Standards
Self-Awareness and Analyzing Influences: Examine how emotions, thoughts, needs, values, beliefs, and other factors (both internal and external) influence behaviors and articulate how these influences affect health behavior and outcomes.
Generate resourceDecision Making and Problem Solving Make health-promoting, informed, responsible decisions and solve problems in a variety of health-related situations.
Generate resourceSelf-Management and Goal Setting Set goals, engage in health-promoting behaviors, and avoid risky behaviors.
Generate resourceSelf-Awareness and Analyzing Influences: Examine how emotions, thoughts, needs, values, beliefs, and other factors (both internal and external) influence behaviors and articulate how these influences affect health behavior and outcomes.
Generate resourceSocial Awareness, Relationship, and Communication Skills: Enhance relationships, personal health, and the health of others through social awareness and effective communication.
Generate resourceInformation and Resource Seeking: Access, evaluate, and use valid and reliable health information, products, services, and related resources.
Generate resourceDecision Making and Problem Solving: Make health-promoting, informed, responsible decisions and solve problems in a variety of health-related situations.
Generate resourceSelf-Management and Goal Setting: Set goals, engage in health-promoting behaviors, and avoid risky behaviors.
Generate resourceAdvocacy and Health Promotion: Promote personal, family, and community health and well-being.
Generate resourceInformation and Resource Seeking: Access, evaluate, and use valid and reliable health information, products, services, and related resources.
Generate resourceDecision Making and Problem Solving Make health-promoting, informed, responsible decisions and solve problems in a variety of health-related situations.
Generate resourceSelf-Management and Goal Setting: Set goals, engage in health-promoting behaviors, and avoid risky behaviors.
Generate resourceAdvocacy and Health Promotion: Promote personal, family, and community health and well-being.
Generate resourceDefine social factors that affect people’s health (e.g., education, social environment, family health history, socioeconomic conditions, food availability, public safety, discrimination) and analyze how they may affect health at different levels (e.g., individual, family, and community).
Generate resourceAnalyze how stigma and public perception can influence access to health and health care (e.g., menstrual health care, mental health services and supports, preventative screenings).
Generate resourceDefine public health policies and government regulations and explain how they can influence health promotion and disease prevention in both positive and negative ways.
Generate resourceAnalyze how environmental factors (e.g., air quality, trash and litter, availability of clean drinking water) and types of pollution (e.g., air, noise, chemical, water) affect health.
Generate resourceDescribe how emotions can affect one’s behaviors and experiences, and how this might vary in differing contexts.
Generate resourceAnalyze how various influences (e.g., peers, family, culture, society, school, and community policies) affect adolescents’ safety in various situations.
Generate resourceDefine sexual harassment, sexual abuse, sexual assault, and domestic violence, and identify resources for support.
Generate resourceAnalyze how sharing or posting personal information electronically about oneself or others (e.g., chat groups, email, texting, sexting, websites, social media, phone and tablet applications) can affect the safety of self and/or others.
Generate resourceAnalyze influences (e.g., culture, peers, media, perceptions of norms) that could lead to the use of nicotine, electronic vapor products, alcohol, or other illegal (regarding age, use, or type) and potentially harmful substances.
Generate resourceSummarize and communicate the effects of using legal (e.g., prescription drugs prescribed to you, over-the-counter drugs, and [at a certain age] nicotine, electronic vapor products, alcohol and marijuana) and illegal drugs (e.g., prescription drugs not prescribed to you, cocaine) on brain development and multiple dimensions of health (e.g., physical, social, occupational, mental/emotional).
Generate resourceDescribe the ways that social characteristics (e.g., socioeconomic status, culture) can affect risk and protective factors for substance use and misuse.
Generate resourceSummarize and communicate the effects of using legal (e.g., prescription drugs prescribed to you, over-the-counter drugs, and [at a certain age] nicotine, electronic vapor products, alcohol and marijuana) and illegal drugs (e.g., prescription drugs not prescribed to you, opioids, cocaine) on brain development and multiple dimensions of health (e.g., physical, social, occupational, mental/emotional).
Generate resourceIdentify characteristics of healthy and unhealthy relationships and ways to seek help in unhealthy or unwanted relationships.
Generate resourceDescribe potential impacts of imbalances in power on a variety of relationships and in various settings.
Generate resourceAnalyze ways that prejudice, discrimination, and injustice can affect relationship health and describe ways to address these issues to support the health of self and others.
Generate resourceDemonstrate positive ways to communicate differences of opinion in various relationships (e.g., familial, peer, teacher) and situations (e.g., in class, outside of school, on a team).
Generate resourceDifferentiate bullying, harassment, and abuse and demonstrate ways to support and seek help for someone who is being bullied, harassed, or abused, or who is the target of unhealthy or coercive behaviors.
Generate resourceDemonstrate effective verbal and non-verbal communication skills that foster healthy relationships, communicate boundaries, and show respect.
Generate resourceArticulate how respectful behaviors may vary among populations and how those behaviors contribute to positive social interaction.
Generate resourceDemonstrate effective approaches to boundary setting (e.g., acknowledging feelings, communicate the boundary, target alternative) and maintenance of various boundaries (e.g., related to technology use, emotional, physical).
Generate resourceIdentify situations when boundaries are being violated and identify tactics used to coerce or pressure someone to change a personal boundary (e.g., break a rule, share a password).
Generate resourceDemonstrate techniques and assertive responses to counter coercive tactics to maintain boundaries.
Generate resourceAnalyze how media and technology can positively and negatively influence beliefs about what constitutes a healthy relationship.
Generate resourceAnalyze the impact of technology and social media on relationships (e.g., use of smart devices, sharing relationship information, location tracking).
Generate resourceEffectively express needs, wants, emotions, and feelings (including affection, love, friendship, concern, anger) in respectful and healthpromoting ways.
Generate resourceIdentify how emotions can influence communication (e.g., anger or anxiety may affect the ability to listen well) and demonstrate strategies to communicate effectively when experiencing a range of emotions and in various situations.
Generate resourceAccurately recognize and effectively respond to emotions, thoughts, values, and perspectives when communicating with others and resolving interpersonal conflicts.
Generate resourceAnalyze how people from diverse groups can learn from each other and how this can enhance emotional well-being.
Generate resourceApply refusal or negotiation skills in ways that support or improve mental health and minimize health risks.
Generate resourceAdvocate for oneself by creating ‘I’-statements to express feelings and needs appropriately.
Generate resourceIdentify signs and symptoms of mental and emotional distress, in self and others, that may require assistance from adults.
Generate resourceDemonstrate how to respond (e.g., tell a parent, guardian, or other trusted adult, call or text 9-8-8, OK2SAY tipline) when there is a concern about one’s own or someone else’s mental well-being or when someone is considering self-harm or suicide.
Generate resourceDefine gender identity, gender expression, and sexual orientation, and explain that they are distinct components of every individual’s identity.
Generate resourceDiscuss signs, symptoms, and potential effects of sexually transmitted infections, including HIV.
Generate resourceExplain how biological sex, gender identity, and gender expression are distinct concepts and how they interact with each other.
Generate resourceExplain that romantic, emotional, and/or sexual attractions can be toward an individual of the same and/or different gender(s), and that attractions can change over time.
Generate resourceDiscuss signs, symptoms, and potential effects of sexually transmitted infections, including HIV.
Generate resourceAnalyze social situations in multiple settings (e.g., at home, at school, out with friends, at a party) that could lead to the use of nicotine, electronic vapor products, alcohol, or other illegal (age, use, or type) and potentially harmful substances.
Generate resourceDemonstrate effective verbal and nonverbal communication skills (including refusal) to keep self or others safe in substance use- and misuse-related situations (e.g., avoiding riding with a driver who is under the influence, resisting peer pressure, seeking help, leaving a situation) to protect individuals from risk or injury.
Generate resourceDescribe situations where professional health services are necessary to support or improve mental and emotional well-being.
Generate resourceLocate valid and reliable products, information, and services to enhance mental and emotional well-being, manage stress and emotions, and address mental health conditions.
Generate resourceDetermine the accessibility of products (e.g., deodorant, hair care, sunscreen, dental care products), resources, and services that enhance health and identify supports and barriers to accessing the products or services.
Generate resourceAccess personal health products (e.g., deodorant, hair care, sunscreen, dental care products) based on individual needs.
Generate resourceLocate various personal health-related digital resources and assess each for reliability and validity.
Generate resourceIdentify sources of support, such as parents, guardians, or other trusted adults, to whom students can go if they or someone they know is being bullied, harassed, abused, assaulted, or exploited.
Generate resourceExplain why a person who has been bullied, harassed, abused, or the victim of violence is not at fault.
Generate resourceLocate community resources that provide support and resources related to sexual exploitation or for getting help for self or others in situations related to sex trafficking.
Generate resourceAnalyze the validity of claims for health information, products (e.g., period products, personal hygiene, over-the-counter pain medications), services, and resources about sexual and reproductive health.
Generate resourceAccess credible sources of information about sexual and reproductive health.
Generate resourceLocate valid and reliable information on puberty, personal hygiene, menstruation, and personal health products from various resources in one’s home, school, and community.
Generate resourceSeek strategies to minimize barriers and maximize opportunities (e.g., time, space, physical abilities, access to equipment, overuse of digital devices) that help maintain a physically active lifestyle.
Generate resourceAnalyze the similarities and differences between friendships and romantic relationships and discuss various ways to show affection within different relationships.
Generate resourceCompare and contrast the continuum of healthier and less healthy relationship behaviors and how these affect health and well-being.
Generate resourceIdentify warning signs of potential danger in a relationship and strategies for help.
Generate resourceDescribe characteristics of unhealthy and/or abusive relationships and evaluate options and strategies a person might use to end those relationships, including involving a trusted adult who can help.
Generate resourceDefine consent and describe factors, including drugs and alcohol, that may influence one’s capacity to request consent, and to give and receive consent, in a variety of situations.
Generate resourceDemonstrate the ability to apply a decision-making process to decisions related to consent in various relationships.
Generate resourceDemonstrate the ability to apply a decision-making model to arrive at a decision that promotes health and safety related to various situations.
Generate resourceDescribe the role of individual versus shared responsibility in staying safe in various situations (e.g., digital safety, threats of violence, dangerous weapons, outdoor recreation, motor vehicle safety).
Generate resourceEvaluate various non-violent responses to address conflict and demonstrate the ability to use these responses to act on healthrelated decisions.
Generate resourceAnalyze barriers that may prevent someone from reporting unsafe situations and child maltreatment to adults and identify strategies to overcome these barriers.
Generate resourceDemonstrate the ability to use a decision-making process to address personal safety in various situations.
Generate resourceDiscuss the variety of systemic, environmental, and physical factors that might help or hinder an individual’s ability to remain safe in various situations.
Generate resourceEvaluate potential options and consequences for decisions related to personal safety (e.g., dangerous weapons, digital safety, threats of violence, motor vehicle safety, physical injury) in a variety of situations.
Generate resourceDescribe laws (e.g., age of consent, child abuse and neglect, criminal sexual conduct, minor consent for health care) that relate to young people’s health and the rights of adolescents to maintain their own health, and how these might influence decisions related to their health.
Generate resourceDefine exploitation, human trafficking (both sex and labor trafficking), and describe strategies used for, and warning signs of, exploitation and recruitment of youth.
Generate resourceDemonstrate strategies perpetrators use to carry out human trafficking and how to get help if concerned about self or others.
Generate resourceExplain the potential consequences of requesting, sending, or digitally posting sexually explicit pictures or messages and demonstrate the ability to make health-promoting decisions related to safe and legal activity in online and digital spaces.
Generate resourceDemonstrate strategies for protecting privacy and reducing risks online and in digital spaces.
Generate resourceDescribe the characteristics of various forms of power and control and demonstrate strategies for getting help.
Generate resourceAnalyze personal and family values related to relationships, abstinence, sexual behaviors, and sexual health.
Generate resourceAnalyze ways to prevent sexually transmitted infections (STIs), including strategies that can be used before becoming sexually active (e.g., communicating with a partner, abstinence).
Generate resourceIdentify valid and reliable sources of information and resources to inform and support sexual health decisions, including abstinence.
Generate resourceArticulate the benefits of abstinence, postponing sexual activity, and setting personal limits (e.g., aligning with personal or family values, changing the nature of relationships, reducing risk of STIs) based on individual beliefs and values.
Generate resourceAnalyze ways to prevent pregnancy and sexually transmitted infections (STIs), including strategies that can be used before becoming sexually active (e.g., abstinence, communicating with a partner, HPV vaccine, contraception).
Generate resourceDescribe possible short- and long-term impacts of engaging in sexual activity and identify ways to avoid negative or potentially harmful consequences.
Generate resourceExplain the importance of, and ways to identify, setting personal limits to avoid unintended outcomes from risky or unwanted sexual behavior and to make sexual health decisions.
Generate resourceArticulate the benefits of abstinence, postponing sexual activity, and setting personal limits (e.g., aligning with personal or family values, understanding the changing nature of relationships, avoiding early or unintended pregnancy, reducing risk of STIs) based on individual beliefs and values.
Generate resourceDescribe strategies that can be used to make decisions that adhere to personal and family values.
Generate resourceApply an effective decision-making process in situations related to sexual health.
Generate resourceApply a decision-making process to situations involving legal or illegal drugs, considering potential consequences on self and others.
Generate resourceDetermine when situations or problems related to illegal drugs might require assistance and identify possible options for how to respond.
Generate resourceAccess valid and reliable information (from home, school, and community) about legal and illegal drugs (regarding age of legal use or type of substance) and use it to understand and communicate the risks and dangers of drug use and misuse.
Generate resourceAnalyze factors that may affect a decision to use legal or illegal substances.
Generate resourceUse adolescent data to reinforce the norms that most don’t use illegal drugs, including nicotine, alcohol, and marijuana.
Generate resourceDescribe how self-expression and enjoyment influence individual engagement in physical activity.
Generate resourceRecognize and implement safe and appropriate behaviors during physical activity (e.g., knowing where you are, being aware of your surroundings, staying off cell phones).
Generate resourceExplain the connections between being physically active and overall physical, emotional, and mental health.
Generate resourceApply knowledge of personal comforts and preferences to select physical activities of interest.
Generate resourceExplain environmental and contextual factors that affect mental and emotional well-being and individual and collective responsibility for supporting mental and emotional health.
Generate resourceAnalyze and demonstrate strategies for planning, prioritizing, and managing time.
Generate resourceDemonstrate strategies to manage changing emotions during adolescence effectively.
Generate resourceDemonstrate techniques to independently manage emotions on one's own in a variety of settings.
Generate resourceDemonstrate behaviors that will maintain or improve the mental and emotional well-being of self and others.
Generate resourceCreate and monitor personal goals to meet identified emotional and mental health needs or wants and identify people or resources to assist in meeting those goals.
Generate resourceDemonstrate proficiency in cardiopulmonary resuscitation (CPR) and the use of automated external defibrillators (AEDs).
Generate resourceDemonstrate proficiency in cardiopulmonary resuscitation (CPR) and the use of automated external defibrillators (AEDs).
Generate resourceDemonstrate ways to promote personal safety and reduce the risk of injuries in a variety of situations (e.g., during physical activity, around motor vehicles, around firearms, around loud noise or music, around water, fire prevention, during a fire, as a pedestrian).
Generate resourceExamine various considerations (e.g., personal and/or family values, cultural and societal norms, and beliefs) for determining emotional readiness for sexual behaviors.
Generate resourceDetermine strategies, including abstinence, that will reduce the risk of HIV and other sexually transmitted infections.
Generate resourceAssess personal health practices and develop short- and long-term goals that support healthy sexual behaviors (e.g., abstinence, delay, use of contraception, use of barriers, giving and obtaining consent).
Generate resourceDetermine strategies, including abstinence, that will reduce the risk of HIV and other sexually transmitted infections and pregnancy.
Generate resourceDescribe how sexual health values and priorities may change with age, maturity, knowledge, and responsibilities.
Generate resourceDemonstrate the importance of food and how it is used in cultural traditions, celebrations, and connecting with others.
Generate resourceAnalyze a variety of influences (e.g., media, peers, family, culture, stigmas, school, economics, food access, food production, and cultivation) on nutrition-related beliefs and behaviors in today’s society.
Generate resourceDiscuss a variety of perspectives on health-promoting eating practices (e.g., food guidelines from other countries and cultures, cultural food practices, buying locally grown or produced foods) and describe the health benefits of and strategies for implementing these practices.
Generate resourceArticulate a health-promoting position on a nutrition-related topic and support the claim with accurate information.
Generate resourceIdentify personal dietary needs (e.g., food allergies, food preferences) and goals, and advocate to address the identified needs and goals.
Generate resourceCollaborate effectively to support nutrition-related practices or behaviors that maintain or enhance health.
Generate resourceAnalyze how stereotyping, bias, prejudice, and discrimination can affect mental and emotional health.
Generate resourceAnalyze influences on body image and the relationship between body image, disordered eating, and mental health.
Generate resourceDemonstrate strategies for supporting healthy body image in youth and adolescents.
Generate resourceUse adolescent data regarding peer norms to formulate a healthpromoting position to challenge negative norms, discrimination, and injustice.
Generate resourceEvaluate strategies for countering, reducing, or eliminating prejudice, stereotyping, discrimination, and injustice.
Generate resourceEncourage others to refrain from teasing or bullying others based on personal characteristics (e.g., race, national origin, disability, body shape, or weight), or personal values and beliefs.
Generate resourceState a position, supported by accurate information, that encourages peers to adopt or continue practices that maintain or enhance personal safety.
Generate resourceDemonstrate how to influence and support others to make choices that maintain or enhance personal safety.
Generate resourceWork cooperatively to support the safety of individuals, families, and communities.
Generate resourceIdentify reasons that harassment is harmful and illegal, along with warning signs for when to report it and seek help from a safe/trusted adult or health professional.
Generate resourceDemonstrate ways to show courtesy and respect for others when aspects of their sexuality or gender are different from one’s own.
Generate resourcePractice skills to intervene if teasing or bullying based on sexuality is occurring, and how to support those affected.
Generate resourceEncourage others to refrain from teasing or bullying others based on their sexuality (e.g., sexual activity [including abstinence], sexual orientation) or gender (e.g., gender expression, gender identity).
Generate resourceIdentify behaviors, policies, and practices in the school community that promote or hinder dignity and respect for all individuals.
Generate resourceApply conflict resolution skills to real or hypothetical situations involving peers.
Generate resourceDescribe how to access nutrition information about foods offered in restaurants in one's community.
Generate resourceRecognize risky situations that may lead to trouble, so that one can protect oneself and others from alcohol, tobacco, and other drug use.
Generate resourceApply the problem-solving steps to hypothetical situations involving assault and intimidation, including sexual harassment.
Generate resourceDetermine the accuracy of health claims on food packages and advertisements in order to choose foods that have the most nutritional value.
Generate resourceExamine viewpoints of parents and other trusted adults regarding teen relationships, abstinence, and sexual decisions.
Generate resourceAdvocate for a school environment in which everyone treats each other with caring and respect.
Generate resourceDescribe essential character traits needed for personal success and well being.
Generate resourceDemonstrate the ability to communicate one's behavioral limits and to show respect for the limits of others related to physical intimacy and sexual behavior.
Generate resourceMake a personal plan for improving one's nutrition and incorporating physical activity into daily routines.
Generate resourceDemonstrate the ability to access resources regarding healthy weight management and unhealthy eating patterns; and assess the validity of the resources.
Generate resourceCompare characteristics of healthy and unhealthy relationships, and describe ways to express caring for a boyfriend or girlfriend while staying abstinent.
Generate resourceExplain strategies to support youth who have illnesses such as asthma, epilepsy, or diabetes.
Generate resourceAssess personal barriers to healthy eating and being physically active, and develop practical solutions to remove these barriers.
Generate resourceDemonstrate skills for dealing with pressure to eat in ways that are not healthy.
Generate resourceEvaluate the impact of alcohol and other drug use related to safety when dating.
Generate resourceEvaluate a typical day's food intake according to the federal dietary guidelines for teenagers.
Generate resourceApply health practices that can prevent the spread of illness, including foodborne illness.
Generate resourceDescribe the characteristics of situations for which adult help is needed, including intimidating and dangerous situations, where valid help can be located, and how to access it for self or others.
Generate resourceDemonstrate how to follow directions for correct use of over-the-counter and prescription medications.
Generate resourceEvaluate the impact of alcohol and other drug use on decisions regarding sexual behavior.
Generate resourceDemonstrate basic first aid skills (i.e., controlling bleeding, Heimlich maneuver).
Generate resourceDescribe a variety of needs young people may have, explain healthy ways to meet these needs without using alcohol, tobacco, or other drugs, and make a personal commitment to remain drug free.
Generate resourceDemonstrate skills to avoid or escape a potentially violent dating situation.
Generate resourceDemonstrate the ability to use verbal and non-verbal ways to refuse participation in sexual behavior.
Generate resourceSet personal boundaries and limits related to physical intimacy and sexual behavior.
Generate resourceDemonstrate the ability to properly and consistently use a variety of safety gear, including seat belts.
Generate resourceSummarize the benefits of staying within behavioral limits and remaining abstinent.
Generate resourceDescribe the warning signs, risk factors, and protective factors for depression and suicide.
Generate resourceSummarize the benefits of healthy eating, being physically active, and keeping the body hydrated, and the potential consequences of not doing so.
Generate resourceEvaluate potential responses to violence to determine the probability of a safe outcome.
Generate resourceUse nutrition information on food labels to compare products and select foods for specific dietary goals.
Generate resourceEvaluate behaviors, including one's own, to determine if they are examples of essential character traits.
Generate resourceDemonstrate the ability to persuade peers to eat healthy and be physically active.
Generate resourceAnalyze the social influences that encourage or discourage a person to practice sun safety.
Generate resourceApply conflict resolution skills to real or hypothetical situations involving peers.
Generate resourceDemonstrate skills to avoid hazards due to another's use of alcohol, tobacco, or other drugs, including avoiding secondhand smoke and riding in a car with someone who has been using alcohol or other drugs.
Generate resourceCreate a plan to stay within behavioral limits which protect one from HIV and STIs.
Generate resourceDemonstrate the ability to be positive peer role models in the school and community.
Generate resourceAnalyze influences that can lead to abusive relationships, including expectations for males and females.
Generate resourceAssess situations for safety hazards and consequences, and make recommendations regarding safety procedures or safety gear to alleviate the risks.
Generate resourceDemonstrate ways to support people who are abstaining from and/or trying to quit using alcohol, tobacco, or other drugs.
Generate resourceLocate resources in one's school and community, and on the Internet, for information and assistance regarding alcohol, tobacco, and other drug use; and assess the validity of the resources.
Generate resourceDemonstrate skills for dealing with intimidation, including sexual harassment.
Generate resourceAnalyze how alcohol, tobacco, and other drug use and exposure negatively impacts the user, as well as friends, family members, and community members.
Generate resourceEvaluate environmental and social factors, especially advertising strategies, which may influence young people to use alcohol, tobacco, or other drugs.
Generate resourceAnalyze the characteristics of an illness or injury to determine whether it is necessary to seek medical care.
Generate resourceApply problem-solving skills to hypothetical situations to protect oneself and others from alcohol, tobacco, and other drug use.
Generate resourceDemonstrate skills and strategies for avoiding or escaping potentially dangerous situations.
Generate resourceAnalyze behaviors and situations that may result in increased risk for HIV and other sexually transmitted infections (STIs).
Generate resourceAnalyze situations as to whether they call for simple acts of caring among friends, or require getting the help of caring adults.
Generate resourceDemonstrate ways to show caring and respect for others, including those with real or perceived differences (e.g., cultural differences, disabilities, gender, and sexual orientation).
Generate resourceDemonstrate the ability to access information about personal health products (e.g., deodorant, shampoo, sun screen, and dental care products), and evaluate the information's validity.
Generate resourceAnalyze characteristics of restaurant menu items and methods of preparation to identify healthier food choices one can make when eating out, including at fast food restaurants.
Generate resourceCompose persuasive advice for peers on how to stay alcohol, tobacco, and drug free.
Generate resourceEvaluate individual, group, and societal influences that promote peace and respectful behaviors, and those that promote violence and disrespectful behaviors.
Generate resourceLocate resources in one's school and community, and on the Internet, for first aid information and training; and assess the validity of the resources.
Generate resourceExplain internal and external factors that help to determine how one acts toward others.
Generate resourceDemonstrate effective refusal skills to counter pressure to use alcohol, tobacco, or other drugs.
Generate resourceAdvocate for changes in home, school, or community environments that would increase safety.
Generate resourceLocate resources in one's school and community, and on the Internet, related to personal health issues and concerns; and assess the validity of the resources.
Generate resourceAnalyze the influence of media on selection of personal health care products.
Generate resourceDescribe moderate-intensity physical activities that are personally enjoyed and that can be enjoyed for a lifetime.
Generate resourceDescribe the federal dietary guidelines for teenagers, and the recommended amount of physical activity needed to achieve health benefits.
Generate resourceEvaluate the availability of nutrient-dense foods in the school cafeteria and throughout the school environment.
Generate resourceSummarize the characteristics of a healthy body image and factors that determine body weight, including body type.
Generate resourceDemonstrate the ability to locate school and community resources to assist with problems related to emotional health concerns, including when someone is in danger of hurting self or others.
Generate resourceDemonstrate how to ask trusted adults and friends for help with emotional or mental health concerns for oneself or others, including the risk of suicide.
Generate resourceDescribe the characteristics of healthy (positive) and harmful (negative) relationships.
Generate resourceAdvocate for the availability of appealing, nutrient-dense foods in the school cafeteria and throughout the school environment.
Generate resourceAnalyze the influence of television, computer, and video games on physical activity.
Generate resourceExplain how common infectious diseases are transmitted by air, indirect contact, and person-to-person contact.
Generate resourceAnalyze situations where assertive communication and refusal skills can be used to avoid and escape risky situations.
Generate resource