Standard 1 The student understands and demonstrates ways in which his or her health and well-being can be enhanced and maintained.Standard 2 The student understands and demonstrates behaviors that prevent disease and speed recovery from illness.Standard 3 The student will understand and demonstrate behaviors that reduce the risk of becoming involved in potentially dangerous situations and will know how to react to situations in ways that help to protect his or her health.Standard 4 The student will understand and demonstrate how to play a positive, active role in promoting the health of his or her family.Standard 5 The student will understand and demonstrate how to promote positive health practices within the school and community, including how to cultivate positive relationships with peers.Standard 6 The student will understand the variety of physical, mental, emotional, and social changes that occur throughout life.Standard 7 The student will understand individual differences in growth and development.Standard 8 The student will understand his or her developing sexuality, the benefits of abstinence from sexual activity, and how to be respectful of the sexuality of others.5959High SchoolThe Health Framework for California Public Schools describes expecta-tions of high school students:[A]lthough many students in grades nine through twelve may seemphysically mature, they are still in the process of changing from externalguidance to internal direction. In addition, the illusion of immortality iscommon to them, and the possibility of their developing a disease ordisability in the distant future may carry even less weight for them than foryounger adolescents. Therefore, instruction on the more immediateconsequences of behavior or the imminent transition to adulthood is likelyto be more effective than instruction emphasizing a long-term approach.Students are receptive to information provided by trusted adults but areoften overconfident about their own knowledge and coping abilities.Therefore, positive adult and peer role models are critically important atthis stage.A positive development among many students is that they are becomingaware of their influence on younger children and are taking an increasinglyactive role in the school and the community as concerned citizens. Theyare often willing participants as role models or peer advisers. By this timemost students are also beginning to think about career and life options. Thecurriculum can stimulate those interests and help to inform students abouthealth- or food-related careers. (Page 120)A health education program involves students, school staff, families,and the community. These groups work together to promote goodhealth, to prevent health problems when possible, and to address themin a systematic way when they do occur. All students are engaged inactivities that foster the development of each individual’s optimalphysical, mental, and emotional well-being, leading to healthy choicesand lifelong good health. The health education standards address thefour unifying ideas for health literacy found in the Health Framework forCalifornia Public Schools:Health Education Standards60• Acceptance of personal responsibility for lifelong health;• Respect for and promotion of the health of others;• An understanding of the process of growth and development; and• Informed use of health-related information, products, and services.Curriculum is structured to incorporate these unifying ideas and isimplemented through a meaningful, student-centered approach,providing opportunities for participation, recognition, and successfulachievement.Acceptance of Personal Responsibilityfor Lifelong HealthStandard 1 The student understands and demonstrates ways inwhich his or her health and well-being can be enhancedand maintained.Students in high school who meet this standard will be able to:• Explain the relationship between personal health habits and qualityof life.• Evaluate food choices that can promote optimal health and reducethe risk of disease.• Relate the importance of fitness and physical activity to lifelonghealthful living.• Develop and demonstrate effective communication and copingskills.• Demonstrate appropriate strategies for dealing with stress.The following tasks and assignments might be used to determinewhether the student is meeting the standard:• Students will participate in partner dialogue using “I” and “you”messages and analyze each as a communication technique.• Students will evaluate their state of health using a personal healthinventory.• Students will evaluate five activities they perceive as stressful andsuggest ways to deal with stress in a positive manner.Health Education Standards—High School61Standard 2 The student understands and demonstrates behaviorsthat prevent disease and speed recovery from illness.Students in high school who meet this standard will be able to:• Identify and evaluate measures for the prevention and control ofcommunicable and chronic diseases (including STDs such as HIV/AIDS).• Cooperate in regular health screenings, including dental, vision, andhearing exams.• Recognize the importance of breast and testicular self-examination.• Analyze the influence of family and cultural factors on the treatmentof disease.• Communicate with a health-care provider about the symptoms ofdisease and other personal health concerns.• Evaluate food intake for nutritional adequacy specific to one’sgender, age, and health condition.• Explain to a pregnant woman the benefits of prenatal care and theimportance of care after the delivery, especially for the newborn.The following tasks and assignments might be used to determinewhether the student is meeting the standard:• Students will complete a survey regarding participation in regularhealth screenings.• Students will evaluate a personal food log and nutritional adequacyusing computerized nutritional analysis and will propose alternativesto improve nutritional quality as appropriate.• Students will create a brochure about a specific disease and includethe following information: description of the disease, the method oftransmission, incubation period, symptoms, treatment, and progno-sis.• Students will compile a list of questions concerning individualhealth and role-play a visit to the doctor.• Students will list myths concerning health and disease and evaluatetheir validity.• Students will compare two hypothetical