High School Comprehensive Health
Preparing students for the 21st century cannot be accomplished without a strong and sustained emphasis on all students’ health and wellness. It no is longer acceptable to think of “gym class” and “hygiene lessons.” Today’s world has exploded with physical, mental, and social influences that affect not only learning in school, but also the lifelong health of the citizens that schools are preparing for graduation. Health and physical education prepare students to function optimally as students, global citizens, and workers who demonstrate personal responsibility for one’s health and fitness through an active, healthy lifestyle that fosters a lifelong commitment to wellness.
| Standards and Grade Level Expectations | ||
|---|---|---|
| Physical and Personal Wellness | 1 | Analyze the benefits of a healthy diet and the consequences of an unhealthy diet | 2 | Analyze how family, peers, media, culture, and technology influence healthy eating choices | 3 | Demonstrate ways to take responsibility for healthy eating | 4 | Use a decision-making process to make healthy decisions about relationships and sexual health | 5 | Support others in making positive and healthful choices about sexual activity | 6 | Develop and maintain the ongoing evaluation of factors that impact health, and modify lifestyle accordingly | Emotional and Social Wellness | 1 | Analyze the interrelationship of physical, mental, emotional, and social health | 2 | Set goals, and monitor progress on attaining goals for future success |
| 3 | Advocate to improve or maintain positive mental and emotional health for self and others | Prevention and Risk Management | 1 | Comprehend concepts that impact of individuals’ use or nonuse of alcohol or other drugs | 2 | Analyze the factors that influence a person’s decision to use or not use alcohol, tobacco, and other drugs | 3 | Develop interpersonal communication skills to refuse or avoid alcohol, tobacco, or other drugs | 4 | Develop self-management skills to improving health by staying tobacco, alcohol, and drug-free | 5 | Analyze the factors that influence community and societal beliefs that underlie violence, and describe relationships, attitudes, behavior, and vulnerability to violence | 6 | Analyze the underlying causes of self-harming behavior, harming others and steps involved in seeking help | 7 | Identify the emotional and physical consequences of violence, and find strategies to deal with, prevent, and report them | 8 | Access valid information and resources that provide information about sexual assault and violence | 9 | Demonstrate verbal and nonverbal communication skills and strategies to prevent violence | 10 | Advocate for changes in the home, school, or community that would increase safety |
Thompson School District Curriculum Placemats
Thompson placemats provide specific information regarding the skills High School students will be able to master by the end of the school year.
- High School Comprehensive Health Placemats
- Standard 2
- Standard 3
- Standard 4 (1-5)
- Standard 4 (6-10)
