judge through research the effectiveness of various health resources.
    • Understand health issues that need to be supported by trusted adults or health
    professionals.

    DRUGS AND MEDICINE:

    All students will acquire knowledge about alcohol, tobacco, other drugs and medicines and
    apply these concepts to support a healthy, active lifestyle. Students will be able to:

    • Describe factors that impact the effectiveness of a medicine.
    • Examine the potential for abuse of common over-the-counter and prescription medicines
    including supplements and herbal remedies.
    • Discuss the classifications of illegal drugs and controlled substances and give examples of
    each.
    • Describe the physical and behavioral effects of each classification of drugs.
    • Understand the relationship between injected drug use and diseases such as HIV/AIDS
    and hepatitis.
    • Describe how the use and abuse of alcohol impacts behavior and contributes to the
    incidence of illness and injuries.
    • Discuss the short and long-term physical and behavioral effects of inhalant use, including
    brain, heart, and lung damage and death.
    • Describe the signs and symptoms of a substance abuse problem and the stages that lead
    to dependency/addiction.
    • Identify ways to quit using alcohol, tobacco and other drugs and discuss factors that
    support an individual to quit.
    • Describe how substance abuse affects the individual and the family and describe ways
    that family and friends can support a drug-free lifestyle.

    HUMAN RELATIONSHIPS AND SEXUALITY

    All students will acquire knowledge about physical, social, and emotional aspects of human
    relationships and sexuality and apply these concepts to support a healthy, active lifestyle.
    Students will be able to:

    • Describe the characteristics of a healthy relationship and discuss factors that support and
    sustain it.
    • Describe how peer relationships may change during adolescence.
    • Discuss different forms of dating and explain the role of dating in personal growth.
    • Understand the concepts of gender and gender identification.
    • Describe strategies to remain abstinent and resist pressures to become sexually active.
    • Discuss the possible physical, social, and emotional impacts of adolescent sexual activity.
    • Identify sexual feelings common to young adolescents and differentiate between having
    sexual feelings and acting on them.
    • Discuss how parents, peers, and the media influence attitudes about sexuality.
    • Understand growth patterns of males and females during adolescence.
    • Discuss the risks for HIV/AIDS, STIs, HPV, or unintended pregnancy.
    • Discuss fertilization, embryonic development, and fetal development.
    • Recommend prenatal practices that support a healthy pregnancy.
    • Discuss the potential challenges faced by adolescent parents and their families.
    • Recommend sources of information and help for adolescent parents.