HE19.HE.5.4
Analyze the benefits of practicing sexual abstinence.
Analyze the benefits of practicing sexual abstinence.
HE19.HE.5.4
HE19.HE.5.4a
Identify the types, symptoms, and risks of sexually transmitted diseases (STDs).
Identify the types, symptoms, and risks of sexually transmitted diseases (STDs).
HE19.HE.5.4b
Assess the consequences of teen pregnancy.
Assess the consequences of teen pregnancy.
HE19.HE.5.5
Recommend personal strategies to avoid violence or criminal activities.
Recommend personal strategies to avoid violence or criminal activities.
HE19.HE.6
Anchor Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health. (Goal-Setting)
Anchor Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health. (Goal-Setting)
HE19.HE.6.1
Assess personal health status and health practices to establish a baseline for setting health and fitness goals.
COS Examples
Examples: blood pressure, resting heart rate, BMI, vaccination status
Assess personal health status and health practices to establish a baseline for setting health and fitness goals.
COS Examples
Examples: blood pressure, resting heart rate, BMI, vaccination status
HE19.HE.6.2
Set long-term goals for achieving optimal health and implement short-term steps to reach the goals.
COS Examples
Examples: assess current health and fitness status, develop plans based on assessment results, implement and monitor plans
Set long-term goals for achieving optimal health and implement short-term steps to reach the goals.
COS Examples
Examples: assess current health and fitness status, develop plans based on assessment results, implement and monitor plans
HE19.HE.7
Anchor Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (Self-Management)
Anchor Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (Self-Management)
HE19.HE.7.1
Analyze the role of individual responsibility for enhancing health.
Analyze the role of individual responsibility for enhancing health.
HE19.HE.7.1a
Describe healthy practices and behaviors that will maintain or improve the health of self and others.
COS Examples
Examples: effective communication skills and safety techniques, reading and understanding medicine labels, immunizations, wellness checkups and compliance
Describe healthy practices and behaviors that will maintain or improve the health of self and others.
COS Examples
Examples: effective communication skills and safety techniques, reading and understanding medicine labels, immunizations, wellness checkups and compliance
HE19.HE.7.1b
Identify negative behaviors that increase health risks to self and others.
COS Examples
Examples: distracted driving, drinking and driving, illegal drug use, vaping, smoking, unprotected sex, behaviors resulting in intentional or unintentional injuries, poor eating habits, physical inactivity
Identify negative behaviors that increase health risks to self and others.
COS Examples
Examples: distracted driving, drinking and driving, illegal drug use, vaping, smoking, unprotected sex, behaviors resulting in intentional or unintentional injuries, poor eating habits, physical inactivity
HE19.HE.7.1c
Compare and contrast the responsibilities of both parents in teen parenting.
COS Examples
Examples: shared responsibilities; social, financial and educational challenges
Compare and contrast the responsibilities of both parents in teen parenting.
COS Examples
Examples: shared responsibilities; social, financial and educational challenges
HE19.HE.8
Anchor Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health. (Advocacy)
Anchor Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health. (Advocacy)
HE19.HE.8.1
Utilize accurate peer and societal norms to formulate a health enhancing message.
COS Examples
Example: using data on local health issues to develop a positive message concerning a topic
Utilize accurate peer and societal norms to formulate a health enhancing message.
COS Examples
Example: using data on local health issues to develop a positive message concerning a topic
HE19.HE.8.2
Formulate and implement a list of innovative ways to influence and support others in making positive health choices.
COS Examples
Examples: wearing colors for awareness, speaking to a group or individuals, making good nutritional choices
Formulate and implement a list of innovative ways to influence and support others in making positive health choices.
COS Examples
Examples: wearing colors for awareness, speaking to a group or individuals, making good nutritional choices
HE19.HE.8.3
Work cooperatively as an advocate for improving personal and community health.
COS Examples
Examples: student-led events, community fundraisers, national events, signing a pledge to abstain from alcohol
Work cooperatively as an advocate for improving personal and community health.
COS Examples
Examples: student-led events, community fundraisers, national events, signing a pledge to abstain from alcohol
HE19.HE.8.4
Adapt health messages and communication techniques to a specific target audience.
COS Examples
Example: producing a social media post to encourage a positive health behavior
Adapt health messages and communication techniques to a specific target audience.
COS Examples
Example: producing a social media post to encourage a positive health behavior
HE19.LHA
Leaders in Health Advocacy
Leaders in Health Advocacy
HE19.LHA.1
Anchor Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. (Health Promotion)
Anchor Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. (Health Promotion)
HE19.LHA.1.1
Research national, state and local data from the Centers for Disease Control and Prevention and the Youth Risk Behavior Survey for prioritizing prevention activities for the school and community.
Research national, state and local data from the Centers for Disease Control and Prevention and the Youth Risk Behavior Survey for prioritizing prevention activities for the school and community.
HE19.LHA.1.1a
Interpret the Youth Risk Behavior Survey data on the six priority adolescent risk behaviors.
Interpret the Youth Risk Behavior Survey data on the six priority adolescent risk behaviors.
HE19.LHA.1.1b
Recognize the adolescent risk behaviors of high incidence among Alabama’s students.
Recognize the adolescent risk behaviors of high incidence among Alabama’s students.
HE19.LHA.2
Anchor Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. (Analyzing Influences)
Anchor Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. (Analyzing Influences)
HE19.LHA.2.1
Analyze how health risk behaviors in the local school and community are influenced by family, peers and other factors.
COS Examples
Examples: availability of alcohol and drugs; trends in adolescent sexual behavior; availability of fast food; access to fitness and recreational facilities.
Analyze how health risk behaviors in the local school and community are influenced by family, peers and other factors.
COS Examples
Examples: availability of alcohol and drugs; trends in adolescent sexual behavior; availability of fast food; access to fitness and recreational facilities.
HE19.LHA.3
Anchor Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health. (Access to Information)
Anchor Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health. (Access to Information)
HE19.LHA.3.1
Gather information and interpret data for planning prevention activities.
Gather information and interpret data for planning prevention activities.
HE19.LHA.3.1a
Identify concerns, beliefs, and areas of misinformation among peers.
Identify concerns, beliefs, and areas of misinformation among peers.
HE19.LHA.3.1b
Design program goals based on addressing misinformation, beliefs, and concerns among peers.
Design program goals based on addressing misinformation, beliefs, and concerns among peers.
HE19.LHA.3.1c
Utilize a focus group to change their school climate.
Utilize a focus group to change their school climate.
HE19.LHA.4
Anchor Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. (Interpersonal Communication)
Anchor Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. (Interpersonal Communication)
HE19.LHA.4.1
Execute communication and leadership skills to empower other students to be physically, socially, behaviorally, emotionally, and intellectually successful.
Execute communication and leadership skills to empower other students to be physically, socially, behaviorally, emotionally, and intellectually successful.
HE19.LHA.4.1a
Examine the varied roles and responsibilities of student leaders.
Examine the varied roles and responsibilities of student leaders.
HE19.LHA.4.1b
Design program goals based on YRBS data and focus group results.
Design program goals based on YRBS data and focus group results.
HE19.LHA.4.1c
Research various leadership and peer training programs and opportunities.
Research various leadership and peer training programs and opportunities.
HE19.LHA.4.1d
Apply peer helping training skills in assigned schools settings.
Apply peer helping training skills in assigned schools settings.
