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New Colorado P-12 Academic Standards

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Content Area: Comprehensive Health
Grade Level Expectations: High School
Standard: 2. Physical and Personal Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

4. Use a decision-making process to make healthy decisions about relationships and sexual health

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Define the characteristics of healthy relationships, dating, committed relationships, marriage, and family (DOK 1-4)
  2. Analyze the possible consequences of early sexual activity and the emotional, mental, social, and physical benefits for delaying sexual activity (DOK 1-4)
  3. Describe how a person can choose to abstain from sexual activity at any point in time, even after having engaged in prior sexual activity (DOK 1-4)
  4. Analyze factors that influence the choice, use, and effectiveness of contraception, including the availability of contraceptive methods (DOK 1-4)
  5. Explain the difference between risk avoidance and risk reduction and strategies one can utilize for each as it relates to STD's and pregnancy. (DOK 1-3)
  6. Analyze when it is necessary to seek help with or leave an unhealthy situation (DOK 1-4)
  7. Analyze risks of sharing personal information thru modern technology (DOK 1-4)
  8. Evaluate how HIV/AIDS and other sexually transmitted diseases (STDs) or pregnancy could impact life goals (DOK 1-4)
  9. Examine the responsibilities of parenthood (DOK 1-4)
  10. Appraise internal and external influences and pressures to become sexually active, and demonstrate strategies to resist those pressures (DOK 1-4)

Inquiry Questions:

  1. How can a personal decision to become sexually active affect one's future goals and options?
  2. How does one know when one is ready to become a parent?
  3. What kind of work is involved in being a parent?
  4. In order to achieve lifelong sexual and reproductive health, what should I plan for?
  5. Why are relationships important?
  6. How do we learn to understand and respect diversity in relationships?
  7. How do we know when a relationship is not worth saving?
  8. How do we know when someone is being truthful online?

Relevance & Application:

  1. Family structures, values, rituals, and traditions impact decisions regarding health, and vary from individual to individual, family to family, and culture to culture.
  2. Various factors often create discrepancies between actual and perceived social norms related to sexual activity among teenagers.
  3. Cultural and religious beliefs, popular trends and fads, and current and emerging technological advances influence sexual and reproductive health.
  4. Analyze the physical, economic, emotional, social, intellectual, and cultural demands of raising a child.
  5. Culture, media, and other people influence perceptions about body image, gender roles, sexuality, attractiveness, relationships, and sexual orientation.
  6. Prenatal exposure to alcohol, tobacco, and other drugs, infections, and environmental hazards may affect the incidence of fetal alcohol syndrome, sudden infant death syndrome, low birth weight, and disabilities.

Nature Of:

  1. Decision-making can be affected by a variety of influences that may or may not be in a person's best interest.
  2. Tolerance, appreciation, and understanding of individual differences are necessary in order to establish healthy relationships.
  3. Technological advances continue to provide increased opportunities to develop relationships anytime and anyplace with a worldwide audience.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

5. Support others in making positive and healthful choices about sexual activity

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate ways to encourage friends to remain sexually abstinent or return to abstinence if sexually active (DOK 1-3)
  2. Communicate the benefits of avoiding or reducing the risk of unplanned pregnancy and sexually transmitted diseases, including HIV (DOK 1-4)
  3. Communicate the importance of HIV and sexually transmitted disease (STD) testing and counseling to those who are sexually active (DOK 1-3)

Inquiry Questions:

  1. Why would someone engage in intimate behaviors without first having the emotional safety to talk about it?
  2. What support do you need to assist you in making healthy decisions about sexual activity?
  3. Why would a teenager choose to delay sexual activity?

Relevance & Application:

  1. Cultural and religious beliefs, popular trends, fads, and current and emerging technological advances influence sexual and reproductive health.
  2. Advocating to others at school or in the community regarding positive and healthful choices about sexual activity creates an environment of open communication.

Nature Of:

  1. Leadership and advocacy to promote personal and community wellness can impact the immediate community and society as a whole.
  2. Reliable personal and professional resources are available to assist with sexual and reproductive health problems.

Content Area: Comprehensive Health
Grade Level Expectations: Eighth Grade
Standard: 2. Physical and Personal Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Describe the physical, emotional, mental, and social benefits of sexual abstinence, and develop strategies to resist pressures to become sexually active

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate the ability to anticipate and minimize exposure to situations that pose a risk to sexual health (DOK 1-3)
  2. Demonstrate verbal and nonverbal ways to refuse pressure to engage in unwanted verbal, physical, and sexual activity and advances (DOK 1-3)
  3. Explain why individuals have the right to refuse sexual contact (DOK 1-4)
  4. Seek support to be sexually abstinent (DOK 1-4)
  5. Develop personal standards for dating situations (DOK 1-4)

Inquiry Questions:

  1. How do health practices in adolescence affect lifelong health?
  2. What is the difference between affection, love, commitment, and sexual attraction?
  3. What characteristics do you find most appealing in a dating relationship?
  4. Why would you choose to be sexually abstinent?
  5. What advice would you give to a friend who is being pressured to become sexually active?

Relevance & Application:

  1. Contrasting historical analyses of different societal mores related to sexual activity with today's environment provides information on how a culture perceives and values sexual relationships.

Nature Of:

  1. Learning about sexuality and discussing sexual issues is critical for health.
  2. External pressures and opportunities that present themselves may influence a person's sexual decision-making and activity.
  3. Taking responsibility for one's own health requires verbal and nonverbal communication skills that can help to resist unwanted sexual activity and support positive health choices.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Analyze how certain behaviors place one at greater risk for HIV/AIDS, sexually transmitted diseases (STDs), and unintended pregnancy

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain the benefits and effectiveness of abstinence in preventing HIV, STDs, and unintended pregnancy (DOK 1-2)
  2. Explain the benefits and effectiveness and potential side effects of contraceptives in reducing the risk of HIV, other STDs, and unintended pregnancy (DOK 1-2)
  3. Describe the risk relationship between using alcohol and other drugs and sexual activity (DOK 1-3)
  4. Demonstrate peer resistance skills and personal boundary behavior (DOK 1-4)

Inquiry Questions:

  1. To what extent can we keep ourselves disease-free?
  2. Why might a person be more likely to engage in risky behaviors such as sexual activity when under the influence of alcohol or other drugs?
  3. What advice would you give to a friend who is being pressured to do something he or she does not want to do?
  4. Why is it important to stand up for what you believe?
  5. Why do some countries or cultures have higher rates of unintended pregnancies and sexually transmitted diseases than others?

Relevance & Application:

  1. Age, gender, health history, religious beliefs, cost, and product reliability influence the use of various methods of contraception.
  2. Policies or practices in different cultures impact the number of unintended pregnancies.

Nature Of:

  1. Current and future personal wellness is dependent on a person's ability to apply health-related concepts and skills in everyday situations.
  2. Standing up for yourself and what you believe can affect your physical, mental, emotional, and social health.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Describe the signs and symptoms of HIV/AIDS and other sexually transmitted diseases (STDs)

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the signs, symptoms, and transmission of common STDs, including HIV, HPV, and chlamydia (DOK 1-2)
  2. Explain that some STDs are asymptomatic (DOK 1-2)
  3. Summarize which STDs can be cured, prevented by vaccine, and be treated (DOK 1-2)

Inquiry Questions:

  1. How would I identify reliable sources of medically accurate information?
  2. Why is it important to seek medical attention if you think you may have been exposed to an STD?
  3. How can you find more information about STDs?

Relevance & Application:

  1. Medical advances for the prevention and treatment of STDs continue to evolve.
  2. Society has viewed persons diagnosed with STDs differently throughout history.

Nature Of:

  1. Current and emerging diagnostic, prevention, and treatment strategies can help people to live healthier and longer lives than ever before.

Content Area: Comprehensive Health
Grade Level Expectations: Seventh Grade
Standard: 2. Physical and Personal Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Compare and contrast healthy and unhealthy relationships (family, peer, and dating)

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the characteristics of healthy relationships, and discuss factors that support and sustain them (DOK 1-4)
  2. Explain the purpose of friendship in different stages of the life cycle, and describe how friends can support one another in making healthy decisions (DOK 1-4)
  3. Describe effective strategies for dealing with difficult relationships with family members, peers, and boyfriends or girlfriends (DOK 1-3)
  4. Describe the emotional effects of breaking up in a dating relationship (DOK 1-3)
  5. Explain the role of dating in personal growth (DOK 1-4)

Inquiry Questions:

  1. What is "dating"?
  2. How might "unhealthy" family and peer relationships influence future dating relationships?

Relevance & Application:

  1. Various cultures date and select life partners differently.
  2. Technological advances provide increased opportunities to develop relationships anytime and anyplace with a worldwide audience.
  3. Healthy relationships require many things of both people.

Nature Of:

  1. Understanding the various aspects of human relationships assists in making healthy choices.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

4. Analyze the internal and external factors that influence sexual decision-making and activity

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe a variety of external influences such as parents, the media, culture, peers, and society that affect sexual decision-making and sexual activity (DOK 1-3)
  2. Describe how internal influences such as curiosity, hormones, interests, desires, fears, and feelings affect sexual decision-making and activity (DOK 1-3)
  3. Describe how personal, peer, and family values influence decisions about sexual and reproductive health (DOK 1-3)
  4. Analyze the discrepancies between perceived and actual sexual activity (DOK 1-4)

Inquiry Questions:

  1. How do I discern media and cultural messages that support optimal health versus those that undermine optimal health regarding sexual decision-making and activity?
  2. How does what my family thinks about sexual activity affect me?
  3. How does what my friends and peers think about sexual activity affect me?

Relevance & Application:

  1. The internet and other forms of media influence sexual decision-making.
  2. Families, peers, the media, culture, and society influence what a person thinks about people who have infectious or chronic diseases, such as HIV infection, AIDS, and cancer.
  3. Families, peers, the media, culture, and society influence what one thinks about attractiveness and relationships.

Nature Of:

  1. External factors and situations that present themselves as well as internal factors?such as hormones, curiosity, desire, attraction, fear, and other feelings?may influence a person's healthy decision-making and behavior.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

5. Define sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS)

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the effects of HIV infection on the body (DOK 1-2)
  2. Explain how HIV is and is not contracted (DOK 1-2)
  3. Define common STDs (DOK 1)

Inquiry Questions:

  1. Is it safe to be around people who are infected with HIV? Why or why not?
  2. Why is HIV/AIDS generally thought to be more dangerous than other STDs?

Relevance & Application:

  1. The human immunodeficiency virus affects the body's immune.
  2. Universal precautions are recommended for anyone who comes into contact with bodily fluids.

Nature Of:

  1. Tolerance, appreciation, and understanding of the conditions of others demonstrate humanity and empathy.
  2. There are many different kinds of sexually transmitted diseases. Some can be treated and/or cured and some cannot, and all can lead to serious health complications.

Content Area: Comprehensive Health
Grade Level Expectations: Sixth Grade
Standard: 2. Physical and Personal Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Access valid and reliable information regarding qualities of healthy family and peer relationships

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the benefits of healthy relationships (DOK 1-2)
  2. Describe how peer relationships may change during adolescence (DOK 1-3)

Inquiry Questions:

  1. How does it feel when a friendship ends?
  2. How do I cope with conflict within my family or with my friends?
  3. How do healthy relationships contribute to overall wellness?

Relevance & Application:

  1. Analyze how technological advances provide increased opportunities to develop relationships
  2. Discuss the various ways we communicate with one another and how that impacts human relationships
  3. Relationships affect your physical, mental, emotional, and social well-being.

Nature Of:

  1. Understanding the various aspects of human relationships assists in making healthy choices

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Comprehend the relationship between feelings and actions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify sexual feelings common to young adolescents, and differentiate between having sexual feelings and acting on them (DOK 1-3)
  2. Discuss possible physical, social, and emotional impacts of adolescent sexual activity (DOK 1-4)
  3. Describe behaviors that place one at risk for HIV/AIDS, sexually transmitted diseases (STDs), or unintended pregnancy (DOK 1-3)
  4. Describe the need to have clear expectations, boundaries, and personal safety strategies (DOK 1-3)

Inquiry Questions:

  1. Is sexual health a difficult topic to discuss?
  2. How do I figure out my personal beliefs about sexual activity?
  3. What do you need to help you effectively communicate with a trusted adult about sexual and reproductive health?

Relevance & Application:

  1. Attitudes about sexuality are influenced by families, peers, and the media
  2. Relationships with friends and family members can influence decision-making in positive and negative ways.

Nature Of:

  1. Learning about sexuality and discussing sexual issues is critical for health.
  2. There are many physical, emotional, and social implications associated with engaging in sexual activity.

Content Area: Comprehensive Health
Grade Level Expectations: Fifth Grade
Standard: 2. Physical and Personal Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Explain the structure, function, and major parts of the human reproductive system

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Summarize the anatomy of the reproductive system, including functions of the male and female reproductive systems (DOK 1-2)
  2. Describe the relationship of conception to the menstrual cycle (DOK 1-3)
  3. Explain that after fertilization, cells divide to create a fetus and embryo that grows and develops inside the uterus during pregnancy (DOK 1)

Inquiry Questions:

  1. What is optimal growth and development?

Relevance & Application:

  1. In nature, different animals have different gestation cycles.

Nature Of:

  1. There are many influences on the physical, social, and emotional changes that occur at puberty, including hormones, heredity, nutrition, and the environment.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Describe the physical, social, and emotional changes that occur at puberty

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Discuss why puberty begins and ends at different ages for different people, and that variance is considered normal (DOK 1-3)
  2. Identify personal hygiene practices and health and safety issues related to puberty (DOK 1)
  3. Determine factors that influence the purchase of health care products and the use of personal hygiene practices (DOK 1-4)
  4. Discuss how changes during puberty affect thoughts, emotions, growth patterns and behaviors

Inquiry Questions:

  1. Why are some aspects of puberty "embarrassing"?
  2. What is "normal"?

Relevance & Application:

  1. Heredity influences growth and development.
  2. The onset age of puberty has changed over time due to factors that include changes in nutrition, access to medical care, and exposure to chemicals in the environment.

Nature Of:

  1. Tolerance, appreciation, and understanding of individual differences are critical during times of change.
  2. There are many influences on one's physical, social, and emotional development at puberty, including hormones, heredity, nutrition, and the environment.