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New Colorado P-12 Academic Standards

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Content Area: Comprehensive Health
Grade Level Expectations: High School
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

1. Comprehend concepts that impact of individuals’ use or nonuse of alcohol or other drugs

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze healthy alternatives to substance use (DOK 1-4)
  2. Predict the potential effects of an individual's substance abuse on others (DOK 1-4)
  3. Analyze the consequences of using weight-loss pills and products as well as and performance-enhancing drugs (DOK 1-3)
  4. Analyze the relationship between using alcohol and other drugs as well as other health risks such as unintentional injuries, violence, suicide, sexual activity, and tobacco use (DOK 1-3)
  5. Describe the harmful effects of binge drinking (DOK 1-2)
  6. Summarize the relationship between intravenous drug use and the transmission of blood-borne diseases such as HIV and hepatitis (DOK 1-2)

Inquiry Questions:

  1. Why does it matter whether or not I understand there are relationships between risky behaviors?
  2. What could happen if I relied on substances to solve situational needs that confronted me (weight, trying to improve athletic performance, adrenalin rush...)
  3. Why is a person more likely to engage in risky behaviors when under the influence of alcohol or drugs than when sober?
  4. What kinds of risks do people sometimes take when under the influence of alcohol or drugs?
  5. How can a person's decision to use/abuse tobacco, alcohol, or drugs affect other people (e.g., friends, families, strangers)?

Relevance & Application:

  1. There are physical, financial, social, and psychological cost of addiction.
  2. Rules and community laws related to the sale and use of tobacco, alcohol, and other drug products are based on the potential risks of drug and alcohol use.
  3. Alcohol, tobacco and other drug use is related to the major causes of death, including driving a motor vehicle, and disease in the United States.

Nature Of:

  1. There are common indicators, stages, and influencing factors of chemical dependency.
  2. Knowledge about alcohol, tobacco, and other drugs inform decision making related to personal wellness and the wellness of others.

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

Concepts and skills students master:

2. Analyze the factors that influence a person's decision to use or not to use alcohol, tobacco, and other drugs

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Evaluate strategies for managing the impact of internal and external influences on alcohol, tobacco, and other drug use (DOK 1-3)
  2. Analyze the role of individual, family, community, and cultural norms on the use of alcohol, tobacco, and other drugs (DOK 1-4)
  3. Describe the financial, political, social, and legal influences on the use of alcohol, tobacco, and other drugs (DOK 1-2)

Inquiry Questions:

  1. Why would I choose not to use alcohol, tobacco, and other drugs when it sometimes feels like "everyone is doing it"?
  2. How do I make the "right" decisions?
  3. Is the teen brain the same as an adult brain?

Relevance & Application:

  1. Financial interests based in agriculture, lobbying, manufacturing and distribution support targeted marketing to maintain or increase sales of alcohol and tobacco.
  2. Normal and daily socializing may present access to alcohol, tobacco and drugs.
  3. As society changes and new drugs are developed, knowledge and skills about drugs will need to be learned.

Nature Of:

  1. Culture, media and social pressures influence health decision-making related to alcohol, tobacco, and other drug use.
  2. Effective decision-making and communication skills and accurate information about tobacco, alcohol, and drugs can help people make healthy choices that benefit themselves and others.

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

Concepts and skills students master:

3. Develop interpersonal communication skills to refuse or avoid alcohol, tobacco, or other drugs

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate verbal and nonverbal ways to refuse alcohol, tobacco, and other drugs (DOK 1-3)
  2. Demonstrate effective negotiating skills to avoid riding in a car with someone who has been using alcohol or other drugs (DOK 1-3)
  3. Demonstrate effective persuasion skills that encourage friends and family not to use alcohol, tobacco, and other drugs (DOK 1-3)

Inquiry Questions:

  1. What would I say if my best friend wanted to drive home after drinking alcohol at a party?
  2. Are some strategies more effective than others in getting people to stop pressuring you to use tobacco, alcohol, or other drugs?
  3. What could you say or do to convince a friend not to try or use tobacco, alcohol, or other drugs?

Relevance & Application:

  1. Communication skills will need to change as communication technology changes.
  2. Automobile technologies exist to prevent the starting of an ignition if alcohol is present in the driver.

Nature Of:

  1. Knowledge and skills about alcohol, tobacco, and other drugs are needed to inform decision making related to personal wellness and the wellness of others.

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

Concepts and skills students master:

4. Develop self-management skills to improving health by staying tobacco, alcohol, and drug-free

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop a personal plan to improve health by staying free of alcohol, tobacco, and other drugs (DOK 1-4)
  2. Demonstrate the ability to monitor personal behavior related to alcohol or other drug use, including sexual activity and other risky behaviors (DOK 1-4)
  3. Make a personal commitment to avoid situations that put a person at risk due to the presence of alcohol and other drugs (DOK 1-4)
  4. Predict how a drug-free lifestyle supports the achievement of short- and long-term goals (DOK 1-3)

Inquiry Questions:

  1. Under what circumstances, if any, is it "ok" to use alcohol, tobacco, or other drugs?
  2. If you make a commitment to remain or become tobacco, alcohol, and drug free, what support will you need to be successful?
  3. How can remaining alcohol and drug free help you achieve your goals for the future?

Relevance & Application:

  1. Groups in neighborhoods and around the world exist to support alcohol and drug-free living.
  2. Many athletes promote and demonstrate examples of how clean lifestyles bring success.
  3. The use of alcohol, tobacco, and other drugs has short- and long-term psychological and social effects on self and others.

Nature Of:

  1. Effective strategies can be learned to develop and promote healthy behaviors and to avoid, reduce, and cope with, risky, or potentially unsafe situations.
  2. Choosing a drug-free lifestyle can lead to a variety of health benefits, and can help a person set and achieve important personal goals and lead a fulfilling life.

Content Area: Comprehensive Health
Grade Level Expectations: Eighth Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

1. Analyze influences that impact individuals' use or nonuse of alcohol, tobacco, and other drugs

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Summarize the harmful short- and long-term psychological and social effects of using alcohol and other drugs (DOK 1-3)
  2. List the potential outcomes of typical risk behaviors related to tobacco, alcohol, and other drugs, including the general pattern and continuum of risk behaviors involving substances that young people might follow (DOK 1)
  3. Describe addictions to alcohol, tobacco, and other drugs, and point out that addiction is treatable (DOK 1)
  4. Determine situations that could lead to the use of alcohol and other drugs (DOK 1-3)
  5. Describe how mental and emotional health and life circumstances can affect alcohol or other drug use (DOK 1-3)
  6. Discuss the harmful effects of using weight-loss products (DOK 1-2)
  7. Describe the health risks associated with using performance-enhancing drugs (DOK 1-2)

Inquiry Questions:

  1. How can depression, anxiety, and other mental problems influence a person's decisions related to tobacco, alcohol, and drug use?
  2. Why are tobacco, alcohol, and some drugs addictive?
  3. What does it take to overcome addiction to these substances?
  4. Is the teen brain more susceptible to addictions than the adult brain?
  5. What is the relationship between using drugs and alchohol and involvement in sexual activity?

Relevance & Application:

  1. Support groups exist to clarify, inform and support individuals who are influenced by addictive substances.
  2. Substances that promise health benefits (i.e. weight loss or enhanced performance) must be evaluated carefully before use.

Nature Of:

  1. Overcoming addictions to tobacco, alcohol, or drugs requires making a firm commitment to be substance free, taking purposeful action to quit, establishing a network for support, and getting professional help if needed.
  2. Research has established that alcohol, tobacco and other drugs have a variety of harmful effects on the human body.

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

Concepts and skills students master:

2. Access valid sources of information about alcohol, tobacco, and other drugs

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze the validity of information, products, and services related to the use of alcohol, tobacco, and other drugs (DOK 1-3)
  2. Analyze the accuracy of images of alcohol and tobacco use conveyed in the media, including advertisements (DOK 1-3)

Inquiry Questions:

  1. How can you tell the difference between valid and invalid sources of information about alcohol, tobacco, and other drugs?
  2. Why is it important to understand that media messaging has embedded values and points of view?
  3. Should alcoholic beverage companies be allowed to sponsor athletic events? Why or why not?

Relevance & Application:

  1. Through varied technologies, there exists a proliferation of accurate and inaccurate health information.
  2. Websites post research which is both informative and biased.
  3. Community groups can provide a network of support for individuals trying to abstain from alcohol, tobacco, and other drug use.

Nature Of:

  1. Analyzing the validity of information is a lifelong practice.

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

Concepts and skills students master:

3. Demonstrate decision-making skills to be alcohol, tobacco and drug-free

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use a decision-making process to avoid using alcohol, tobacco, and other drugs in a variety of situations (DOK 1-4)
  2. Analyze choices about using alcohol, tobacco and other drugs and how these choices can affect friends and family (DOK 1-4)
  3. Express intentions to be alcohol, tobacco, and drug free (DOK 1-4)

Inquiry Questions:

  1. Why should I care about about being alcohol, tobacco, and drug free?
  2. Do you create situations or are you merely a participant in them?
  3. How do you express your values about other things to others which are firmly held intentions?

Relevance & Application:

  1. Alcohol, tobacco, and other drug use affects a person's friends and family to the degree that anonymous and supportive groups meet in order to overcome it.
  2. Decisions about alcohol abuse are a daily challenge for some people and drugs have been created to make nausea occur when alcohol enters the system.

Nature Of:

  1. Decision-making about health is affected by a variety of influences.

Content Area: Comprehensive Health
Grade Level Expectations: Seventh Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

1. Analyze the consequences of using alcohol, tobacco, and other drugs

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Examine the social, economic, health and cosmetic consequences of alcohol, tobacco including chewing tobacco), and other drug use, (DOK 1-3)
  2. Explain how alcohol, tobacco, and other drugs are addictive (DOK 1-2)
  3. Explain family rules, school policies, and community laws related to the sale and use of alcohol, tobacco, and other drugs (DOK 1-2)
  4. Explain how alcohol, tobacco, and other drugs alter the body and the brain (DOK 1-2)
  5. Describe how exercise, nutrition, and positive relationships can mitigate the use of alcohol, tobacco, and other drugs (DOK 1-3)
  6. Analyze the effects of alcohol, tobacco, and other substances on a person's ability to make decisions (DOK 1-4)

Inquiry Questions:

  1. Would people still use tobacco if it did not have an addictive quality?
  2. What are the cosmetic effects of using tobacco?
  3. Why does someone become addicted?
  4. Who benefits from the sale of cigarettes?

Relevance & Application:

  1. Researchers have found that drug use in adolescence rewires the brain, making them more susceptible to addiction.
  2. There are social, emotional, and financial consequences to addiction.

Nature Of:

  1. Research has clearly established that use of alcohol, tobacco, and other drugs have a variety of harmful effects on the human body

Content Area: Comprehensive Health
Grade Level Expectations: Sixth Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

1. Analyze the factors that influence a person's decision to use or not to use alcohol and tobacco

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze internal influences such as genetics, personality, and risk-seeking behaviors on alcohol and tobacco use (DOK 1-4)
  2. Analyze external influences on alcohol and tobacco use (DOK 1-4)
  3. Analyze the influence of exercise, nutrition, and social relationships on alcohol and tobacco (DOK 1-4)
  4. Analyze various strategies the media use, including advertisements and movies, to encourage or discourage tobacco and alcohol (DOK 1-4)
  5. Identify common mixed messages about alcohol in the media such as "drink responsibly" messages (DOK 1-2)
  6. Analyze the perception versus the reality of alcohol use in adolescents (DOK 1-4)

Inquiry Questions:

  1. How does alcohol affect the body?
  2. If everyone had the most accurate information available, would they still use alcohol or tobacco?

Relevance & Application:

  1. Historically, alcohol and tobacco were not considered harmful.
  2. Social networks can support positive decision making.

Nature Of:

  1. Behaviors are affected by heredity, environment and lifestyle.

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

Concepts and skills students master:

2. Demonstrate the ability to avoid alcohol, tobacco, and other drugs

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate decision-making skills that lead to being substance-free (DOK 1-3)
  2. Demonstrate effective, assertive refusal skills in refusing tobacco, alcohol, drugs, and other substances (DOK 1-3)
  3. Explain how decisions about substances affect relationships (DOK 1-3)
  4. Identify and summarize positive alternatives to substance use (DOK 1-3)
  5. Demonstrate planning skills for avoiding alcohol, tobacco, and other drugs (DOK 1-3)

Inquiry Questions:

  1. Why is it important to be accountable for decisions about substance use?
  2. What would you say to a friend who asked you to try a cigarette when you did not want to?

Relevance & Application:

  1. Learning to respectfully and assertively communicate sets the foundation for healthy choices.

Nature Of:

  1. Good decision making involves personal efficacy, accurate information, and skill development.

Content Area: Comprehensive Health
Grade Level Expectations: Fifth Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

1. Access valid information about the effects of tobacco use and exposure to second-hand smoke, and prescription and over-the-counter drugs

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify sources of accurate information about the effects of tobacco use and exposure to second-hand smoke (DOK 1-2)
  2. Analyze the dangers of using tobacco products or being exposed to second-hand smoke (DOK 1-3)
  3. Identify ways to avoid the use of tobacco products as well as exposure to other tobacco smoke (DOK 1)
  4. Describe the proper use of over-the-counter and prescription drugs

Inquiry Questions:

  1. What would advertising look like if the media wasn't allowed to omit relevant, but revealing negative information about their product?
  2. Are over the counter drugs safer than prescription drugs?
  3. How would tobacco use or exposure, affect your ability to exercise or play sports?
  4. Why might someone else who uses tobacco want others to do so as well?
  5. If adults can legally drink alcohol, how can it be harmful?
  6. Can your body system continue to operate with a malfunctioning part (i.e. liver)?

Relevance & Application:

  1. Technology has influenced credibility and availability of information.
  2. Tobacco use is the number one behavior associated with early mortality.
  3. There are varying cultural and religious beliefs surrounding alcohol and tobacco use.

Nature Of:

  1. Making good health decisions requires the ability to evaluate reliable resources.
  2. Research has clearly established that the use of alcohol, tobacco, and other drugs has a variety of harmful effects on the human body.

Content Area: Comprehensive Health
Grade Level Expectations: Fourth Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

1. Identify positive and negative uses for medicines

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the purpose of prescribed and over-the-counter medicines and how they can be used or misused in the treatment of common medical problems (DOK 1-2)
  2. Demonstrate the ability to read, understand, and follow labels such as those on common household medicines (DOK 1-2)
  3. Summarize the risks associated with the inappropriate use of over-the-counter medicines, prescriptions, and vitamins (DOK 1-3)
  4. Describe the steps to take if over-the-counter or prescription drugs are used incorrectly (DOK 1-2)

Inquiry Questions:

  1. What could happen if I misread a medicine label?
  2. If vitamins are good for me, why would I need to be careful when taking them?
  3. If someone in my family is sick and then I get sick with the exact same thing, can I take the same medication?

Relevance & Application:

  1. Other cultures treat common medical problems in different ways.
  2. Doctors, nurses and pharmacists provide guidance on proper use of medications.

Nature Of:

  1. Medicines must be used correctly to order to be safe and have a maximum benefits.

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

Concepts and skills students master:

2. Demonstrate the ability to use interpersonal communication skills to avoid using tobacco

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate effective verbal and nonverbal ways to refuse pressures to use tobacco (DOK 1-3)
  2. Describe how to ask for help from a trusted adult in staying away from second-hand smoke (DOK 1-3)
  3. Examine the factors that influence a person's decision to use or not to use tobacco (DOK 1-4)

Inquiry Questions:

  1. Why is it important to know when to say "no," even when it's not popular?
  2. Why do commercials and media sometimes make smoking look glamourous?
  3. Who or what impacts my ability to choose not to use tobacco?

Relevance & Application:

  1. Researchers study tobacco use rates in adolescents.
  2. Researchers have found that exposure to second-hand smoke can have short- and long-term effects on health.

Nature Of:

  1. Successful interpersonal communication is knowing how, when, and why to convey your personal health needs and wants.
  2. Culture, media, and social pressures influence health behaviors.

Content Area: Comprehensive Health
Grade Level Expectations: Third Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

1. Examine the dangers of using tobacco products or being exposed to second-hand smoke

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Summarize the dangers of experimenting with tobacco (DOK 1-2)
  2. Describe how tobacco and prolonged exposure to cigarette smoke affects the body (DOK 1-2)
  3. Understand that tobacco and other drugs can be addicting, but can be treated (DOK 1)
  4. Describe the benefits of abstaining from or discontinuing tobacco use (DOK 1-2)

Inquiry Questions:

  1. How does tobacco affect the body?
  2. What are some of the things that could happen if I just "tried" to smoke a cigarette, or chew tobacco?

Relevance & Application:

  1. From a historical perspective tobacco was used for medicinal purposes.
  2. Medical technology has identified the dangers of tobacco use.

Nature Of:

  1. Research has clearly established that tobacco has a variety of harmful effects on the body.

Content Area: Comprehensive Health
Grade Level Expectations: Second Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

1. Identify the dangers of using tobacco products and being exposed to second-hand smoke

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the benefits of not using tobacco (DOK 1-2)
  2. Identify the short- and long-term physical effects of using tobacco and being exposed to tobacco smoke (DOK 1-2)
  3. State reasons why one should avoid second-hand smoke (DOK 1-2)
  4. Demonstrate the ability to assertively refuse an unwanted item or pressure from a peer (DOK 1-3)

Inquiry Questions:

  1. Why do people choose to smoke when they know it is bad for them?
  2. Why is it important to be able to refuse something that you do not want?
  3. What might happen if I saw a friend pick up a cigarette and I didn't say anything...I just walked away?

Relevance & Application:

  1. Researchers explore the impact of tobacco on the body's ability to function normally.
  2. Second-hand smoke impacts air quality .

Nature Of:

  1. Effective communication skills enhance a person's ability to express wants and defend their beliefs.
  2. Research has clearly established that tobacco has a variety of harmful effects on the human body.

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

Concepts and skills students master:

2. Identify safe and proper use of household products

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and distinguish between substances that are safe and unsafe to be taken orally (DOK 1-2)
  2. Explain that taking medications incorrectly can be harmful, including vitamins (DOK 1-2)
  3. Articulate the proper and safe use of household products (DOK 1-2)

Inquiry Questions:

  1. What could happen if there were not any labels on medicines, foods, vitamins or other household products?
  2. What is safe or unsafe to eat?

Relevance & Application:

  1. Pharmacists work to explain and protect individuals from unsafe substances or mistaken consumption of medication.
  2. New technologies are being developed to prevent unintentional poisoning.

Nature Of:

  1. Medicines must be used correctly in order to be safe and have maximum benefit.