2015 VDOE HEALTH

STANDARDS OF LEARNING
Essential Health Concepts Healthy Decisions Advocacy and Health Promotion
5.1 The student will analyze the impact of positive health behaviors 5.2 The student will demonstrate responsibility for developing 5.3 The student will explain how peers, families, and
and risky behaviors on personal health. personal health habits and practicing behaviors that promote an
community groups work together to promote health,
a) Identify the major structures and functions of the active, healthy lifestyle.
integumentary (skin, hair, and nails) system. a) Determine strategies to protect against the harmful effects of prevent disease, and create a healthy community.
b) Examine the health risks associated with unprotected sun the sun. a) Identify strategies that you will employ to protect
exposure. b) Practice personal health habits that promote against the harmful effects of the sun.
c) Explain the impact of personal health habits and behaviors cardiorespiratory fitness. b) Support others in making positive food, physical
on cardiorespiratory fitness. c) Select healthy foods and beverages for breakfast and lunch. activity, and sleep choices.
d) Describe why some food groups have a greater number of d) Interpret information on food labels. c) Identify physical activities that students can do with
recommended servings than other food groups. e) Identify connections between nutritional guidelines and friends and family to build positive relationships.
e) Explain the concepts of eating in moderation and energy weight management.
balance. d) Develop a plan to prevent the spread of disease.
f) Explain the importance of exercise and recreation.
f) Identify the influence of marketing techniques on food and e) Encourage others not to use alcohol, tobacco, or other
g) Analyze the physical, academic, social, and emotional
beverage choices. drugs.
g) Analyze the physical, academic, mental, and social benefits benefits of getting enough sleep.
of regular physical activity. h) Describe effective communication skills to request f) Examine the role of self and others in causing or
h) Describe how physical activity, sleep, and good health are assistance in situations where alcohol, tobacco, inhalants, preventing injuries.
related. and other drugs are being abused. g) Recognize parents, guardians, and other trusted
i) Explain the importance of sleep. i) Practice strategies for managing stress. adults as resources to promote health, prevent
j) Recognize the importance of good hygiene habits. j) Explain the relationship between health promotion and disease, and create a healthy community.
k) Describe ways to prevent vision and hearing loss. disease prevention. h) Identify how culture, family, friends, and the media
k) Demonstrate dental care, hand washing, and other personal
l) Analyze the effects of alcohol, tobacco, inhalant, and other influence health practices.
hygiene habits.
drug use on relationships with family, peers, and other i) Explain the benefits of having positive relationships
l) Demonstrate proper lifting and carrying techniques for
individuals. with family, friends, and neighbors.
handling backpacks and book bags.
m) Analyze why people choose to follow or not follow safety
m) Demonstrate appropriate behaviors during fire, tornado, j) Describe ways to offer friendship and support to
rules at home, at school, and in the community.
earthquake, lightning storm, or other disaster drills. someone who was bullied.
n) Identify strategies for managing stress.
n) Show effective communication skills in emergency k) Promote the value of community health and wellness.
o) Recognize the development of positive social skills as
situations. l) Advocate for a caring school environment.
essential for building and sustaining relationships.
o) Manage emotions appropriately in a variety of situations. m) Identify community health projects for peers and
p) Identify effective verbal and nonverbal communication
p) Recognize the importance of developing and maintaining a community groups to work on together.
skills that convey care, consideration, and respect for self
positive self-image. n) Promote volunteerism and community service.
and others.
q) Demonstrate effective communication skills to address
q) Analyze the role of active listening in refusal and conflict o) Recognize that all individuals have a responsibility to
harassing behaviors.
resolution.
r) Describe how to report harassing behaviors at school and at protect and preserve the environment.
r) Examine the influence of violence in the media on health p) Develop a plan to work collaboratively with peers,
home.
behaviors. families, and community groups to address
s) Demonstrate how to show respect for individual differences.
s) Examine community health issues. community environmental issues.
t) Describe the consequences of an unhealthy environment.
t) Assess environmental health and safety issues in the
CHANGES TO THE HEALTH STANDARDS
 More specific
 Measureable
 Content and topics are scaffolded K-10
 Increased thinking levels for students
 Adds emotional and social health
 Standard 1 = what students should know
 Standard 2 = what students should understand
 Standard 3 = students take the knowledge and
understanding to advocate for their personal health and
the health of others
_ GRADE HEALTH SOLS:
FORMING UNITS OF
INSTRUCTION
USING THE NEW SOLS TO CREATE
EFFECTIVE AND MEANINGFUL
LESSONS IS A 3 STEP PROCESS

Step 1: Determine Unit

Step 2: Identify The Objectives Within
The Strands That Apply
Step 3: Build Your Daily Lesson
STEP 1
REVIEW THE STANDARDS FOR TOPICAL AREAS
TO DESIGN A UNIT FROM WHICH YOU WILL
TEACH.
TOPICS
 Body Systems
 Nutrition, Physical Activity, Sleep
 Disease Prevention
 Substance abuse prevention and safe use of medication
 Injury and violence prevention
 Emotional and Mental Health
 Social Health and Relationships
 Communication and Problem Solving
 Environmental Health
 Safety and Emergency Preparedness
STEP 2
IDENTIFY STANDARDS/LEARNING OBJECTIVES
WITHIN YOUR GRADE LEVEL THAT APPLY TO
THAT TOPIC AREA

ENVIRONMENTAL HEALTH
 7.2 The student will use decision-making skills to promote
7.1 The student will identify and explain essential health 7.3 The student will promote healthy schools,
health and personal wellness.
concepts to understand personal health. families, and communities.
a) Determine the health benefits of regular physical activity and
a) Identify and describe the major structures and functions of the a) Create a campaign to promote cardiovascular health.
fitness.
circulatory system. b) Formulate a plan to increase opportunities for physical
b) Examine the importance of participating in recreational and
b) Identify ways to increase daily physical activity. activity at home, at school, and in the community.
leisure activities.
c) Explain the concept of active transportation (walking and biking). c) Design and promote safe walking and bike routes to and
c) Calculate the health benefits of active transportation.
d) Evaluate the impact of sleep and rest on physical, social, and from school or another location in the community.
d) Describe how healthy food choices and physical activity keep
emotional health and on cognitive performance. d) Encourage nutrient-dense food choices at home and at
the circulatory system healthy.
e) Analyze the caloric and nutritional value of foods and beverages. school.
e) Analyze the effects of nutrition on daily performance.
f) Describe ways to prevent weather- or climate-related physical e) Encourage peers and family members to eat healthy foods
f) Determine the cognitive and physical benefits of eating a
conditions such as allergies, asthma, sunburn, dehydration, and to be physically active.
healthy breakfast.
heatstroke, heat exhaustion, and hypothermia. f) Create a personal and family plan to meet guidelines for
g) Evaluate the accuracy of claims about dietary supplements and
g) Describe the benefit of eating foods to meet the recommendations for sleep and rest.
popular diets.
iron, calcium, and fiber. g) Promote the importance of regular health and medical
h) Use a decision-making process to evaluate daily food intake and
h) Describe how heredity influences growth and development. screenings and medical examinations.
nutritional requirements.
i) Explain the link between addiction to alcohol, tobacco, and other h) Identify ways to participate in school and community
i) Compare current personal sleep and rest habits with
drugs, chronic disease, and engaging in risky behaviors. efforts to promote a drug-free lifestyle.
recommended guidelines for teenagers.
j) Identify consumer protections for health products and services. i) Describe how family practices and customs promote
j) Evaluate the impact of sleep and rest on physical and mental
k) Analyze how the school and community can affect personal health positive health choices.
performance.
practices and behaviors, to include access to and availability of j) Analyze the types of advertising techniques used to
k) Describe types of advertising techniques used in a variety of
physical, emotional, and social health services; emergency response influence adolescent and family health practices and
media, to include social media, that may influence adolescents’
systems; health care products; and recreational and leisure decisions.
decisions concerning alcohol, tobacco, and drug use, and gang
opportunities. k) Evaluate the validity of information from different
involvement.
l) Analyze the benefits of stress management and stress-reduction resources, and share findings with others.
l) Identify consequences of engaging in risky behaviors, to include
techniques. l) Identify a health care product or service for students,
alcohol, tobacco, and drug use, gang involvement, and imitating
m) Recognize harmful and risky behaviors. families, schools, or communities.
gang-related behaviors.
n) Identify potential personal safety issues related to being home alone, m) Demonstrate how to influence others to make positive
m) Identify strategies for avoiding alcohol, tobacco, inhalants, and
caring for others, being in the neighborhood and community, and health choices.
other harmful substances.
being online. n) Create strategies to address differences between family
n) Explain the influence of personal and family values and beliefs
o) Identify alternatives to gang-related behaviors and acts of violence. values and beliefs and those of friends.
on individual health practices and behaviors.
p) Develop strategies for coping with disappointment. o) Create strategies to promote awareness of consequences
o) Describe how peers influence healthy and unhealthy behaviors.
q) Identify physical, social, and emotional factors that affect school associated with gang involvement.
p) Explain the benefits of emotional flexibility, stress
success. p) Promote strategies for coping with disappointment and
management, and stress-reduction techniques for emotional
r) Identify the benefits of healthy interpersonal relationships. adversity.
health.
s) Recognize the impact of difficult family situations on physical, q) Promote help-seeking for mental health concerns.
q) Develop achievable goals for handling stressors in healthy
social, and emotional health. r) Design an evaluation tool that measures the safety and
ways.
t) Differentiate between passive, aggressive, and assertive supportiveness of a school climate.
r) Explain the importance of a positive (emotionally safe) school
communication. s) Create a campaign to prevent bullying in school and online.
climate for school success.
u) Explain how violence, bullying, and harassment affect health and t) Identify ways to maintain a safe and healthy environment
s) Explain why it is important to prevent bullying at school and
safety. at school and at home.
online.
v) Describe the role of empathy in preventing bullying (in school and u) Demonstrate ways to conserve and promote the
t) Describe how a healthy environment is essential to personal and
online). conservation of natural resources.
community health.
w) Describe human activities that contribute to air, water, soil, and noise
u) Evaluate the relationship of social and environmental factors to
pollution.
individual and community health.
v) Identify the community’s financial resources dedicated to
promoting health.
 ENVIRONMENTAL HEALTH
Essential Health Concepts
7.1 (w) Describe human activities that contribute to air, water, soil, and noise
pollution.
Healthy Decisions
7.2 (t) Describe how a healthy environment is essential to personal and
community health.
(u) Evaluate the relationship of social and environmental factors to
individual and community health.
Advocacy and Health Promotion
7.3 (t) Identify ways to maintain a safe and healthy environment at school
and at home.
(u) Demonstrate ways to conserve and promote the conservation of
natural resources.
STEP 3
BUILD YOUR DAILY LESSON PLANS USING THE
CHOSEN STANDARDS FOR THE TOPIC/UNIT.
7.1 (W) - Describe human activities that contribute to air,
water, soil, and noise pollution.

DAILY LESSON PLANNING

SHARE LESSON TEMPLATE
RESOURCES
We will communicate where they can access resources and your
presentation online.