La. Admin. Code tit. 28 § LIX-521

Current through Register Vol. 50, No. 9, September 20, 2024

Section LIX-521 - Grades 9-12 Grade-Level Expectations

A. Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.

1. Benchmark 1-H-1-predict and analyze how healthy behaviors can affect health status, disease prevention, and potential severity of injury.

a. 1-H-1.1-explain the impact of personal health behavior on the function of body systems.

b. 1-H-1.2-design a plan for maintaining good personal hygiene, oral hygiene and getting adequate sleep and rest.

c. 1-H-1.3-research the possible consequences of risky hygiene and health behavior and fads (e.g., tattooing, piercing of body or mouth, sun exposure, and sound volume).

d. 1-H-1.4-justify why sexual abstinence is the safest, most effective risk avoidance method of protection from HIV, STD/STIs, and pregnancy.

e. 1-H-1.5-summarize the importance of setting personal limits to avoid risky sexual behavior.

f. 1-H-1.6-describe the importance of maintaining healthy dating relationships to one's long-term physical and emotional health.

2. Benchmark 1-H-2-analyze how genetics, family history, and environmental influences can impact personal health.

a. 1-H-2.1-chart a family health tree.

b. 1-H-2.2-interview family members regarding health conditions.

c. 1-H-2.3-research environmental factors that impact health.

d. 1-H-2.4-determine how the home and community environments affect health.

3. Benchmark 1-H-3-describe the interrelationship(s) of mental, emotional, social, and physical health throughout the life span.

a. 1-H-3.1-provide examples of how physical, mental, emotional, and social health affect one's overall well-being.

b. 1-H-3.2-define victimization in dating relationships. (the effects of abuse on a victim).

c. 1-H-3.3-keep a journal to illustrate how emotions change over a period of time.

d. 1-H-3.4-research the resources or services available to assist people with mental, emotional, or social health conditions.

e. 1-H-3.5-summarize healthy and appropriate ways to express feelings.

f. 1-H-3.6-summarize healthy ways to express affection, love, and friendship.

4. Benchmark 1-H-4-identify the causes, symptoms, treatment and prevention of various diseases and disorders.

a. 1-H-4.1-compile a list of disorders, their causes and their effects on the body (e.g., eating and genetic disorders).

b. 1-H-4.2-describe the relationship between poor eating habits and chronic diseases (e.g., heart disease, obesity, cancer, diabetes, hypertension, and osteoporosis).

c. 1-H-4.3-identify major infectious diseases; methods of transmission; their signs and symptoms, prevention and control (e.g. HIV and other common sexually transmitted diseases/infections).

B. Standard 2. Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

1. Benchmark 2-H-1-analyze how family, peers, and the perception of norms influence healthy and unhealthy behaviors.

a. 2-H-1.1-describe positive choices involving family members that influence healthy behavior.

b. 2-H-1.2-discuss the influences of healthy and unhealthy behavior of family and peers.

c. 2-H-1.3-interview peers to determine perceptions of normal health behaviors.

d. 2-H-1.4-summarize a variety of external influences, such as parents, the media, culture, peers and society, on sexual decision-making.

e. 2-H-1.5-describe the influences of family, peers, and community on personal health.

f. 2-H-1.6-describe the role of family, peers and community on influencing decisions surrounding personal and sexual health.

g. 2-H-1.7-identify factors that influence personal selection of health products and services.

2. Benchmark 2-H-2-investigate how personal values and the economy influence and challenge health behaviors.

a. 2-H-2.1-report how personal values influence and challenge health behaviors.

b. 2-H-2.2-research the influence of brand names' and generic medicines' cost on consumer decisions.

c. 2-H-2.3-analyze the relationship between income and health behaviors.

d. 2-H-2.4-examine personal values and how these influence relationships and sexual decision-making.

e. 2-H-2.5-analyze the cost of medicines to treat HIV and other STD/STIs and how these illnesses affect a person's ability to attend school or maintain employment.

3. Benchmark 2-H-3-analyze how public health policies and government can influence health promotion and disease prevention.

a. 2-H-3.1-research public agencies (local, state, national) dedicated to health promotion and disease prevention.

b. 2-H-3.2-describe government policies dedicated to health promotion and disease prevention.

c. 2-H-3.3-describe federal laws and rights of individuals infected and affected by HIV and AIDS.

4. Benchmark 2-H-4-evaluate the impact of technology and media on personal, family, community, and world health.

a. 2-H-4.1-analyze product advertising campaigns that promote good health and disease prevention to determine their validity.

b. 2-H-4.2-use technology to compile a list of health statistics of other countries compared to the United States (e.g., infant mortality rate, obesity statistics, teen birth rates).

c. 2-H-4.3-investigate health-related websites to determine the usefulness of the health content.

d. 2-H-4.4-provide examples of how advanced technology has improved diagnostics and treatment.

e. 2-H-4.5-analyze the influence of the Internet and other media on sexual decision-making.

C. Standard 3. Students will demonstrate the ability to assess valid information and products and services to enhance health.

1. Benchmark 3-H-1-use resources from home, school and community that provide valid health information.

a. 3-H-1.1-identify local wellness centers or clinics that provide health treatment and resources.

b. 3-H-1.2-5rganize a health fair or presentation to provide valid information regarding a health issue.

c. 3-H-1.3-demonstrate the ability to access a trusted adult who can provide accurate information about sexual health (e.g. contraception, dating abuse).

d. 3-H-1.4-demonstrate the ability to assess accurate data on sexual behaviors among young people.

e. 3-H-1.5-identify key information and processes related to the Safe Haven relinquishment law.

f. 3-H-1.6-using technology, compare health care systems of other countries to the United States health care system.

g. 3-H-1.7-present websites that provide self health assessment tools to peers.

h. 3-H-1.8-investigate and compare legal options for adoption proceedings.

2. Benchmark 3-H-2-evaluate the validity of health information, products, and services using a variety of resources.

a. 3-H-2.1-identify criteria for evaluating the validity of health claims of products in advertisements.

b. 3-H-2.2-evaluate the validity of health claims in advertisements found in various media (e.g., websites, magazines, television).

c. 3-H-2.3-evaluate the cost effectiveness of alternative health products.

d. 3-H-2.4-evaluate the accuracy of sources of information on sexual health.

D. Standard 4. Students will demonstrate the ability to use interpersonal communications skills to enhance health and avoid or reduce health risks.

1. Benchmark 4-H-1-analyze the short-term and long-term consequences of choices and behaviors throughout the life span.

a. 4-H-1.1-describe a healthy life-style by comparing and contrasting healthy and unhealthy choices.

b. 4-H-1.2-explain the relationship between health choices and short and long term health goals and outcomes.

2. Benchmark 4-H-2-utilize skills for communicating effectively with family, peers, and others to enhance health.

a. 4-H-2.1-practice effective communication techniques through role playing.

b. 4-H-2.2-compose a script for communicating on a health related topic.

c. 4-H-2.3 -demonstrate refusal, negotiation, and collaboration skills to avoid potentially harmful situations (e.g. avoiding sexual risky behaviors).

d. 4-H-2.4-demonstrate the communication skills necessary to maintain healthy relationships.

e. 4-H-2.5-describe methods to help someone who is in an abusive relationship.

3. Benchmark 4-H-3-demonstrate ways to reduce threatening situations to avoid violence.

a. 4-H-3.1-identify effective strategies for avoiding violence.

b. 4-H-3.2-demonstrate effective negotiation skills that can be used to avoid dangerous situations.

c. 4-H-3.3-present a media presentation on bullying and violence awareness.

d. 4-H-3.4-demonstrate how to set clear expectations, boundaries, and personal safety strategies related to sexual health and abusive behavior.

E. Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.

1. Benchmark 5-H-1-describe the short and long-term health impact of decision-making on health-related issues and problems.

a. 5-H-1.1-identify a variety of situations (e.g., group drinking, car racing) where personal decisions can result in avoidance of health risks to self and others.

b. 5-H-1.2-debate the pros and cons of various social issues and factors that affect decision- making.

c. 5-H-1.3-analyze the possible consequences of sexual behavior and the emotional, social and physical benefits of delaying sexual behavior.

2. Benchmark 5-H-2-discuss barriers that can hinder healthy decision-making and how to apply thoughtful decision-making to health related situations.

a. 5-H-2.1-develop and complete a survey/questionnaire to assess students' decision-making process. (class project).

b. 5-H-2.2-identify barriers (e.g., peer pressure, misinformation, desire for acceptance) that hinder health decision-making.

c. 5-H-2.3-analyze the benefits of delaying romantic involvement.

d. 5-H-2.4-discuss the Cycle of Abuse and its effect on decision making.

e. 5-H-2.5-model how to use decision-making skills to avoid violent situations.

3. Benchmark 5-H-3-develop the ability to use critical thinking when making decisions related to health needs and risks typical of young adults.

a. 5-H-3.1-identify effective strategies for decision-making.

b. 5-H-3.2-apply critical decision-making process to a personal health issue or problem.

F. Standard 6. Students will demonstrate the ability to use goal-setting skills to enhance health.

1. Benchmark 6-H-1-assess personal health practices and overall health status.

a. 6-H-1.1-design a health questionnaire and use it to assess students' personal health.

b. 6-H-1.2-identify goals for attaining lifelong personal health.

c. 6-H-1.3-set a goal related to personal boundaries and limits related to sexual behaviors.

2. Benchmark 6-H-2-develop a plan to address strengths and needs to attain one or more personal health goals.

a. 6-H-2.1-identify short and long-term goals that are measurable.

b. 6-H-2.2-describe desirable activities that are related to goal achievement.

c. 6-H-2.3-implement strategies to monitor progress in achieving personal health goals.

d. 6-H-2.4-formulate a long-term personal health plan based upon current health status.

e. 6-H-2.5-evaluate appropriate strategies to promote well-being during adulthood.

f. 6-H-2.6-make or renew a personal commitment to remain sexually abstinent.

G. Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

1. Benchmark 7-H-1-identify and describe risk reduction activities.

a. 7-H-1.1-brainstorm a list of common risk-taking behaviors and the reasons why people take risks.

b. 7-H-1.2-list ways that television and movie advertising influence risk-taking behavior.

2. Benchmark 7-H-2-describe the role of individual responsibility for enhancing health.

a. 7-H-2.1-describe how personal nutrition and physical activity early in life impact health during later years.

b. 7-H-2.2-develop a log or food diary to compare personal diet to the dietary requirements.

c. 7-H-2.3-examine the selection of healthcare providers and products such as physicians, hospitals, health and accident insurances, life insurance, day care centers, and nursing homes.

3. Benchmark 7-H-3-develop strategies to improve or maintain health and safety on community, and world levels.

a. 7-H-3.1-develop a disaster preparedness plan for family and the community.

b. 7-H-3.2-describe a family plan to prevent injuries during emergencies and disasters.

c. 7-H-3.3-discuss the benefits of effective health policies (e.g., mandating use of seat belts, banning tobacco use in public places).

4. Benchmark 7-H-4-demonstrate lifesaving techniques through CPR and first aid.

a. 7-H-4.1-perform the skills needed for adult, child, and infant CPR.

b. 7-H-4.2-demonstrate appropriate responses (e.g. application of bandages and splints) to emergency situations.

c. 7-H-4.3-demonstrate treatment for specific wounds.

5. Benchmark 7-H-5-examine strategies to manage stress.

a. 7-H-5.1-identify ways and outlets to deal with stress.

b. 7-H-5.2-develop a plan of action for avoiding or managing the impact of stress.

c. 7-H-5.3-identify sources of information that are available for any stress-related problems that are the consequence of mental, emotional, or social problems.

H. Standard 8. Students will demonstrate the ability to advocate for personal, family and community health.

1. Benchmark 8-H-1-identify effective strategies to overcome barriers or attitudes when communicating about health issues.

a. 8-H-1.1-describe scenarios that demonstrate personal or group sensitivities around health issues.

b. 8-H-1.2-develop a checklist to differentiate between helpful and harmful strategies for coping with someone who is angry.

c. 8-H-1.3-demonstrate how effective communications skills strengthen family relationships and friendships.

d. 8-H-1.4-use a creative medium (e.g., poem, poster, song) to advocate to family and peers about good health choices by identifying positive health behaviors.

2. Benchmark 8-H-2-demonstrate techniques that support others in obtaining quality healthcare.

a. 8-H-2.1-research the various types of health advocacy organizations (e.g., American Heart Association, American Cancer Society. American Diabetic Association) and their role.

b. 8-H-2.2-work cooperatively as an advocate for improving personal, family and community health.

c. 8-H-2.3-adopt health messages and communication techniques to support a health cause.

La. Admin. Code tit. 28, § LIX-521

Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 37:2114 (July 2011).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.