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BPS District Health Standards Book

Site: Learnbps
Course: BPSS (HTL) Health Standards
Book: BPS District Health Standards Book
Printed by: Guest user
Date: Monday, September 23, 2019, 5:11 AM

Health Introduction

HTL standards logo

Health Standards

The BPS-S (HTL) Health Education Standards course in Learnbps is Bismarck Public School District's current progress on prioritizing and deconstructing standards to provide a consistent, clear understanding of what students are expected to learn. The standards are designed to provide guidance so teachers and parents know what they need to do to help students. Plus help students reflect on the knowledge and skills that they need for success.



Identifier Explanation

HTL-MS8.s1.10

The Bismarck Public School District Standards-Based Progress Report displays grades at the concept level. Therefore Bismarck Public School District has modified the North Dakota DPI Identifiers to fit into our student information system PowerSchool for Standards-Based grading. Above is a BPS CSC Standards identifier showing the addition with smaller muted text to the the identifier are the components that BPS adds to the State code.


Standards Global Glossaries

Health Grade Levels

HTL standards logoGrade Level Bands

The Health Standards are organized into multiple grade-span levels listed below:


BPS Identifier System of the Standards

The individual Standards are organized by their Strand with each Standard having a unique identifier categorized by Subject-Grade Level.Strand.Standard. The Bismarck Public School District has modified the North Dakota DPI Identifiers to fit into our student information system PowerSchool for Standards-Based grading.

BPSStandards logo

HTL-MS.s1.10

  • HTL (Subject)
      • MS (Grade Band)
          • s1 (Standard)
              • 10 (benchmarck)

ND DPI

    1.8.10

  •  
      • 1 (Standard)
          • 8 (Middle School - Grade Band)
              • 10 (benchmark)

Note click on an identifier which is an auto-link to view more information about the standards. (e.g. I can...statements)

HTL-MS.s1.10: Explain the processes of conception, prenatal development, and birth.  

K-2 Grade Level

BPSS-HTL-logo

K-2 Grade Band

iconK-2 Health "I can ... statements"


Standard 1: Growth and Development

HTL-K2.s1 Understand concepts related to human growth and development, health promotion, disease prevention.
  • HTL-K2.s1.01: Identify how health behaviors affect mental, emotional, physical and social health.
  • HTL-K2.s1.02: Recognize that there are multiple dimensions of health.
  • HTL-K2.s1.03: Describe ways to prevent contagious diseases.
  • HTL-K2.s1.04: Identify ways to prevent common childhood injuries.
  • HTL-K2.s1.05: Describe why it is important to seek health care.
  • HTL-K2.s1.06: Explain how responsibility changes as we grow older

Standard 2: Health Influences

HTL-K2.s2 Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
  • HTL-K2.s2.01: Identify how family influences personal health behaviors
  • HTL-K2.s2.02: Identify what the school can do to support personal health behaviors.
  • HTL-K2.s2.03: Describe how the media and technology can influence health behaviors

Standard 3: Access Health Information

HTL-K2.s3 Demonstrate the ability to access valid health information, products and services.
  • HTL-K2.s3.01: Identify trusted adults and professionals who can help promote health.
  • HTL-K2.s3.02: Identify ways to locate school and community health helpers.

Standard 4: Communication Skills

HTL-K2.s4 Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
  • HTL-K2.s4.01: Demonstrate healthy ways to express needs, wants, feelings and emotions.
  • HTL-K2.s4.02: Demonstrate listening skills to enhance health.
  • HTL-K2.s4.03: Demonstrate ways to respond when in an unwanted, threatening or dangerous situation.
  • HTL-K2.s4.04: Demonstrate ways to tell a trusted adult if threatened or harmed.

Standard 5: Decision Making

HTL-K2.s5 Demonstrate the ability to use decision making skills to enhance health and avoid or reduce health risks.
  • HTL-K2.s5.01: Identify situations when a health-related decision is needed.
  • HTL-K2.s5.02: Differentiate between situations when a health-related decision can be made individually or when assistance is needed.

Standard 6: Goal Setting

HTL-K2.s6 Demonstrate the ability to use goal setting skills to enhance health and avoid or reduce risks.
  • HTL-K2.s6.01: Identify a short-term personal health goal and take action toward achieving the goal.
  • HTL-K2.s6.02: Identify who can help when assistance is needed to achieve a personal health goal.

Standard 7: Health Practices

HTL-K2.s7 Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
  • HTL-K2.s7.01: Demonstrate healthy practices and behaviors to maintain or improve personal health.
  • HTL-K2.s7.02: Demonstrate behaviors that avoid or reduce health risks.

Standard 8: Health Advocacy

HTL-K2.s8 Demonstrate the ability to advocate for personal, family, and community health
  • HTL-K2.s8.01: Make a request to promote personal health.
  • HTL-K2.s8.02: Encourage peers to make positive health choices.

3-5 Grade Level

BPSS-HTL-logo

3-5 Grade Level (Band)

icon3-5 Health "I can ... statements"


Standard 1: Growth and Development

HTL-EL.s1 Understand concepts related to human growth and development, health promotion, disease prevention.
  • HTL-EL.s1.01: Describe the relationship between health behaviors and social, emotional, physical, and mental health.
  • HTL-EL.s1.02: Identify examples of social, emotional, physical, and mental health.
  • HTL-EL.s1.03: Describe ways in which a safe and healthy school and community environment can promote personal health.
  • HTL-EL.s1.04: Describe ways to prevent common childhood injuries and health problems.
  • HTL-EL.s1.05: Describe when it is important to seek health care.
  • HTL-EL.s1.06: Explain the stages of social, emotional, physical and mental growth and development in humans from infancy to late adulthood.
  • HTL-EL.s1.07: Define abstinence in relation to health behaviors.

Standard 2: Health Influences

HTL-EL.s2 Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
  • HTL-EL.s2.01: Describe how family influences personal health behaviors.
  • HTL-EL.s2.02: Identify the influence of culture on health behaviors.
  • HTL-EL.s2.03: Identify how peers can influence health behaviors.
  • HTL-EL.s2.04: Describe how the school and community can support personal health practices and behaviors.
  • HTL-EL.s2.05: Explain how media and technology influences personal health behaviors.

Standard 3: Access Health Information

HTL-EL.s3 Demonstrate the ability to access valid health information, products and services.
  • HTL-EL.s3.01: Identify characteristics of valid health information, products, and services.
  • HTL-EL.s3.02: Locate resources from home, school, and community that provide valid health information.

Standard 4: Communication Skills

HTL-EL.s4 Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
  • HTL-EL.s4.01: Demonstrate effective verbal and nonverbal communication skills to enhance health.
  • HTL-EL.s4.02: Demonstrate refusal skills that avoid or reduce health risks.
  • HTL-EL.s4.03: Demonstrate nonviolent strategies to manage or resolve conflict.
  • HTL-EL.s4.04: Demonstrate how to ask for assistance to enhance personal health.

Standard 5: Decision Making

HTL-EL.s5 Demonstrate the ability to use decision making skills to enhance health and avoid or reduce health risks.
  • HTL-EL.s5.01: Identify health-related situations that might require a thoughtful decision.
  • HTL-EL.s5.02: Analyze when assistance is needed when making a health-related decision.
  • HTL-EL.s5.03: List healthy options to health-related issues or problems.
  • HTL-EL.s5.04: Predict the potential outcomes of each option when making a health related decision.
  • HTL-EL.s5.05: Choose a healthy option when making a decision.
  • HTL-EL.s5.06: Describe the outcomes of a health-related decision.

Standard 6: Goal Setting

HTL-EL.s6 Demonstrate the ability to use goal setting skills to enhance health and avoid or reduce risks.
  • HTL-EL.s6.01: Set a personal health short-term goal and track progress toward its achievement.
  • HTL-EL.s6.02: Identify resources to assist in achieving a personal health goal. 

Standard 7: Health Practices

HTL-EL.s7 Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
  • HTL-EL.s7.01: Identify responsible personal health behaviors.
  • HTL-EL.s7.02: Demonstrate healthy practices and behaviors to maintain or improve personal health.
  • HTL-EL.s7.03: Demonstrate health behaviors to avoid or reduce health risks.

Standard 8: Health Advocacy

HTL-EL.s8 Demonstrate the ability to advocate for personal, family, and community health.
  • HTL-EL.s8.01: Express opinions and give accurate information about health issues.
  • HTL-EL.s8.02: Encourage others to make positive health choices.

6th Grade

BPSS-HTL-logo

6th Grade

icon6th Health "I can ... statements"


Standard 1: Growth and Development

HTL-06.s1 Understand concepts related to human growth and development, health promotion, disease prevention.
  • HTL-06.s1.01: Analyze the relationship between health behaviors and personal health.
  • HTL-06.s1.02: Identify examples of mental, emotional, physical, and social health.
  • HTL-06.s1.03: Describe how the environment can promote personal health.
  • HTL-06.s1.04: Describe how family history can affect personal health.
  • HTL-06.s1.05: Identify adolescent health problems.
  • HTL-06.s1.06: Explain how appropriate health care can promote personal health.
  • HTL-06.s1.07: Describe the benefits of and barriers to practicing health enhancing behaviors.
  • HTL-06.s1.08: Examine the likelihood of injury or illness if engaging in unhealthy behaviors.
  • HTL-06.s1.09: Explain mental, emotional, physical and social changes that occur during adolescence.
  • HTL-06.s1.10: Define abstinence in relation to health behaviors.

Standard 2: Health Influences

HTL-06.s2 Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
  • HTL-06.s2.01: Describe how family influences health in positive and negative ways.
  • HTL-06.s2.02: Describe how culture, personal values, and beliefs support and challenge health practices and behaviors
  • HTL-06.s2.03: Identify how peers influence health behaviors
  • HTL-06.s2.04: Identify risk behaviors that can lead to future unhealthy behaviors.
  • HTL-06.s2.05: Explain how messages from media and technology influence health behaviors.

Standard 3: Access Health Information

HTL-06.s3 Demonstrate the ability to access valid health information, products and services.
  • HTL-06.s3.01: Describe the validity of health information, products, and services
  • HTL-06.s3.02: Access valid health information from home, school, and community.
  • HTL-06.s3.03: Identify situations that may require professional health services.

Standard 4: Communication Skills

HTL-06.s4 Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
  • HTL-06.s4.01: Demonstrate effective verbal and nonverbal communication skills to enhance health.
  • HTL-06.s4.02: Demonstrate refusal skills to avoid or reduce health risks
  • HTL-06.s4.03: Demonstrate negotiation skills to avoid or reduce health risks
  • HTL-06.s4.04: Demonstrate effective conflict management or resolution strategies.
  • HTL-06.s4.05: Demonstrate how to ask for assistance to enhance the health of self and others.

Standard 5: Decision Making

HTL-06.s5 Demonstrate the ability to use decision making skills to enhance health and avoid or reduce health risks.
  • HTL-06.s5.01: Determine when health-related situations require the application of a thoughtful decision-making process.
  • HTL-06.s5.02: Identify circumstances that can help or hinder healthy decision making.
  • HTL-06.s5.03: Identify when individual or collaborative decision making is appropriate.
  • HTL-06.s5.04: Identify healthy and unhealthy alternatives to health-related issues or problems.
  • HTL-06.s5.05: Predict the potential outcomes of healthy and unhealthy decisions on self and others.
  • HTL-06.s5.06: Choose healthy alternatives over unhealthy alternatives when making a decision.
  • HTL-06.s5.07: Analyze the outcome of a health-related decision.

Standard 6: Goal Setting

HTL-06.s6 Demonstrate the ability to use goal setting skills to enhance health and avoid or reduce risks.
  • HTL-06.s6.01: Assess personal health practices.
  • HTL-06.s6.02: Develop a goal to adopt, maintain, or improve a personal health practice.
  • HTL-06.s6.03: Identify strategies and skills needed to attain a personal health goal.

Standard 7: Health Practices

HTL-06.s7 Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
  • HTL-06.s7.01: Identify the importance of assuming responsibility for personal health behaviors.
  • HTL-06.s7.02: Demonstrate health behaviors that will maintain or improve the health of self and others.
  • HTL-06.s7.03: Demonstrate health behaviors to avoid or reduce health risks to self and others.

Standard 8: Health Advocacy

HTL-06.s8 Demonstrate the ability to advocate for personal, family, and community health
  • HTL-06.s8.01: Construct a health enhancing position on a topic and support it with accurate information.
  • HTL-06.s8.02: Demonstrate how to influence and support others to make positive health choices.

Middle School

BPSS-HTL-logo

Middle School Grade Band

iconMS Health "I can ... statements"


Standard 1: Growth and Development

HTL-MS.s1 Understand concepts related to human growth and development, health promotion, disease prevention.
  • HTL-MS.s1.01: Analyze the relationship between health behaviors and personal health.
  • HTL-MS.s1.02: Describe the interrelationships of emotional, mental, emotional, physical, and social health in adolescence.
  • HTL-MS.s1.03: Analyze how the environment affects personal health.
  • HTL-MS.s1.04: Describe how family history can affect personal health.
  • HTL-MS.s1.05: Describe ways to reduce or prevent injuries and other adolescent health problems.
  • HTL-MS.s1.06: Explain how appropriate health care can promote personal health.
  • HTL-MS.s1.07: Describe the benefits of and barriers to practicing health enhancing behaviors.
  • HTL-MS.s1.08: Examine the potential seriousness of injury and illness if engaging in unhealthy behaviors.
  • HTL-MS.s1.09: Identify the anatomical structures of the reproductive system.
  • HTL-MS.s1.10: Explain the processes of conception, prenatal development, and birth.
  • HTL-MS.s1.11: Identify the benefits of abstinence and/or contraceptive methods.
  • HTL-MS.s1.12: Acknowledge differences among individuals regarding gender.

Standard 2: Health Influences

HTL-MS.s2 Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
  • HTL-MS.s2.01: Analyze how family influences the health of individuals.
  • HTL-MS.s2.02: Describe how culture, personal values, and beliefs support and challenge health practices and behaviors
  • HTL-MS.s2.03: Describe how peers influence health behaviors.
  • HTL-MS.s2.04: Analyze how the school and community can affect personal health practices and behaviors.
  • HTL-MS.s2.05: Analyze how messages from media and technology influence health behaviors.
  • HTL-MS.s2.06: Explain the influence of norms, personal values, and beliefs on individual health behaviors.
  • HTL-MS.s2.07: Describe how some health risk behaviors can influence the likelihood of engaging in other unhealthy behaviors
  • HTL-MS.s2.08: Explain how school and public health policies can influence health promotion and disease prevention.

Standard 3: Access Health Information

HTL-MS.s3 Demonstrate the ability to access valid health information, products and services.
  • HTL-MS.s3.01: Analyze the validity of health information, products, and services.
  • HTL-MS.s3.02: Access valid health information from home, school, and community.
  • HTL-MS.s3.03: Access valid and reliable health products and services
  • HTL-MS.s3.04: Describe situations that may require professional health services.

Standard 4: Communication Skills

HTL-MS.s4 Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
  • HTL-MS.s4.01: Demonstrate effective verbal and nonverbal communication skills to enhance health.
  • HTL-MS.s4.02: Demonstrate refusal and negotiation skills to avoid or reduce health risks.
  • HTL-MS.s4.03: Demonstrate negotiation skills to avoid or reduce health risks.
  • HTL-MS.s4.04: Demonstrate collaboration skills to avoid or reduce health risks.
  • HTL-MS.s4.05: Demonstrate effective conflict management or resolution strategies.
  • HTL-MS.s4.06: Demonstrate how to ask for assistance to enhance the health of self and others.

Standard 5: Decision Making

HTL-MS.s5 Demonstrate the ability to use decision making skills to enhance health and avoid or reduce health risks.
  • HTL-MS.s5.01: Identify circumstances that can help or hinder healthy decision making.
  • HTL-MS.s5.02: Apply the decision-making process in health-related situations.
  • HTL-MS.s5.03: Distinguish when individual or collaborative decision making is appropriate.
  • HTL-MS.s5.04: Distinguish between healthy and unhealthy alternatives to healthrelated issues or problems.
  • HTL-MS.s5.05: Predict the potential outcomes of healthy and unhealthy decisions on self and others.
  • HTL-MS.s5.06: Choose healthy alternatives over unhealthy alternatives when making a decision.
  • HTL-MS.s5.07: Analyze the outcomes of a health-related decision.

Standard 6: Goal Setting

HTL-MS.s6 Demonstrate the ability to use goal setting skills to enhance health and avoid or reduce risks.
  • HTL-MS.s6.01: Assess personal health practices.
  • HTL-MS.s6.02: Develop a goal to adopt, maintain, or improve a personal health practice.
  • HTL-MS.s6.03: Apply strategies and skills needed to attain a personal health goal.
  • HTL-MS.s6.04: Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.

Standard 7: Health Practices

HTL-MS.s7 Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
  • HTL-MS.s7.01: Explain the importance of assuming responsibility for personal health behaviors.
  • HTL-MS.s7.02: Analyze health behaviors that will maintain or improve the health of self and others.
  • HTL-MS.s7.03: Demonstrate health behaviors to avoid or reduce health risks to self and others.

Standard 8: Health Advocacy

HTL-MS.s8 Demonstrate the ability to advocate for personal, family, and community health.
  • HTL-MS.s8.01: Construct a health enhancing position on a topic and support it with accurate information.
  • HTL-MS.s8.02: Demonstrate how to influence and support others to make positive health choices.
  • HTL-MS.s8.03: Work cooperatively to advocate for healthy individuals, families, and schools
  • HTL-MS.s8.04: Identify ways in which health messages and communication techniques can be altered for different audiences
  • HTL-MS.s8.05: State a health enhancing position on a topic and support it with accurate information.

-Archived MS

glossary icon Archived Middle School Health Standards

Standard 1: Growth and Development

HTL-MS.1 Students understand the fundamental concepts of growth and development.
  • HTL-MS.1.01 Describe changes that occur throughout the life cycle
  • HTL-MS.1.02 Describe the interrelationships during adolescence
  • HTL-MS.1.03 Explain the processes of conception, prenatal development, and birth
  • HTL-MS.1.04 Identify the anatomical structures of the reproductive system

Standard 2: Personal Health

HTL-MS.2 Students understand concepts related to the promotion of health and the prevention of disease.
  • HTL-MS.2.01 Develop strategies for managing stress in their own lives
  • HTL-MS.2.02 Describe ways to improve self-esteem
  • HTL-MS.2.03 Explain how values and beliefs influence health practices and behaviors
  • HTL-MS.2.04 Describe ways in which family history can have an impact on personal health
  • HTL-MS.2.05 Explain the relationship between sexual behavior and personal health
  • HTL-MS.2.06 Identify the symptoms and treatment of common diseases and health problems
  • HTL-MS.2.07 Explain ways in which health policies can influence disease prevention
  • HTL-MS.2.08 Explain the benefits of nutrition and physical activity
  • HTL-MS.2.09 Describe ways to reduce or prevent injuries
  • HTL-MS.2.10 Describe personal risks associated with harmful chemicals and drugs

Standard Standard 3: Exteranl Health Factors

HTL-MS.3 Students understand the effect of external factors on the health of individuals, families, communities, and the environment.
  • HTL-MS.3.01 Analyze how external factors affect health in positive and negative ways
  • HTL-MS.3.02 Identify ways that physical environment influences the health of individuals

Standard 4: Communication Skills

HTL-MS.4 Students demonstrate the ability to use communication skills to enhance health.
  • HTL-MS.4.01 Describe effective verbal and nonverbal communication skills to enhance health
  • HTL-MS.4.02 Apply strategies for coping with peer pressure
  • HTL-MS.4.03 Describe causes of conflicts and strategies to prevent conflicts

Standard 5: Decision Making and Goal Setting

HTL-MS.5 Students demonstrate the ability to use decision making and goal setting skills to enhance health.
  • HTL-MS.5.01 Identify ways in which personal health goals can be influenced by abilities, priorities, and responsibilities
  • HTL-MS.5.02 Identify the steps of the decision-making process.

Standard 6: Consumer Health

HTL-MS.6 Students demonstrate the ability to access, use, and evaluate health-related information, products, and services.
  • HTL-MS.6.01 Explain how to use resources and services that provide valid health information
  • HTL-MS.6.02 Analyze the validity of common health information, products, and services

Standard 7: Health Advocacy

HTL-MS.7 Students demonstrate the ability to advocate for personal, family, and community health.
  • HTL-MS.7.01 Describe strategies to influence and work cooperatively with others to advocate for healthy individuals, families, and communities
  • HTL-MS.7.02 Identify myths and facts related to health issues

High School

BPSS-HTL-logo

High School Grade Band

iconHS Health "I can ... statements"


Standard 1: Growth and Development

HTL-HS.s1 Understand concepts related to human growth and development, health promotion, disease prevention.
  • HTL-HS.s1.01: Predict and/or evaluate how health behaviors can affect health status.
  • HTL-HS.s1.02: Analyze the interrelationships of mental, emotional, physical, and social health.
  • HTL-HS.s1.03: Analyze how environment and personal health are interrelated.
  • HTL-HS.s1.04: Analyze how genetics and family history can impact personal health.
  • HTL-HS.s1.05: Formulate strategies to reduce or prevent injuries and health problems.
  • HTL-HS.s1.06: Analyze the relationship between access to health care and health status.
  • HTL-HS.s1.07: Analyze the benefits of and barriers to practicing a variety of health enhancing behaviors.
  • HTL-HS.s1.08: Examine personal susceptibility to and severity of injury, illness, or death if engaging in unhealthy behaviors.
  • HTL-HS.s1.09: Explain the functions of the reproductive system.
  • HTL-HS.s1.10: Describe prenatal and postnatal practices that can contribute to or threaten a healthy pregnancy for parent and child.
  • HTL-HS.s1.11: Compare and contrast the advantages and disadvantages of abstinence and other contraceptive methods, including condoms.
  • HTL-HS.s1.12: Acknowledge differences among individuals regarding gender.

Standard 2: Health Influences

HTL-HS.s2 Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
  • HTL-HS.s2.01: Analyze how the family influences the health of individuals.
  • HTL-HS.s2.02: Analyze how culture, personal values, and beliefs support and challenge health behaviors.
  • HTL-HS.s2.03: Analyze how peers influence health behaviors.
  • HTL-HS.s2.04: Evaluate how the school and community can affect personal health behaviors.
  • HTL-HS.s2.05: Evaluate the impact of media and technology on personal, family, and community health.
  • HTL-HS.s2.06: Analyze how the perceptions of norms influence health behaviors.
  • HTL-HS.s2.07: Examine how some health risk behaviors can influence the likelihood of engaging in other unhealthy behaviors.
  • HTL-HS.s2.08: Analyze how public health policies and government regulations can influence health promotion and disease prevention.

Standard 3: Access Health Information

HTL-HS.s3 Demonstrate the ability to access valid health information, products and services.
  • HTL-HS.s3.01: Evaluate the validity of health information, products, and services.
  • HTL-HS.s3.02: Utilize valid health resources that protect and inform consumers.
  • HTL-HS.s3.03: Evaluate the accessibility of products and services that enhance health.
  • HTL-HS.s3.04: Determine when professional health services may be required. 

Standard 4: Communication Skills

HTL-HS.s4 Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
  • HTL-HS.s4.01: Demonstrate active listening skills to enhance health and avoid or reduce health risks.
  • HTL-HS.s4.02: Apply effective verbal and nonverbal refusal skills to enhance health and avoid or reduce health risks.
  • HTL-HS.s4.03: Apply effective verbal and nonverbal negotiation skills to enhance health and avoid or reduce health risks.
  • HTL-HS.s4.04: Apply effective verbal and nonverbal collaboration skills to enhance health and avoid or reduce health risks.
  • HTL-HS.s4.05: Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
  • HTL-HS.s4.06: Demonstrate how to ask for and offer assistance to enhance the health of self and others.

Standard 5: Decision Making

HTL-HS.s5 Demonstrate the ability to use decision making skills to enhance health and avoid or reduce health risks.
  • HTL-HS.s5.01: Examine barriers that can hinder healthy decision making.
  • HTL-HS.s5.02: Apply the decision-making process in health-related situations.
  • HTL-HS.s5.03: Justify when individual or collaborative decision making is appropriate.
  • HTL-HS.s5.04: Generate alternatives to health-related issues or problems
  • HTL-HS.s5.05: Predict the potential short-term and long-term impact of each alternative on self and others.
  • HTL-HS.s5.06: Defend the healthy choice when making decisions.
  • HTL-HS.s5.07: Evaluate the effectiveness of health-related decisions.

Standard 6: Goal Setting

HTL-HS.s6 Demonstrate the ability to use goal setting skills to enhance health and avoid or reduce risks.
  • HTL-HS.s6.01: Assess personal health status.
  • HTL-HS.s6.02: Develop a plan to attain a personal health goal.
  • HTL-HS.s6.03: Implement strategies to monitor progress in achieving a personal health goal.
  • HTL-HS.s6.04: Formulate an effective short-term and long-term personal health plan.

Standard 7: Health Practices

HTL-HS.s7 Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
  • HTL-HS.s7.01: Analyze the role of individual responsibility for enhancing health.
  • HTL-HS.s7.02: Analyze a variety of health behaviors that will maintain or improve the health of self and others.
  • HTL-HS.s7.03: Demonstrate health behaviors to avoid or reduce health risks to self and others.

Standard 8: Health Advocacy

HTL-HS.s8 Demonstrate the ability to advocate for personal, family, and community health.
  • HTL-HS.s8.01: Utilize peer and societal norms to formulate a health-enhancing message.
  • HTL-HS.s8.02: Demonstrate how to influence and support others to make positive health choices.
  • HTL-HS.s8.03: Work cooperatively as an advocate for improving personal, family, and community health.
  • HTL-HS.s8.04: Adapt health messages and communication techniques to a specific target audience.

Standards

Health standards logoHealth Standards

The goal of Health education is to develop healthy literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful activity.

Standard 1  Understand concepts related to human growth and development, health promotion, disease prevention.

Standard 2  Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3  Demonstrate the ability to access valid health information, products and services.

Standard 4  Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5  Demonstrate the ability to use decision-making skills to enhance health and avoid or reduce health risks.

Standard 6  Demonstrate the ability to use goal-setting skills to enhance health and avoid or reduce risks.

Standard 7  Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8  Demonstrate the ability to advocate for personal, family, and community health.

Growth and Development

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Standard 1:

Understand concepts related to human growth and development, health promotion, disease prevention.

K-2 Grade Band

  • HTL-K2.s1.01: Identify how health behaviors affect mental, emotional, physical and social health.
  • HTL-K2.s1.02: Recognize that there are multiple dimensions of health.
  • HTL-K2.s1.03: Describe ways to prevent contagious diseases.
  • HTL-K2.s1.04: Identify ways to prevent common childhood injuries.
  • HTL-K2.s1.05: Describe why it is important to seek health care.
  • HTL-K2.s1.06: Explain how responsibility changes as we grow older

3-5 Grade Band

  • HTL-EL.s1.01: Describe the relationship between health behaviors and social, emotional, physical, and mental health.
  • HTL-EL.s1.02: Identify examples of social, emotional, physical, and mental health.
  • HTL-EL.s1.03: Describe ways in which a safe and healthy school and community environment can promote personal health.
  • HTL-EL.s1.04: Describe ways to prevent common childhood injuries and health problems.
  • HTL-EL.s1.05: Describe when it is important to seek health care.
  • HTL-EL.s1.06: Explain the stages of social, emotional, physical and mental growth and development in humans from infancy to late adulthood.
  • HTL-EL.s1.07: Define abstinence in relation to health behaviors.

6th Grade

  • HTL-06.s1.01: Analyze the relationship between health behaviors and personal health.
  • HTL-06.s1.02: Identify examples of mental, emotional, physical, and social health.
  • HTL-06.s1.03: Describe how the environment can promote personal health.
  • HTL-06.s1.04: Describe how family history can affect personal health.
  • HTL-06.s1.05: Identify adolescent health problems.
  • HTL-06.s1.06: Explain how appropriate health care can promote personal health.
  • HTL-06.s1.07: Describe the benefits of and barriers to practicing health enhancing behaviors.
  • HTL-06.s1.08: Examine the likelihood of injury or illness if engaging in unhealthy behaviors.
  • HTL-06.s1.09: Explain mental, emotional, physical and social changes that occur during adolescence.
  • HTL-06.s1.10: Define abstinence in relation to health behaviors.

Middle School 

  • HTL-MS.s1.01: Analyze the relationship between health behaviors and personal health.
  • HTL-MS.s1.02: Describe the interrelationships of emotional, mental, emotional, physical, and social health in adolescence.
  • HTL-MS.s1.03: Analyze how the environment affects personal health.
  • HTL-MS.s1.04: Describe how family history can affect personal health.
  • HTL-MS.s1.05: Describe ways to reduce or prevent injuries and other adolescent health problems.
  • HTL-MS.s1.06: Explain how appropriate health care can promote personal health.
  • HTL-MS.s1.07: Describe the benefits of and barriers to practicing health enhancing behaviors.
  • HTL-MS.s1.08: Examine the potential seriousness of injury and illness if engaging in unhealthy behaviors.
  • HTL-MS.s1.09: Identify the anatomical structures of the reproductive system.
  • HTL-MS.s1.10: Explain the processes of conception, prenatal development, and birth.
  • HTL-MS.s1.11: Identify the benefits of abstinence and/or contraceptive methods.
  • HTL-MS.s1.12: Acknowledge differences among individuals regarding gender.

High School 

  • HTL-HS.s1.01: Predict and/or evaluate how health behaviors can affect health status.
  • HTL-HS.s1.02: Analyze the interrelationships of mental, emotional, physical, and social health.
  • HTL-HS.s1.03: Analyze how environment and personal health are interrelated.
  • HTL-HS.s1.04: Analyze how genetics and family history can impact personal health.
  • HTL-HS.s1.05: Formulate strategies to reduce or prevent injuries and health problems.
  • HTL-HS.s1.06: Analyze the relationship between access to health care and health status.
  • HTL-HS.s1.07: Analyze the benefits of and barriers to practicing a variety of health enhancing behaviors.
  • HTL-HS.s1.08: Examine personal susceptibility to and severity of injury, illness, or death if engaging in unhealthy behaviors.
  • HTL-HS.s1.09: Explain the functions of the reproductive system.
  • HTL-HS.s1.10: Describe prenatal and postnatal practices that can contribute to or threaten a healthy pregnancy for parent and child.
  • HTL-HS.s1.11: Compare and contrast the advantages and disadvantages of abstinence and other contraceptive methods, including condoms.
  • HTL-HS.s1.12: Acknowledge differences among individuals regarding gender.

Health Influences

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Standard 2:

Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

K-2 Grade Band

  • HTL-K2.s2.01: Identify how family influences personal health behaviors
  • HTL-K2.s2.02: Identify what the school can do to support personal health behaviors.
  • HTL-K2.s2.03: Describe how the media and technology can influence health behaviors.

3-5 Grade Band

  • HTL-EL.s2.01: Describe how family influences personal health behaviors.
  • HTL-EL.s2.02: Identify the influence of culture on health behaviors.
  • HTL-EL.s2.03: Identify how peers can influence health behaviors.
  • HTL-EL.s2.04: Describe how the school and community can support personal health practices and behaviors.
  • HTL-EL.s2.05: Explain how media and technology influences personal health behaviors.

6th Grade

  • HTL-06.s2.01: Describe how family influences health in positive and negative ways.
  • HTL-06.s2.02: Describe how culture, personal values, and beliefs support and challenge health practices and behaviors
  • HTL-06.s2.03: Identify how peers influence health behaviors
  • HTL-06.s2.04: Identify risk behaviors that can lead to future unhealthy behaviors.
  • HTL-06.s2.05: Explain how messages from media and technology influence health behaviors.

Middle School 

  • HTL-MS.s2.01: Analyze how family influences the health of individuals.
  • HTL-MS.s2.02: Describe how culture, personal values, and beliefs support and challenge health practices and behaviors
  • HTL-MS.s2.03: Describe how peers influence health behaviors.
  • HTL-MS.s2.04: Analyze how the school and community can affect personal health practices and behaviors.
  • HTL-MS.s2.05: Analyze how messages from media and technology influence health behaviors.
  • HTL-MS.s2.06: Explain the influence of norms, personal values, and beliefs on individual health behaviors.
  • HTL-MS.s2.07: Describe how some health risk behaviors can influence the likelihood of engaging in other unhealthy behaviors
  • HTL-MS.s2.08: Explain how school and public health policies can influence health promotion and disease prevention.

High School 

  • HTL-HS.s2.01: Analyze how the family influences the health of individuals.
  • HTL-HS.s2.02: Analyze how culture, personal values, and beliefs support and challenge health behaviors.
  • HTL-HS.s2.03: Analyze how peers influence health behaviors.
  • HTL-HS.s2.04: Evaluate how the school and community can affect personal health behaviors.
  • HTL-HS.s2.05: Evaluate the impact of media and technology on personal, family, and community health.
  • HTL-HS.s2.06: Analyze how the perceptions of norms influence health behaviors.
  • HTL-HS.s2.07: Examine how some health risk behaviors can influence the likelihood of engaging in other unhealthy behaviors.
  • HTL-HS.s2.08: Analyze how public health policies and government regulations can influence health promotion and disease prevention.

Access Health Info

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Standard 3:

Demonstrate the ability to access valid health information, products and services.

K-2 Grade Band

  • HTL-K2.s3.01: Identify trusted adults and professionals who can help promote health.
  • HTL-K2.s3.02: Identify ways to locate school and community health helpers.

3-5 Grade Band

  • HTL-EL.s3.01: Identify characteristics of valid health information, products, and services.
  • HTL-EL.s3.02: Locate resources from home, school, and community that provide valid health information.

6th Grade

  • HTL-06.s3.01: Describe the validity of health information, products, and services
  • HTL-06.s3.02: Access valid health information from home, school, and community.
  • HTL-06.s3.03: Identify situations that may require professional health services.

Middle School 

  • HTL-MS.s3.01: Analyze the validity of health information, products, and services.
  • HTL-MS.s3.02: Access valid health information from home, school, and community.
  • HTL-MS.s3.03: Access valid and reliable health products and services
  • HTL-MS.s3.04: Describe situations that may require professional health services.

High School 

  • HTL-HS.s3.01: Evaluate the validity of health information, products, and services.
  • HTL-HS.s3.02: Utilize valid health resources that protect and inform consumers.
  • HTL-HS.s3.03: Evaluate the accessibility of products and services that enhance health.
  • HTL-HS.s3.04: Determine when professional health services may be required. 

Communication Skills

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Standard 4:

Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

K-2 Grade Band

  • HTL-K2.s4.01: Demonstrate healthy ways to express needs, wants, feelings and emotions.
  • HTL-K2.s4.02: Demonstrate listening skills to enhance health.
  • HTL-K2.s4.03: Demonstrate ways to respond when in an unwanted, threatening or dangerous situation.
  • HTL-K2.s4.04: Demonstrate ways to tell a trusted adult if threatened or harmed.

3-5 Grade Band

  • HTL-EL.s4.01: Demonstrate effective verbal and nonverbal communication skills to enhance health.
  • HTL-EL.s4.02: Demonstrate refusal skills that avoid or reduce health risks.
  • HTL-EL.s4.03: Demonstrate nonviolent strategies to manage or resolve conflict.
  • HTL-EL.s4.04: Demonstrate how to ask for assistance to enhance personal health.

6th Grade

  • HTL-06.s4.01: Demonstrate effective verbal and nonverbal communication skills to enhance health.
  • HTL-06.s4.02: Demonstrate refusal skills to avoid or reduce health risks
  • HTL-06.s4.03: Demonstrate negotiation skills to avoid or reduce health risks
  • HTL-06.s4.04: Demonstrate effective conflict management or resolution strategies.
  • HTL-06.s4.05: Demonstrate how to ask for assistance to enhance the health of self and others.

Middle School 

  • HTL-MS.s4.01: Demonstrate effective verbal and nonverbal communication skills to enhance health.
  • HTL-MS.s4.02: Demonstrate refusal and negotiation skills to avoid or reduce health risks.
  • HTL-MS.s4.03: Demonstrate negotiation skills to avoid or reduce health risks.
  • HTL-MS.s4.04: Demonstrate collaboration skills to avoid or reduce health risks.
  • HTL-MS.s4.05: Demonstrate effective conflict management or resolution strategies.
  • HTL-MS.s4.06: Demonstrate how to ask for assistance to enhance the health of self and others.

High School 

  • HTL-HS.s4.01: Demonstrate active listening skills to enhance health and avoid or reduce health risks.
  • HTL-HS.s4.02: Apply effective verbal and nonverbal refusal skills to enhance health and avoid or reduce health risks.
  • HTL-HS.s4.03: Apply effective verbal and nonverbal negotiation skills to enhance health and avoid or reduce health risks.
  • HTL-HS.s4.04: Apply effective verbal and nonverbal collaboration skills to enhance health and avoid or reduce health risks.
  • HTL-HS.s4.05: Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
  • HTL-HS.s4.06: Demonstrate how to ask for and offer assistance to enhance the health of self and others.

Decision Making

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Standard 5:

Demonstrate the ability to use decision-making skills to enhance health and avoid or reduce health risks.

K-2 Grade Band

  • HTL-K2.s5.01: Identify situations when a health-related decision is needed.
  • HTL-K2.s5.02: Differentiate between situations when a health-related decision can be made individually or when assistance is needed.

3-5 Grade Band

  • HTL-EL.s5.01: Identify health-related situations that might require a thoughtful decision.
  • HTL-EL.s5.02: Analyze when assistance is needed when making a health-related decision.
  • HTL-EL.s5.03: List healthy options to health-related issues or problems.
  • HTL-EL.s5.04: Predict the potential outcomes of each option when making a health related decision.
  • HTL-EL.s5.05: Choose a healthy option when making a decision.
  • HTL-EL.s5.06: Describe the outcomes of a health-related decision.

6th Grade

  • HTL-06.s5.01: Determine when health-related situations require the application of a thoughtful decision-making process.
  • HTL-06.s5.02: Identify circumstances that can help or hinder healthy decision making.
  • HTL-06.s5.03: Identify when individual or collaborative decision making is appropriate.
  • HTL-06.s5.04: Identify healthy and unhealthy alternatives to health-related issues or problems.
  • HTL-06.s5.05: Predict the potential outcomes of healthy and unhealthy decisions on self and others.
  • HTL-06.s5.06: Choose healthy alternatives over unhealthy alternatives when making a decision.
  • HTL-06.s5.07: Analyze the outcome of a health-related decision.

Middle School 

  • HTL-MS.s5.01: Identify circumstances that can help or hinder healthy decision making.
  • HTL-MS.s5.02: Apply the decision-making process in health-related situations.
  • HTL-MS.s5.03: Distinguish when individual or collaborative decision making is appropriate.
  • HTL-MS.s5.04: Distinguish between healthy and unhealthy alternatives to health related issues or problems.
  • HTL-MS.s5.05: Predict the potential outcomes of healthy and unhealthy decisions on self and others.
  • HTL-MS.s5.06: Choose healthy alternatives over unhealthy alternatives when making a decision.
  • HTL-MS.s5.07: Analyze the outcomes of a health-related decision.

High School 

  • HTL-HS.s5.01: Examine barriers that can hinder healthy decision making.
  • HTL-HS.s5.02: Apply the decision-making process in health-related situations.
  • HTL-HS.s5.03: Justify when individual or collaborative decision making is appropriate.
  • HTL-HS.s5.04: Generate alternatives to health-related issues or problems
  • HTL-HS.s5.05: Predict the potential short-term and long-term impact of each alternative on self and others.
  • HTL-HS.s5.06: Defend the healthy choice when making decisions.
  • HTL-HS.s5.07: Evaluate the effectiveness of health-related decisions.

Goal Setting

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Standard 6:

Demonstrate the ability to use goal-setting skills to enhance health and avoid or reduce risks.

K-2 Grade Band

  • HTL-K2.s6.01: Identify a short-term personal health goal and take action toward achieving the goal.
  • HTL-K2.s6.02: Identify who can help when assistance is needed to achieve a personal health goal.

3-5 Grade Band

  • HTL-EL.s6.01: Set a personal health short-term goal and track progress toward its achievement.
  • HTL-EL.s6.02: Identify resources to assist in achieving a personal health goal. 

6th Grade

  • HTL-06.s6.01: Assess personal health practices.
  • HTL-06.s6.02: Develop a goal to adopt, maintain, or improve a personal health practice.
  • HTL-06.s6.03: Identify strategies and skills needed to attain a personal health goal.

Middle School 

  • HTL-MS.s6.01: Assess personal health practices.
  • HTL-MS.s6.02: Develop a goal to adopt, maintain, or improve a personal health practice.
  • HTL-MS.s6.03: Apply strategies and skills needed to attain a personal health goal.
  • HTL-MS.s6.04: Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.

High School 

  • HTL-HS.s6.01: Assess personal health status.
  • HTL-HS.s6.02: Develop a plan to attain a personal health goal.
  • HTL-HS.s6.03: Implement strategies to monitor progress in achieving a personal health goal.
  • HTL-HS.s6.04: Formulate an effective short-term and long-term personal health plan.

Health Practices

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Standard 7:

Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

K-2 Grade Band

  • HTL-K2.s7.01: Demonstrate healthy practices and behaviors to maintain or improve personal health.
  • HTL-K2.s7.02: Demonstrate behaviors that avoid or reduce health risks.

3-5 Grade Band

  • HTL-EL.s7.01: Identify responsible personal health behaviors.
  • HTL-EL.s7.02: Demonstrate healthy practices and behaviors to maintain or improve personal health.
  • HTL-EL.s7.03: Demonstrate health behaviors to avoid or reduce health risks.

6th Grade

  • HTL-06.s7.01: Identify the importance of assuming responsibility for personal health behaviors.
  • HTL-06.s7.02: Demonstrate health behaviors that will maintain or improve the health of self and others.
  • HTL-06.s7.03: Demonstrate health behaviors to avoid or reduce health risks to self and others.

Middle School 

  • HTL-MS.s7.01: Explain the importance of assuming responsibility for personal health behaviors.
  • HTL-MS.s7.02: Analyze health behaviors that will maintain or improve the health of self and others.
  • HTL-MS.s7.03: Demonstrate health behaviors to avoid or reduce health risks to self and others.

High School 

  • HTL-HS.s7.01: Analyze the role of individual responsibility for enhancing health.
  • HTL-HS.s7.02: Analyze a variety of health behaviors that will maintain or improve the health of self and others.
  • HTL-HS.s7.03: Demonstrate health behaviors to avoid or reduce health risks to self and others.

Health Advocacy

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Standard 8:

Demonstrate the ability to advocate for personal, family, and community health.

K-2 Grade Band

  • HTL-K2.s8.01: Make a request to promote personal health.
  • HTL-K2.s8.02: Encourage peers to make positive health choices.

3-5 Grade Band

  • HTL-EL.s8.01: Express opinions and give accurate information about health issues.
  • HTL-EL.s8.02: Encourage others to make positive health choices.

6th Grade

  • HTL-06.s8.01: Construct a health enhancing position on a topic and support it with accurate information.
  • HTL-06.s8.02: Demonstrate how to influence and support others to make positive health choices.

Middle School 

  • HTL-MS.s8.01: Construct a health enhancing position on a topic and support it with accurate information.
  • HTL-MS.s8.02: Demonstrate how to influence and support others to make positive health choices.
  • HTL-MS.s8.03: Work cooperatively to advocate for healthy individuals, families, and schools
  • HTL-MS.s8.04: Identify ways in which health messages and communication techniques can be altered for different audiences
  • HTL-MS.s8.05: State a health enhancing position on a topic and support it with accurate information.

High School 

  • HTL-HS.s8.01: Utilize peer and societal norms to formulate a health-enhancing message.
  • HTL-HS.s8.02: Demonstrate how to influence and support others to make positive health choices.
  • HTL-HS.s8.03: Work cooperatively as an advocate for improving personal, family, and community health.
  • HTL-HS.s8.04: Adapt health messages and communication techniques to a specific target audience.