High School Health Curriculum

High School Health Curriculum Developed for Implementation in 2004-2005 Committee Members: Roger Puza, Central High School Margo Jacob, Logan Senior High School December 2004 Approved January 19, 2005 Jerry Berns, K-12 Health and Physical Education Supervisor Kathie Tyser, Associate Superintendent of Instruction Jerry Kember, Superintendent

9-12 Health Curriculum Why Health is Important Why Health Is IMPORTANT. 1. Healthy people learn better.always true! 2. The health classes are the only healthy model environment 3. Students need health prevention techniques at all levels. 4. What is more important than your health? 5. A healthy mind is of little value without a healthy body! 6. Emotional health is the key to healthy living. 7. Health concepts should be taught as life-long habits.

9-12 Health Curriculum Guiding Principles for Curriculum Development Guiding Principles for Curriculum Development School District of LaCrosse Board of Education s ENDS Policies Adopted 2001 E-1 District Mission Students will discover their talents and abilities and will be prepared to pursue their dreams and aspirations while contributing effectively to their diverse communities. E-2 Academic Achievement Goals Students will demonstrate continuous improvement toward a high level of individual success in all required and elective academic/curricular areas using multiple measures of performance. E-3 Involved Citizenship Students will strive for mutual understanding as contributing citizens in a diverse world. E-4 Responsible Life Choices Students will acquire the knowledge and skills necessary to make effective and responsible life choices. Wisconsin Academic Model Standards All district curricula will be aligned to the Wisconsin Model Academic Standards available on the web at http://www.dpi.state.wi.us/dpi/standards/matintro.html District Non-Discrimination Policy It is the policy of the School District of La Crosse that no person may be denied admission to any public school in this district or be denied participation in, be denied the benefits of, or be discriminated against in any curricular, etracurricular, pupil service, recreation, or other program or activity because of the person s se, race, religion, national origin, ancestry, creed, pregnancy, marital or parental status, seual orientation, or physical, mental, emotional, or learning disability or handicap as required by s. 118.13 Wis. Stats., and/or section 504 of the Rehabilitation Act of 1973.

9-12 Health Curriculum Philosophy of Teaching/Learning in this Curriculum Philosophy of Teaching/Learning in this Curriculum School District of LaCrosse The health education program of the School District of La Crosse teaches life-long habits in the five dimensions of life: emotional, social, intellectual, physical, and moral. The goal of the curriculum is to produce healthy and self-confident young adults now and in the future. This challenge will be met by providing an interesting and updated curriculum to meet the personal health needs of our students.

9-12 Health Curriculum High School Health Modules School District of La Crosse High School Health Modules Self Awareness Wellness Wellness Appraisal Longevity and Death Brain dynamics 40 Assets of Life Emotional Health Self Esteem Self-Awareness Mental Illness Drugs and Substance Abuse Drug Consequences Drugs and the Law Drug Pharmacology Stress Management 4 C s (control, communication, channel, confrontation) Time Management Humor and Laughter Human Relations Seual Health Care Healthy Relationships Aging and Death Family Matters Total Body Connection Holistic Health (Elective) Wellness Wellness Appraisal Longevity and Death Brain dynamics Healthy Living Happiness Guidelines Wellness Evaluation Power of the Mind 7 Habits of Highly Effective Teens Resiliency Factors Mindset Drug and Substance Abuse Consequences Drugs and the Law Drug Pharmacology Natural Healing Human Body Immune System Natural Healing Boosters Health Advocacy Programs Monthly community programs Human Relations Aging and Death Seual Health Care Healthy Relationships Family Matters Selective Health Topics Choice of 16 topics Human Body and Disease Prevention 10 Human Systems Cancer Heart Disease Natural Healing

Self Awareness Health 9-12 Health Curriculum Wellness Self Awareness Health: High School Unit: Wellness 1. Wellness Appraisal 2. Longevity and Death 3. Brain Dynamics 4. 40 Assets of Life Time Line: 4-5 weeks A.12.1, A.12.3, A.12.6, A.12.7, A.12.8, B.12.1, B.12.2, B.12.3, B.12.4, C.12.1, C.12.2, C.12.3, C.12.4, D.12.4, D.12.5, D.12.7, F.12.1, G.12.2, G.12.3, G.12.4 Describe and differentiate the five dimensions of health Describe longevity factors and determine their relationship to a wellness lifestyle Determine the leading causes of death for various age groups and project benefits and strategies of a wellness lifestyle for these stages of life Practice daily Brain Booster activities Develop resiliency qualities through classroom activities Lecture Role Play Small Group Cooperative Projects Videos Personal Assessments Individual Projects Physical Education Counselors, Guidance Science Patch Adams Video Wellness Assessments Leading Cause of Death Slides Personal Health Contract Identify school and health care services that could be accessed by teens Group Project/Demonstration Teacher Assessment (oral/written) Teacher Observation

Self Awareness Health 9-12 Health Curriculum Emotional Health Self Awareness Health: High School Unit: Emotional Health 1. Self Awareness 2. Self Esteem 3. Mental Illness Time Line: 3 Weeks A.12.2, A.12.3, A.12.4, A.12.6, B.12.2, B.12.3, C.12.1, C.12.3, C.12.4, F.12.1, F.12.2, F.12.3 Describe their own self in any self-disclosure project Implement self-affirmation skills Analyze the systems and treatment for depression/psychiatric disorders Lecture Cooperative, Small Group Projects Videos Personal Assessments Individual Projects Role Play Psychology Physical Education Fitness and Wellness Personal Assessments Coat of Arms Guest Speaker Video Pay It Forward Individual Project Demonstration Teacher Assessment (Oral/Written) Teacher Observation

Self Awareness Health 9-12 Health Curriculum Drugs and Substance Abuse Self Awareness Health: High School Unit: Drugs and Substance Abuse 1. Drug Consequences 2. Drugs and the Law 3. Drug Pharmacology Time Line: 2-3 Weeks A.12.3, A.12.4, A.12.5, A.12.6, A.12.7, B.12.1, B.12.2, B.12.3, B.12.4, B.12.5, B.12.6, C.12.1, C.12.3, D.12.2, D.12.3, E.12.2, E.12.4, F.12.1, G.12.2, G.12.3 Evaluate the short- and long-term risk of the use of tobacco, alcohol, and other drugs including addition and dependence; violence, crime; inappropriate seual behavior Reconsider the harmful effects of use on the body systems, financial capability; interpersonal interaction and the health of those around the use Consider the role of natural highs as an alternative to drug use and other risky behaviors on violence prevention and lifestyle enhancement Analyze media influences on health decision Lecture Role Play Small Group Cooperative Projects Videos Slides Personal Assessments Individual Projects Science Sociology Freedom 2 Project Drug Court Police Liaison Police Department NIDA web site Slides Birth Defects Community Guest Speakers Project Individual Teacher Assessment (Oral/Written) Teacher Observation

Self Awareness Health 9-12 Health Curriculum Stress Management Self Awareness Health: High School Unit: Stress Management 1. 4 C s (Control, Communication, Channel, Confrontation) 2. Humor and Laughter 3. Time Management Time Line: 2 Weeks A.12.3, A.12.4, A.12.7, B.12.2, B.12.3, B.12.4, B.12.6, C.12.1, C.12.3, F.12.1, F.12.2, F.12.3, F.12.4, F.12.5, F.12.6 Analyze the 4 C s of stress management Demonstrate humor and laughter skills Develop a personal program for accomplishing goals Lecture Small Group/Cooperative Projects Videos Personal Assessments Individual Projects Role Plays Fitness and Wellness Humor Project Humor Video Clips Guest Speaker Group Project/ Demonstration Teacher Assessment (Oral/Written) Observations

Self Awareness Health 9-12 Health Curriculum Human Relations Self Awareness Health: High School Unit: Human Relations 1. Health Relationships 2. Seual Health Care 3. Family Matters 4. Aging and Death Time Line: 5 Weeks A.12.3, A.12.4, A.12.5, A.12.6, A.12.7, A.12.8, B.12.1, B.12.2, B.12.3, B.12.4, B.12.6, C.12.1, C.12.2, C.12.3, D.12.1, D.12.2, D.12.3, D.12.5, D.12.6, D.12.7, F.12.1, F.12.2, F.12.3, G.12.1, G.12.2, G.12.4 Recognize and practice the dimensions of healthy life relationships including respecting self and other, diversity of relationships in families, friends, dating, and marriage Recognize the indicators of violent interpersonal relationships such as date rape and other abuse Identify and predict the impact of selected knowledge, behaviors and attitudes on seuality Consider the aging process and ways to promote healthy, wellness choices throughout life Consider the role of death in lifestyle development and the living of healthy relationships Lecture Small Group Cooperative Projects Videos Personal Assessments Individual Projects Role Play Sociology Anatomy Science Family and Consumer Speakers Seual Assault, Contraceptives, Abstinence, Seual Orientation, Galay Video Tuesday s With Morrie Group Project Teacher Assessment (Oral/Written) Teacher Observation

Total Body Connection 9-12 Health Curriculum Wellness Total Body Connection: High School Unit: Wellness 1. Wellness Appraisal 2. Longevity and Death 3. Brain Dynamics 4. 40 Assets of Life Time Line: 4-5 weeks A.12.1, A.12.3, A.12.6, A.12.7, A.12.8, B.12.1, B.12.2, B.12.3, B.12.4, C.12.1, C.12.2, C.12.3, C.12.4, D.12.4, D.12.5, D.12.7, F.12.1, G.12.2, G.12.3, G.12.4 Describe and differentiate the five dimensions of health Describe longevity factors and determine their relationship to a wellness lifestyle Determine the leading causes of death for various age groups and project benefits and strategies of a wellness lifestyle for these stages of life Practice daily Brain Booster activities Develop resiliency qualities through classroom activities Lecture Role Play Small Group Cooperative Projects Videos Personal Assessments Individual Projects Physical Education Counselors, Guidance Science Patch Adams Video Wellness Assessments Leading Cause of Death Slides Personal Health Contract Identify school and health care services that could be accessed by teens Group Project/Demonstration Teacher Assessment (oral/written) Teacher Observation

Total Body Connection 9-12 Health Curriculum Drugs and Substance Abuse Total Body Connection: High School Unit: Drugs and Substance Abuse 1. Drug Consequences 2. Drugs and the Law 3. Drug Pharmacology Time Line: 2-3 Weeks A.12.3, A.12.4, A.12.5, A.12.6, A.12.7, B.12.1, B.12.2, B.12.3, B.12.4, B.12.5, B.12.6, C.12.1, C.12.3, D.12.2, D.12.3, E.12.2, E.12.4, F.12.1, G.12.2, G.12.3 Evaluate the short- and long-term risk of the use of tobacco, alcohol, and other drugs including addition and dependence; violence, crime; inappropriate seual behavior Reconsider the harmful effects of use on the body systems, financial capability; interpersonal interaction and the health of those around the use Consider the role of natural highs as an alternative to drug use and other risky behaviors on violence prevention and lifestyle enhancement Analyze media influences on health decision Lecture Role Play Small Group Cooperative Projects Videos Slides Personal Assessments Individual Projects Science Sociology Freedom 2 Project Drug Court Police Liaison Police Department NIDA web site Slides Birth Defects Community Guest Speakers Project Individual Teacher Assessment (Oral/Written) Teacher Observation

Total Body Connection 9-12 Health Curriculum Human Relations Total Body Connection: High School Unit: Human Relations Time Line: 5 Weeks 1. Health Relationships 2. Seual Health Care 3. Family Matters 4. Aging and Death A.12.3, A.12.4, A.12.5, A.12.6, A.12.7, A.12.8, B.12.1, B.12.2, B.12.3, B.12.4, B.12.6, C.12.1, C.12.2, C.12.3, D.12.1, D.12.2, D.12.3, D.12.5, D.12.6, D.12.7, F.12.1, F.12.2, F.12.3, G.12.1, G.12.2, G.12.4 Recognize and practice the dimensions of healthy life relationships including respecting self and other, diversity of relationships in families, friends, dating, and marriage Recognize the indicators of violent interpersonal relationships such as date rape and other abuse Identify and predict the impact of selected knowledge, behaviors and attitudes on seuality Consider the aging process and ways to promote healthy, wellness choices throughout life Consider the role of death in lifestyle development and the living of healthy relationships Lecture Small Group Cooperative Projects Videos Personal Assessments Individual Projects Role Play Sociology Anatomy Science Family and Consumer Speakers Seual Assault, Contraceptives, Abstinence, Seual Orientation, Galay Video Tuesday s With Morrie Group Project Teacher Assessment (Oral/Written) Teacher Observation

Total Body Connection 9-12 Health Curriculum Human Body and Disease Prevention Total Body Connection Health: High School Unit: Human Body and Disease Prevention 1. 10 Human Systems 2. Disease Prevention (Heart Disease, Cancer) 3. Natural Healing Techniques Time Line: A.12.2, A.12.3, A.12.4, A.12.5, A.12.7, A.12.8, B.12.1, B.12.3, B.12.4, C.12.1, C.12.2, C.12.3, D.12.7, F.12.1, G.12.2, G.12.5 Locate and describe anatomy from all 10 systems Design a program to reduce cardiovascular and cancer risk Eamine and evaluate alternative healing techniques Practical Eams Small Group Presentations Cooperative Group Slides, Videos Anatomy Science Fitness and Wellness (PE) Models/Anatomical Torsos Speakers Group Project/Demonstration Teacher Assessment (Oral/Written) Teacher Observation

Holistic 9-12 Health Curriculum Natural Health Techniques Health: Holistic Unit: Natural Healing Techniques 1. Human Body 2. Immune System 3. Natural Healing Boosters Time Line: 4 Weeks A.12.2, A.12.3, A.12.4, A.12.5, A.12.7, A.12.8, B.12.1, B.12.3, B.12.4, C.12.1, B.12.2, B.12.3, D.12.7, F.12.1, G.12.2, G.12.5 Locate and describe anatomy from all 10 systems Eamine immune system boosters Eamine and evaluate alternative healing techniques Practical Eams Small Group Presentations Audiovisual Anatomy Science Fitness and Wellness (PE) Models/Anatomical Torsos Speakers - Yoga Place, Fitness Center Individual/group Project/Demonstration Teacher Assessment (Oral/Written) Teacher Observation

Holistic 9-12 Health Curriculum Healthy Living Health: Holistic Unit: Healthy Living 1. Happiness Guidelines 2. Wellness Evaluation Time Line: 2 Weeks A.12.1, A.12.3, A.12.6, A.12.7, A.12.8, B.12.1, B.12.2, B.12.3, B.12.4, C.12.1, B.12.2., B.12.3, B.12.4, D.12.4, D.12.5, D.12.7, F.12.1, G.12.2, G.12.3, G.12.4 Describe and differentiate the five dimensions of health Eamine keys to happiness Evaluate health and personal assets Identify and analyze major life goals Lecture Small Group Cooperative Projects Audiovisual Personal Assessments Counselors/Guidance Wellness Assessments Goal Setting Slides Guest Speakers Asset Assessments Teacher Assessment (oral/written) Teacher Observation

Holistic 9-12 Health Curriculum Health Advocacy Program Health: Holistic Unit: Health Advocacy Program 1. Wellness Promotion 2. S.A.A.D./T.A.T.U. 3. Random Acts of Kindness Time Line: 2 Weeks F.12.1, F.12.2, F.12.3, G.12.1, G.12.2, G.12.3, G.12.4, G.12.5, G.12.6 Promote health and well being in others Demonstrate random acts of kindness Support advocacy programs in school/community Small Group Cooperative Group Audiovisual Individual/Group Projects Role Play Sociology Student School/Community Organization County Health Department A.I.D.S. Resource Center of Wisconsin Lutheran Hospital Franciscan Skemp/Mayo Video: Pay It Forward La Crosse Tribune Individual Project Demonstration Teacher Assessment (Oral/Written) Teacher Observation

Holistic 9-12 Health Curriculum Power of the Mind Health: Holistic Unit: Power of the Mind 1. Mind Set 2. 7 Habits of Highly Effective Teens 3. Resiliency Factors Time Line: 2 Weeks A.12.2, A.12.3, A.12.4, A.12.6, B.12.2, B.12.3, C.12.1, C.12.2, C.12.3, C.12.4, F.12.1, F.12.2, F.12.3 Eamine brain and learning strategies Analyze personal lifestyle habits Implement self-affirmation skills Lecture Personal Assessments Individual Projects Psychology Sociology Seven Habits of Highly Effective Teens by Covey Guest Speaker Resiliency Project Teacher Assessment (Oral/Written) Teacher Observation

Holistic 9-12 Health Curriculum Selective Health Topics Health: Holistic Unit: Selective Health Topics 1. Human Relations 2. Environmental Issues 3. Careers and Medicine 4. Resiliency Factors 5. Teenage Health Risks 6. Chemicals in our Society 7. Nutrition and Body Image 8. Sleep, Dreams, & ESP 9. Personality Traits 10. Seuality 11. Outdoor Adventures 12. Real Love 13. Mental Illness 14. Humor and Laughter 15. Heart Disease and Cancer 16. Relaation and Yoga Time Line: 5 Weeks A.12.2, A.12.3, A.12.4, B.12.2, B.12.4, B.12.5, C.12.1, C.12.4, D.12.1, D.12.2, E.12.2, E.12.4, F.12.1, F.12.3 Eamine contemporary health issues Analyze media influences on health issues Practice resiliency qualities through classroom activities Cooperative, Small Group Projects Lecture Audiovisual Individual Projects Science Curriculum (Family and Consumer) Health Careers Fitness and Wellness (PE)

Holistic 9-12 Health Curriculum Selective Health Topics Career Center Local Hospitals WWTC Peer Education Individual/Group Project Teacher Assessment (Oral/Written) Teacher Observation

9-12 Health Curriculum Wisconsin State Standards A. Health Promotion and Disease Prevention Students in Wisconsin will understand concepts related to personal health promotion and disease prevention K 1 2 3 4 5 6 7 8 9 10 11 12 By the end of grade 4, students will be able to: A.4.1 Identify positive mental, emotion, social, and physical factors that influence health A.4.2 Describe how family, school, and community environments influence personal health A.4.3 Identify ways to be healthy during childhood A.4.4 Eplain how childhood diseases and injuries can be prevented or treated A.4.5 Describe the basic structure and functions of the human body systems By the end of grade 8, students will be able to: A.8.1 Describe the interrelationship of mental, emotional, social, and physical health during adolescence A.8.2 Analyze how environments and personal health are interrelated A.8.3 Describe ways to enhance health and reduce risks during adolescence A.8.4 Describe how lifestyle, family history, and other risk factors are related to the cause or prevention of disease and other health problems A.8.5 Eplain how health is influenced by the interaction of body systems A.8.6 Describe how family and peers influence the personal health of adolescents A.8.7 Eplain the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death By the end of grade 12, students will be able to: A.12.1 Describe the interrelationships of mental, emotional, social, and physical health throughout adulthood A.12.2 Analyze how the environment influences the health of the community A.12.3 Describe how to enhance health and reduce risks throughout life A.12.4 Analyze how the prevention and control of health problems are influenced by education, research, and advanced in all health-care fields A.12.5 Eplain the impact of personal health behaviors on the functioning of body systems A.12.6 Analyze how the family, peers, and community influence the health of individuals A.12.7 Analyze how behavior can impact health maintenance and disease and injury prevention A.12.8 Analyze how public health and social policies, along with government regulations, influence health promotion and disease prevention

9-12 Health Curriculum Wisconsin State Standards B. Healthy Behaviors Students in Wisconsin will practice behaviors to promote health, prevent disease, and reduce health risks. K 1 2 3 4 5 6 7 8 9 10 11 12 By the end of grade 4, students will be able to: B.4.1 Identify responsible health behaviors B.4.2 Identify personal health needs B.4.3 Compare relative risk of various behaviors B.4.4 Demonstrate strategies to improve or maintain personal health B.4.5 Develop and practice injury prevention and management strategies for personal health B.4.6 Demonstrate ways to avoid and reduce threatening situations By the end of grade 8, students will be able to: B.8.1 Eplain the importance of assuming responsibility for personal health behaviors B.8.2 Analyze a personal health assessment to determine health strengths and risks B.8.3 Distinguish between risky behaviors which may be dangerous or harmful and those which should be relatively safe B.8.4 Demonstrate strategies to improve and maintain personal and family health B.8.5 Develop and practice injury prevention and management strategies for personal and family health B.8.6 Demonstrate ways to avoid and reduce threatening situations By the end of grade 12, students will be able to: B.12.1 Analyze the role of individual responsibility for enhancing health B.12.2 Evaluate a personal health assessment to determine strategies for health enhancement and risk reduction B.12.3 Analyze the short-term and long-term consequences of various behaviors B.12.4 Demonstrate strategies to improve and maintain personal, family, and community health B.12.5 Develop and practice injury prevention and management strategies for personal, family, and community health B.12.6 Continue to demonstrate ways to avoid and reduce threatening situations

9-12 Health Curriculum Wisconsin State Standards C. Goal Setting and Decision Making Students in Wisconsin will demonstrate the ability to use goal-setting and decision-making skills to enhance health. K 1 2 3 4 5 6 7 8 9 10 11 12 By the end of grade 4, students will be able to: C.4.1 Demonstrate the ability to apply a decision-making process to health issues C.4.2 Eplain when to ask for assistance in making health-related decisions and setting health goals. C.4.3 Predict outcomes of positive health decisions for themselves. C.4.4 Set a personal health goal and track progress toward achievement C.4.5 Analyze how behaviors may have both good and bad consequences By the end of grade 8, students will be able to: C.8.1 C.8.2 C.8.3 C.8.4 Demonstrate the ability to individually and collaboratively apply a decisionmaking process to health issues Analyze how health-related decisions are influenced by individuals, family, and community values Analyze how decisions regarding health behaviors have consequences for themselves and others Develop and implement a personal health plan addressing personal strengths, needs, and health risks By the end of grade 12, students will be able to: C.12.1 Demonstrate the ability to use various decision-making strategies related to health needs and risks C.12.2 Apply knowledge of individual, family, and community influences to decisionmaking processes C.12.3 Predict immediate and long-term impacts of health decisions on the individual, family, and community C.12.4 Develop, implement, and evaluate an effective plan for a health and productive life

9-12 Health Curriculum Wisconsin State Standards D. Information and Services Students in Wisconsin will demonstrate the ability to access valid health information and services K 1 2 3 4 5 6 7 8 9 10 11 12 By the end of grade 4, students will be able to: D.4.1 Identify valid health information, products, and services D.4.2 Demonstrate the ability to locate resources from home, school, and community that provide valid health information D.4.3 Eplain how the media influences the selection of health information, products, and services D.4.4 Demonstrate the ability to name school and community health services By the end of grade 8, students will be able to: D.8.1 Analyze the validity of health information, products, and services D.8.2 Demonstrate the ability to access resources from home, school, and community that provide valid health information D.8.3 Analyze how the media influences the selection of health information and products D.8.4 Demonstrate the ability to locate health products and services D.8.5 Compare the costs and validity of health products D.8.6 Describe situations requiring professional health services D.8.7 Identify potential health careers By the end of grade 12, students will be able to: D.12.1 Evaluate the validity of health information, products, and services D.12.2 Demonstrate the ability to evaluate resources from home, school, and community that provide valid health information D.12.3 Evaluate factors that influence personal selection of health products and services D.12.4 Demonstrate the ability to access school and community health services for themselves and others D.12.5 Analyze the cost and accessibility of health-care services D.12.6 Analyze situations requiring professional health services D.12.7 Evaluate potential health careers based upon interests and abilities

9-12 Health Curriculum Wisconsin State Standards E. Culture, Media, and Technology Students in Wisconsin will analyze the impact of culture, media, technology, and other factors on health. K 1 2 3 4 5 6 7 8 9 10 11 12 By the end of grade 4, students will be able to: E.4.1 Describe how culture influences personal health behaviors E.4.2 Eplain how the media influences thoughts, feelings, and health behaviors E.4.3 Describe ways technology can influence personal health E.4.4 Eplain how information from school and family influences health By the end of grade 8, students will be able to: E.8.1 Analyze how culture influences health behaviors E.8.2 Analyze how messages from the media and other sources influence health behaviors E.8.3 Analyze the influence of technology on personal and family health E.8.4 Analyze how information from peers influences health By the end of grade 12, students will be able to: E.12.1 Evaluate the influences of culture on health behaviors and services E.12.2 Evaluate the effect of media and other factors on personal, family, and community health E.12.3 Evaluate the impact of technology on personal, family, and community health E.12.4 Analyze how information from the community influences health

9-12 Health Curriculum Wisconsin State Standards F. Communication Students in Wisconsin will demonstrate the ability to use effective interpersonal communication skills to enhance health. K 1 2 3 4 5 By the end of grade 4, students will be able to: F.4.1 Distinguish between and demonstrate verbal and nonverbal communication F.4.2 Describe and demonstrate healthy ways to epress needs, wants, and feelings F.4.3 Describe and demonstrate ways to communicate care, consideration, and respect for themselves and others F.4.4 Describe and demonstrate attentive-listening skills to build and maintain healthy relationships F.4.5 Identify possible causes of conflict F.4.6 Identify and demonstrate healthy ways to resolve conflict By the end of grade 8, students will be able to: F.8.1 Demonstrate effective verbal and nonverbal communication skills to enhance health F.8.2 Demonstrate healthy ways to epress needs, wants, and feelings F.8.3 Demonstrate ways to communicate care, consideration, and respect for themselves and others F.8.4 Demonstrate communication skills to build and maintain healthy relationships F.8.5 Analyze possible causes of conflict F.8.6 Demonstrate strategies to resolved conflict in healthy ways By the end of grade 12, students will be able to: F.12.1 Demonstrate skills to communicate effectively with family, peers, and others F.12.2 Demonstrate healthy ways to epress needs, wants, and feelings F.12.3 Demonstrate ways to communicate care, consideration, and respect for themselves and others F.12.4 Demonstrate strategies to solve interpersonal conflicts without harming self or others F.12.5 Analyze possible causes of conflict F.12.6 Demonstrate strategies to prevent and resolve conflict in healthy ways 6 7 8 9 10 11 12

9-12 Health Curriculum Wisconsin State Standards G. Advocacy Students in Wisconsin will demonstrate the ability to advocate for personal, family, school and community health. K 1 2 3 4 By the end of grade 4, students will be able to: G.4.1 Describe a variety of methods to convey accurate health information and ideas G.4.2 G.4.3 Convey valid information and epress opinions about health issues Identify community organizations that advocate for healthy individuals, families, schools, and communities G.4.4 Demonstrate the ability to influence and support others in making positive health choices By the end of grade 8, students will be able to: G.8.1 Analyze various methods to accurately epress health information and ideas G.8.2 Convey valid information and epress opinions about health issues G.8.3 Demonstrate the ability to work cooperatively when advocating for healthy individuals, families, schools, and communities G.8.4 Demonstrate the ability to influence and support others in making positive health choices G.8.5 Identify barriers to effective promotion of information, ideas, feelings, and opinions about health issues and eplore options to overcome them By the end of grade 12, students will be able to: G.12.1 Evaluate the effectiveness of various methods to accurately epress health information and ideas G.12.2 Convey valid information and epress opinions about health issues G.12.3 Demonstrate the ability to work cooperatively when advocating for healthy individuals, families, schools, and communities G.12.4 Demonstrate the ability to influence and support others in making positive health choices G.12.5 Utilize strategies to overcome barriers when promoting information, ideas, feelings, and opinions about health issues G.12.6 Demonstrate the ability to adapt health messages and communication techniques to the characteristics of a particular audience 5 6 7 8 9 10 11 12