APS
DISTRICT HIGH SCHOOL HEALTH CURRICULUM FRAMEWORK
Course Title:
Health Education I
Department:
Health
Prerequisites:
None
District Course Number:
SEE BELOW
NM STARS Number: SEE BELOW
Length of Course: One Semester
Credit/PRI Area: .5 per Sem/Health
Grade Level(s): 9 - 12
Course Numbers:
HEALTH I
HEALTH I Bilingual
HEALTH I
HEALTH I
HEALTH I
D Level
C Level
B Level
48010
480B1
0602A
0612A
0622A
14014100
14018100
14012100
14012100
14012100
Important Notes:
COURSE DESCRIPTION:
In this required course, the student learns about all aspects of health and wellness through learning experiences that emphasize an increased awareness of health behaviors and their
positive and negative consequences. Areas of study include, but are not limited to health promotion, acquisition of health information, health behaviors, health factors,
interpersonal communication skills, goal setting, and health advocacy. Literacy skills of reading, writing, speaking, viewing, and researching are integrated throughout the course.
Skills and knowledge acquired in this course can be applied to the Health Science and the Human Services Career Clusters and their respective pathways.
References in parentheses following each performance standard refer to and are aligned with the New Mexico Health Education standards (H), New Mexico Career Readiness
Standards (CR), the National Health Care Cluster Foundation Standards (NH), and the Albuquerque Public Schools Language Arts Standards (APS – LA).
HEALTH EDUCATION I
1.1.24
Albuquerque Public Schools 11/06
STRATEGIES: The “Illustrations” column in the Program of Studies provides exemplars of the performance standards, strategies, and best practices suggested by Health teachers
in the Albuquerque Public Schools (APS).
ASSESSMENTS: Assessments may include: authentic and performance-based assessment, cooperative learning, teacher observations, checklists, test, and exams, formal and
informal writing, small group and full class discussions, oral and multimedia presentations, projects, demonstrations, and portfolios. Assessments are based on appropriate rubrics.
SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:
 Current state adopted textbooks
SUGGESTED TITLES/AUTHORS WEB SITES:
 The Underground Guide to Teenage Sexuality, Basso, M.J
 www.acadv.org/teenpcwheel.html - dating violence wheel
Approved by HSCB:
HEALTH EDUCATION I
1.2.24
November 16, 2006
Albuquerque Public Schools 11/06
STRAND I: HEALTH PROMOTION
CONTENT STANDARD: The student comprehends concepts related to health promotion and disease prevention.
BENCHMARKS: A. The student analyzes how behavior can impact health maintenance and disease prevention.
B. The student describes the interrelationships of mental, emotional, social, and physical health throughout life.
C. The student explains the impact of personal health behaviors on the functioning of body systems.
D. The student analyzes how the family, peers, and community influence the health of individuals.
E. The student analyzes how the environment influences the health of the community.
F. The student describes how to delay onset and reduce risks of potential health problems during adulthood.
G. The student analyzes how public health policies and government regulation influence health promotion and disease prevention.
H. The student analyzes how the prevention and control of health problems are influenced by research and medical advances.
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
Note: The following standards align with the National Health Care Cluster
Foundation standards Strands #1, #3, #5, #6, #7, and #9.
NOTE: Illustrations include suggested activities for attaining each
performance standard. A check for () refers to a key feature to
look for while assessing student performance.
1.
Describes the relationship between actions and consequences in the areas
related to (H - IA.1, IA.3, IB.2, IF.1, IIC.4, IIIB.1, VIC.1, VIC.2):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 the impact on mental, social and emotional, and physical healt
(e.g., drinking and sexual behavior, unintended pregnancy, STIs,
HIV, chronic diseases, addiction, intentional and unintentional
injuries, depression, suicide, lack of physical activity/nutrition
choices) throughout life.
1. The student:
 keeps a log of all the food he/she consumes for a week,
both before and after watching Supersize Me. He/She compares
the two food lists, describing to a partner how his/her eating
habits have/have not changed.
 role plays the ending to a scenario depicting a possibly
risky situation. He/She employs the Decision Making Model to
get out of this situation and describes positive and negative
consequences of the solution.
 participation
 use of process
 logical conclusions
2.
Discusses and analyzes the difference(s) between healthy and unhealthy
relationships (H – IA.5).
3.
Explains how attitude(s), behavior(s), and emotions affect health of self and
others in the areas related to (H – IA.5, IB.4):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
2, 3, 10, 11. After reviewing a teacher-provided Dating Violence Wheel
[i.e., power and control in the center and the various types of abuse
(e.g., emotional, economic, physical, sexual, verbal) around the outer
edge] and the Dating Bill of Rights, the student creates his/her own
Healthy Dating Wheel.
 all elements present
 use of Dating Bill of Rights information
 neatness
HEALTH EDUCATION I
1.3.24
OR
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS

ILLUSTRATIONS
mental, social, and emotional wellbeing (e.g., attraction, love, lust,
infatuation, jealousy, anger).
The student conducts a dating web quest to find the answer to the
question, “What is the difference between healthy and unhealthy dating?”
He/She joins a small group to compare findings. The group creates a
visual representation depicting the differences between the two types of
dating.
 participation
 variety of sources
 accurate information
4.
Identifies emotional and physical changes that occur during puberty
(H – IC.2).
4. The student:

creates a K (what I Know) W (what I Wonder) L (what
I have Learned) chart that reflects his/her knowledge of
emotional and physical changes during puberty.

uses a graphic organizer (e.g., Venn diagram) to compare
and contrast physical and emotional changes in both sexes.
 accuracy
 thoroughness
 revisions and additions to information as necessary
5.
Identifies alternatives to health risk behaviors in the areas related to
(H – IA.2, IC.6):

sexuality;

nutrition;

alcohol, tobacco, and other drug use;

physical activity;

personal safety;

mental, social, and emotional wellbeing (e.g., abstinence,
condom use, other pregnancy prevention methods, selection of
healthy food choices, “natural highs”).
5, 8.
6.
Understands human reproduction and how pregnancy can be prevented
through the use of various methods of contraception (H – IF.2, IF.3).
7.
Identifies ways in which diseases (e.g., HIV, bacterial and viral diseases,
sexually transmitted infections) are transmitted and recognizes prevention
strategies (e.g., abstinence, proper use of condoms, immunizations)
(H – IC.4, IF.2, IF.4).
6, 7, 9, 10. The student develops a brochure on a topic that identifies and
promotes positive sexual behavior. The brochure includes a diagram of
both the male and female reproductive systems, different types of
contraception consequences of unprotected sex. He/She presents this
brochure to the class.

accurate information

all criteria present

neatness

presentation skills
HEALTH EDUCATION I
1.4.24
After a class discussion listing risky behaviors, the student uses a
Health Continuum to place the behaviors. He/She then creates an
alternate behavior continuum.
 logical placement of behaviors
 reasonable alternate behaviors
OR
The student creates a poster showing risky behaviors and possible
alternate behaviors.
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
OR
As part of a small group, the student researches one phase
(e.g., reproductive systems, diseases, contraception) of positive sexual
behavior. The group presents findings to the class.

sources cited

accuracy and thoroughness

use of technology

use of graphics

presentation skills
8.
Identifies and analyzes health behaviors in the areas related to (H – IC.1):

sexuality;

nutrition;

alcohol, tobacco, and other drug use;

physical activity;

personal safety;

mental, social, and emotional wellbeing on the functioning of
body systems (e.g., physical activity and the respiratory system,
contracting a sexually transmitted disease, the reproductive
system).
8.
See Illustration #5, #8.
9.
Describes how untreated health conditions can affect the functioning of
body systems (e.g., an untreated sexually transmitted infection on the
reproductive system; untreated asthma on the respiratory system)
(H – IC.5).
9.
Reaching into a bag, the student selects a slip of paper on which is
the name of a disease. The student uses a variety of sources
(e.g., Internet, magazines) to research the disease. He/She learns
whether the disease is viral/bacterial; contagious/non-contagious;
curable/non-curable; method(s)of transmission; damage to body; and
what happens if left untreated. He/She presents findings in a
pamphlet/rap/ poster/report.

accurate information

thoroughness

all criteria represented

clear communication

presentation skills
10. Analyzes how inappropriate behavior such as bullying, harassment, and
intentional injury influence the health of individuals (H – ID.3).
10. See Illustration #2, #3, #10, #11 or Illustrations #6, #7, #9, #10.
11. Identifies and analyzes how environmental factors (e.g., family, peers,
social systems) influence personal health choices in the areas related to
(H – IB.1, ID.1, ID.2, ID.4, IE.1, IE.2, IIC.2, IIC.3):
11. See Illustrations #2, #3, #10, #11.
HEALTH EDUCATION I
1.5.24
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS






ILLUSTRATIONS
sexuality;
nutrition;
alcohol, tobacco, and other drug use;
physical activity;
personal safety;
mental, social, and emotional wellbeing.
12. Analyzes how research and medical advances can influence health
promotion and disease prevention in the areas related to (H – IH.1, IH.2):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
12. After doing a web search on new diseases, the student creates two
timelines, one for self from birth to present and another for one of
his/her parents; this one representing time from parent’s birth to the
birth of the student. Each timeline shows the different diseases,
vaccines, technology, etc. of the period. The student writes a short
description comparing the two periods.
 thoroughness
 accurate information
 writing conventions
 logical comparison
13. Researches and identifies how policies are developed that influence health
promotion and disease prevention in the areas related to (H – IG.1, IG.2):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
13. The student reviews a variety of policies (e.g., sexual harassment,
drug, vending machines) and debates the merits of the policy. He/She
then debates the opposite point of view.
 clear communication
 use of logic
 accurate information
 thorough research
Note: The above standards align with the National Health Care Cluster
Foundation Standards Strands #1, #3, #5, #6, #7, and #9.
HEALTH EDUCATION I
1.6.24
Albuquerque Public Schools 11/06
STRAND II: ACQUISITION OF HEALTH INFORMATION
CONTENT STANDARD: The student demonstrates the ability to access valid health information and health-promoting products and services.
BENCHMARKS: A. The student evaluates the availability and validity of health information, products, and services.
B. The student demonstrates the ability to evaluate and utilize resources from home, school, and community that provide valid health information.
C. The student evaluates factors that influence personal selection of health products and services.
D. The student demonstrates the ability to access school and community health services for self and others.
E. The student analyzes the cost and accessibility of health care services.
F. The student analyzes situations requiring professional health services.
GRADE
9 - 12
PERFORMANCE STANDARDS
l.
ILLUSTRATIONS
Evaluates how community resources can be accessed and utilized in the
areas related to (H – IIB.1, IIB.4, IID.1, IIF.3):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drugs;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing (e.g., school-based health
centers, primary care clinics, school nurse, local health facilities).
1.
While listening to a guest speaker or viewing a video on community
health resources, the student takes notes detailing important, pertinent
information. Using these notes, the student participates in a class
discussion. He/she then creates a foldable that depicts information
learned.

participation

active listening as shown by note-taking

complete, accurate information on foldable

neatness

writing conventions
OR
After listening to a nutritionist, the student creates a poster that depicts
and defines the parts of a nutrition label. He/She then creates a
worksheet with representations of nutrition labels for several snacks.
The worksheet asks questions about nutritional information found in
these snacks. The student and a partner trade worksheets to complete.

accurate information

participation
2.
Explains and evaluates the functions and effectiveness of school and
community health information, products, and services (e.g., school nurse,
school-based health center, public health office, private health care
provider) in the areas related to (H – IIA.1, IIB.2, IIB.5, IID.2):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drugs;
 physical activity;
HEALTH EDUCATION I
1.7.24
2.
The student interviews school health personnel or a community health
worker. He/She makes an oral presentation to the class on findings.

presentation skills

thoroughness

appropriate questioning
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS


ILLUSTRATIONS
personal safety;
mental, social, and emotional wellbeing (e.g., where to go for
immunizations, wellness checkup, pregnancy/STI/HIV
testing, help for depression, treatment for diabetes).
3.
Demonstrates the ability to compare cost and accessibility of health care
services in the community, identifying and devising solutions to barriers
(e.g., costs, transportation, culture, accessibility) for health care in the areas
related to (H – IIB.3, IIE.1, IIE.2):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drugs;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing (e.g., availability and cost
of smoking cessation class, nutrition education programs, prenatal
care).
3. After going on a field trip to a senior citizens’ center, the student
prepares a written report on findings, describing barriers to receiving
health care that a person might encounter as he/she ages and suggesting
possible solutions to these barriers.

effective writing elements and conventions

accurate, thorough information

proposal of logical solutions
4.
Evaluates the characteristics media uses to influence the selection of health
products and services (IIA.2, IIA.3, IIC.1).
4.
The student views a CD on media literacy. As part of a small group,
he/she researches a variety of media (e.g., TV, print, Internet) to locate
advertisements for health-related products and services. Using a rubric
to evaluate these ads on a number of criteria (e.g., accuracy), the group
creates counter ads, presenting both original and counter ads to the
class.
 participation
 use of rubric
 reasonable counter ad
5.
Prepares a plan of action for risk behaviors in situations that may lead to
negative physical, social, and/or emotional health consequences (e.g., abuse,
bullying, sexual assault, depression, suicide, domestic violence teen
pregnancy, STIs, HIV) (H – IIF.1).
5.
See Strand I (Health Promotion), Illustration #2, #3, #10, #11.
6.
Analyzes situations related to health crises and formulates solutions to
intervene and/or prevent the crises (e.g., a friend tells you he/she is thinking
about suicide, a friend tells you he/she is smoking, a friend tells you she is
pregnant) (H – IIF.2).
6.
After participating in the decision making model/respect model/peer
mediation, the student writes a reflection paper on the process.

writing conventions

thoughtfulness
Note: the above standards align with the National Health Care Cluster
Foundation Standards Strands #2, #3, #4, #5, and #9.
HEALTH EDUCATION I
1.8.24
Albuquerque Public Schools 11/06
STRAND III: HEALTH BEHAVIORS
CONTENT STANDARD: The student demonstrates the ability to practice health-enhancing behaviors and reduce health risks.
BENCHMARKS: A. The student analyzes the role of individual responsibility for enhancing health.
B. The student evaluates a personal health assessment to determine strategies for health enhancement and risk reduction.
C. The student analyzes the short- and long-term consequences of safe, risky, and harmful behaviors.
D. The student develops management strategies to improve or maintain personal, family, peer, and community health.
E. The student develops injury-prevention strategies for personal, family, peer, and community health.
F. The student demonstrates ways to avoid and reduce threatening situations.
G. The student evaluates strategies to manage stress.
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Analyzes the significance of personal responsibility and consequences for
healthy behaviors in the areas related to (H – IIIA.1, VIC.3, VID.1):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
2.
Demonstrates decision-making skills to determine personal health goals in
the areas related to (H – IIIA.2):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
3.
Charts and analyzes individual health assessment data that can help
determine health goals in the areas related to (H – IC.3, IIIB.2):

sexuality;

nutrition;

alcohol, tobacco, and other drug use;

physical activity;

personal safety;

mental, social, and emotional wellbeing (e.g., physical fitness
data, nutrition logs, youth-reported data for risk and resiliency
factors).
1 – 5. The student participates in a variety of activities that provide
opportunities for him/her to apply strategies for personal health
enhancement that reduce risk. He/She:
 creates his/her own health continuum that plots life style factors
and behaviors and analyzes his/her level of wellness. The student
selects three factors on the negative side and describes how to
improve it.
 uses the decision-making model (DMM) to set goals (e.g., drink
eight glasses of water a day, exercise more, decrease sugar/salt
intake).
 examines his/her goals on a daily basis and assesses his/her
behavior. He/She does this by either charting the behavior or
using a calendar to monitor it (e.g., logs in time and quantity of
water consumed). After a prescribed period of time, he/she
reflects in writing whether or not he/she achieved the goal and
why or why not.
 correct identification of factors
 appropriate/realistic modifications
 use of the decision-making process
 reflection
 goal attainment
HEALTH EDUCATION I
1.9.24
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
4.
Recognizes and analyzes negative and/or harmful behaviors in relationships
and identifies strategies to resolve the situation; identifies consequences of
risky and harmful behaviors on self and others in the areas related to
(H IIIC.1, IIIC.2):

sexuality;

nutrition;

alcohol, tobacco, and other drug use;

physical activity;

personal safety;

mental, social, and emotional wellbeing (e.g., abstinence or birth
control methods to avoid teen pregnancy, mediation skills to
avoid conflict, refusal skills to avoid smoking or drugs).
4.
The student:
 uses a visual representation of a negative behavior (e.g.,
violence wheel) to identify strategies that resolve the situation
(e.g., conflict resolution).
 views the video Supersize Me to study nutrition issues. While
viewing the video, the student takes notes and afterwards writes
what the consequences to the body are as demonstrated in the
video.
 views Osmosis Jones. After the viewing the student orally or in
writing answers questions regarding the diseases and disorders
seen or heard in the video and describes the signs and symptoms
of each.
 analysis
 appropriate visual
 listening skills
 problem solving
 individual participation
 effective communication
5.
Develops personal, family, community, and cultural health goals and
management strategies for achieving the goals in the areas related to
(H – IIID.1, IIID.2):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing (e.g., eating patterns and
physical activity as related to healthy behaviors, how families deal
with conflict).
5.
See Illustration #1 - #5.
6.
Recognizes threatening situations and formulates strategies to reduce them
(H – IIIF.1, IIIF.3).
7.
Analyzes personal, family, peer, and community factors that contribute to
intentional and unintentional injuries and describes prevention strategies to
avoid these injuries (H – IIIE.1, IIIE.2).
8.
Demonstrates effective negotiation and risk avoidance strategies
(e.g., avoiding unwanted sexual activity; alcohol, tobacco, and other drug
6 – 8. Through a variety of activities the student applies skills, knowledge,
and strategies that demonstrate standards attainment. He/She depicts a
problematic situation and how to resolve it by:
 drawing a comic strip,
 role playing the same or different situation from that of the
comic strip,
 writing a skit and acting it out,
 creating a collage by cutting out pictures from magazines,
and/or
HEALTH EDUCATION I
1.10.24
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS

use; bullying behavior; poor nutritional choices; physical inactivity)
(H – IIIE.4, IIIF.4, VF.2, VF.3).
9.
Demonstrates refusal skills in the context of dangerous situations and
personal safety in the areas of physical, emotional, or sexual abuse
(H – IIIE.3, IIIF.2).
10.
Evaluates stressors and strategies to reduce their harmful effects
(H – IIIG.1).
11.
Explains the immediate and long term effects of stress on the body
(H – IIIG.2).
12.
Demonstrates ways to manage stress (H – IB.5, IIIG.3).
Note: the above standards align with the National Health Care Cluster
HEALTH EDUCATION I
1.11.24
9.
using the computer and clipart to create a visual.
 individual participation
 conflict resolution skills
 effective communication
 understanding of key concepts
The student participates in a variety of activities to demonstrate his/her
skills in the avoidance of dangerous situations. He/She:

uses candy (e.g., M & Ms, jelly beans) to represent any risky
behavior (e.g., physical abuse, drugs) and uses refusal and
decision-making skills to demonstrate how he/she might avoid
that behavior.

role plays a given scenario.

participates in a hand-shaking activity to demonstrate how
sexually transmitted diseases are transmitted. One variation of
this activity can be to use cards that indicate who can shake
hands with whom.

The cards identify a disease (e.g., hepatitis) and are labeled
(e.g., infected, monogamous, partly infected). The student
keeps track with whom he/she shakes hands and only shakes
hands as directed. At the end of the activity the student
discusses what happened. (Note: As a caution, the student
is NOT to walk out spreading rumors that another student
has a particular disease. The activity is a demonstration
only.)
 individual participation in activities and discussions
 positive behaviors
 application of refusal and decision-making skills
 understanding of key concepts
 effective communication
10 – 12. The student addresses the standards regarding stress during the
mental health unit. He/She devotes approximately a week to engage in a
variety of activities that provide experiences on how to manage stress.
He/She:
 works in groups and assumes a role for a particular day
(e.g., reader, recorder, checker). On that day, he/she can only
play that role. A task is assigned to the group (e.g., work sheet,
vocabulary). The individual in the group who is assigned to be
the observer writes down what is going on. At the end of the
task/activity, the group creates a poster and presents it to the
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
Foundation Standards Strands #7 and #9.


HEALTH EDUCATION I
1.12.24
other groups. The object is to build unity in the group and
work together to accomplish a goal.
creates a brochure on stress. The focus of the brochure is the
short and long term effects that stress has on the body, how to
manage it, and how to help peers.
participates in relaxation techniques and/or “a stress
management period.” This activity can be done on a short
day. The student relaxes for 15 minutes in a manner that
befits him/her (e.g., puts head on the desk, listens to music).
With teacher approval, the student can set the environment
(e.g., dims lights, lights candles). At the end of the period,
the student reflects orally or in writing about his/her
experience.

focus on task

completion of tasks

collaboration/teamwork

leadership skills

creativity

effective communication
Albuquerque Public Schools 11/06
STRAND IV: HEALTH FACTORS
CONTENT STANDARD: The student analyzes the influence of culture, media, technology, and other factors on health.
BENCHMARKS: A. The student analyzes how cultural practices can enrich or challenge health behaviors.
B. The student evaluates the effect of media and other factors on personal, family, peer, and community health.
C. The student evaluates the impact of technology on personal, family, peer, and community health.
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Analyzes how both positive and negative cultural values, beliefs, and
practices in the school and community contribute to health, safety, and
personal choices in the areas related to (H – IVA.1, IVA.3):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
1.
The student examines food pyramids from around the world, using a
map to locate the areas represented by the pyramids. He/She selects one
of the pyramids and associated region to research, focusing on the
foods represented, the possible reasons that these foods have been
selected, and how this pyramid compares to that used in the United
States. The student joins a small group of peers who researched the
same pyramid. He/She compares findings with peer group,
revising/adding information when needed. The student then becomes
part of another group that contains a representative from each pyramid
researched. He/She teaches peers about own findings and learns from
peers about other pyramids.

participation

accurate information

clear communication

presentation skills

listening skills
2.
Analyzes how the media and culture portray gender roles (e.g., aggressive
behavior for boys vs. submissive behavior for girls; sexual behavior for
each gender) (H – IVA.2).
2.
After researching anorexia/bulimia, the student presents findings using
technology (e.g., PowerPoint).

accurate information

sources cited

presentation skills

clear communication

interesting format
3.
Analyzes health-related advertisements and their influences on health
behaviors in the areas related to (H – IVB.1, IVB.2):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
3.
See Strand II (Acquisition of Health Information) Illustration #4.
HEALTH EDUCATION I
1.13.24
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS



ILLUSTRATIONS
physical activity;
personal safety;
mental, social, and emotional wellbeing (e.g., condom use vs.
unprotected sex, smoking vs. non-smoking, using a seat belt or
not, healthy vs. unhealthy eating habits).
4.
Analyzes sources that can help to determine if media messages are true or
false (H – IVB.3, VIIB.1).
5.
Demonstrates refusal skills in choices related to media messages
(H – IVB.4).
6.
Compares and contrasts how advances in technology positively and/or
negatively impact personal, family, peer, and community health (e.g., use
of computers and TVs vs. physical activity time, effects on communication
skills, medical conveniences) (H – IVC.1, IVC.2).
Note: the above standards align with the National Health Care Cluster
Foundation Standards Strands #2, #3, #5, #6, and #9.
HEALTH EDUCATION I
1.14.24
4, 5. After viewing a variety of health claims found in the media, the student
describes the essential question, identifies the message being sent,
evaluates the message, identifies the hidden message (if any), and
determines the target audience. He/She joins a small group and writes
a short scenario in which the student uses refusal skills to address a
health- related media message.
 use of process
 all components present
 logical conclusions
 participation
 use of refusal skills
6.
After performing a web quest, the student creates a technology timeline
that lists both the pros and cons of the technology .
 thoroughness
 logical conclusions
 analysis
Albuquerque Public Schools 11/06
STRAND V: INTERPERSONAL COMMUNICATION SKILLS
CONTENT STANDARD: The student demonstrates the ability to use interpersonal communication skills to enhance health.
BENCHMARKS: A. The student demonstrates skills for communicating effectively with family, peers, and others.
B. The student analyzes how interpersonal communication affects relationships.
C. The student demonstrates positive ways to express needs, wants, and feelings.
D. The student demonstrates ways to communicate care, consideration, and respect for self and others.
E. The student demonstrates strategies for solving interpersonal conflicts without harming self and others.
F. The student demonstrates refusal, negotiation, and collaboration skills to avoid potentially harmful situations.
G. The student analyzes the possible causes of conflict in schools, families, and communities.
H. The student demonstrates strategies to prevent conflict.
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Compares and contrasts effective and ineffective verbal and nonverbal
communication skills with family, peers, and others in the areas related to
(H – VA.1, VA.2, VB.2, VD.1, VIIA.1):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
1, 2, 4. As part of a pair, the student role plays both effective (e.g., eye
contact, no interruptions) and ineffective (e.g., talking to someone else,
rolling eyes) listening skills. Joining a small group, the student compares
the two conversations and comes up with rules of good listening
(i.e., focus, eye contact, no interruptions, ask good questions, timing,
cultural sensitivity). Each group contributes its list during a class
discussion, arguing for/against particular qualities that make a good
listener.
 active participation
 insights/perspectives
2.
Analyzes how cultural diversity influences verbal and nonverbal
communication (H – VB.1).
3.
Analyzes how to express feelings in a positive way (H – VC.1, VC.2).
4.
Analyzes how to respond appropriately to other people’s needs, wants, and
feelings (H – VC.3).
5.
Describes and analyzes aggressive, passive, and assertive ways to respond
conflict (H – VE.3).
6.
Analyzes and demonstrates conflict resolution skills in the areas related to
(H – VE.1, VE.2, VH.1):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
HEALTH EDUCATION I
1.15.24
3, 5, 6. The student writes one script demonstrating the correct steps
(i.e., use a feeling word, describe the problem, define how the other
person can be of assistance, avoidance of the word “you”) of “I Feel”
messages and another script of a situation where this type of conflict
resolution is not used.
 all steps present in first script
 logical outcomes in both scripts
 effective writing elements
 analysis
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS


7.
8.
ILLUSTRATIONS
personal safety;
mental, social, and emotional wellbeing.
Describes and analyzes risky situations in the areas related to (H – VF.1):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
Discusses and analyzes possible causes of conflict; designs possible
solutions to resolving conflict among youth in schools and communities in
the areas related to (H – VG.2):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
7, 8. The student is given the following scenario: You have heard that
there is a large party in another school’s district. Should you attend?
Using the Decision Making Model, he/she diagrams the problem using
the format below. He/She then identifies and analyzes the possible
causes of the conflict that was solved.
Problem: Should I attend the party?
Options
Pros
1. Attend alone
Hot guys/girls
2. Attend with friend
3. Don’t attend
 process followed
 thoroughness
 logical conclusions
Cons
Alcohol/drugs
Note: the above standards align with the National Health Care Cluster
Foundation Standards Strands #2, #3, #4, #6, and #8.
HEALTH EDUCATION I
1.16.24
Albuquerque Public Schools 11/06
STRAND VI: GOAL SETTING
CONTENT STANDARD: The student demonstrates the ability to use goal-setting and decision-making skills to enhance health.
BENCHMARKS: A.
B.
C.
D.
E.
The student demonstrates the ability to utilize various strategies when making desicions related to health needs and risks of young adults.
The student analyzes health concerns that require collaborative decision-making.
The student predicts the immediate and long-term impact of health decisions on the individual, family, peers, and community.
The student implements a plan for attaining a personal health goal.
The student evaluates progress toward achieving personal health goals.
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Describes health issues that require decision-making in the areas related to
(H – VIB.1):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
2.
Analyzes and demonstrates strategies used to make healthy decisions in the
areas related to (H – VIA.1):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
3.
Analyzes the difference between making an individual decision or in
collaboration with others in the areas related to (H - VIB.2):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
HEALTH EDUCATION I
1.17.24
1 – 3. The student sets one goal and describes in writing his/her action plan,
a progress bar, his/her supporting network (e.g., who will help), rewards
for reaching the goal (e.g., how to celebrate, if attained), and what things
could set him/her back (e.g., not going to class).

all required components

analysis/insights

goal attainment

effective communication
OR
The student creates a poster that represents a healthy decision made
individually or in collaboration with another individual and presents it to
the class. All the posters are displayed in the room so the student can
conduct a gallery walk. Each poster is evaluated by the use of a teachergenerated rubric.

creativity

realistic representation of a situation

insights

adherence to rubric
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS
4.
ILLUSTRATIONS
Develops and implements a realistic personal wellness plan that includes
both short and long term goals and describes how that plan can be effective
for lifelong health and wellness (H – VID.2, VIE.1, VIF.1).
Note: the above standards align with the National Health Care Cluster
Foundation Standards Strands #3, #4, #7, and #9.
HEALTH EDUCATION I
1.18.24
4.
After text readings, videos, discussions of the food pyramid, and other
related activities, the student:

keeps a record/diary of his/her eating habits for five days to
include a weekend. He/She then breaks the items into food
groups and analyzes the items (e.g., calorie count, RDA). The
student reflects in writing on his/her eating habits and states
what he/she can do physically to counter the extra calories.

creates a personal wellness plan that includes nutrition, physical
activity, and behavior modification. See also Strand III,
Illustrations #1 - #5.
 documentation
 analysis/insights
 modifications
 reasonableness
 balance
 effective communication
 observation and listening skills
 personal responsibility
Albuquerque Public Schools 11/06
STRAND VII: HEALTH ADVOCACY
CONTENT STANDARD: The student demonstrates the ability to advocate for personal, family, peer, and community health.
BENCHMARKS: A.
B.
C.
D.
E.
F.
The student evaluates the effectiveness of communication methods for accurately expressing health information and ideas.
The student expresses information and opinions about health issues.
The student utilizes strategies to overcome barriers when communicating information, ideas, feelings, and opinions about health issues.
The student demonstrates the ability to influence and support others in making health-enhancing choices.
The student demonstrates the ability to work cooperatively when advocating for health communities.
The student demonstrates the ability to adapt health messages and communication techniques to the characteristics of a particular audience.
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Analyzes how to help others make healthy choices in the areas related to
(H – VIID.1):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
1, 2, 4. The student creates a survey related to physical activity. The
survey contains questions related to the type(s) of physical activity
engaged in, the frequency of said activity, the reason(s) for this type of
activity, and any barriers preventing physical activity. He/She surveys a
number of peers and uses the results of the survey to design a campaign to
overcome any barriers.
 applicable questions
 thoroughness
 logical counter message
2.
Creates positive health messages in the areas related to (H – VIIF.2):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
3.
Identifies how healthy messages and communication techniques can target
different audiences (H – VIIF.1).
4.
Analyzes barriers to effective communication about health issues in the
areas related to (H – VIIC.1):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
HEALTH EDUCATION I
1.19.24
`
3, 5. The student:

charts all food eaten during the week and writes a short
response paper discussing how the charting did/did not change
eating habits;

watches Supersize Me and creates a counter message for a
variety of audiences (e.g., elementary students, peers, parents,
grandparents);

creates a puppet show for elementary students based on the new
food pyramid.
 participation
 plausible counter message
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS
5.
ILLUSTRATIONS
Analyzes how to work cooperatively when advocating for healthy
individuals, families, and schools in the areas related to (H – VIIE.1):
 sexuality;
 nutrition;
 alcohol, tobacco, and other drug use;
 physical activity;
 personal safety;
 mental, social, and emotional wellbeing.
5.
See Illustrations #3, #5.
Note: the above standards align with the National Health Care Cluster
Foundation Standards Strands #2, #4, #5, #6, #8, and #9.
HEALTH EDUCATION I
1.20.24
Albuquerque Public Schools 11/06
STRAND VIII: LITERACY
CONTENT STANDARD: The student communicates health principles through reading, writing, speaking, and research opportunities.
BENCHMARK: The student demonstrates proficiency in reading comprehension, specialized vocabulary, critical thinking, and writing through a variety of classroom
assignments and projects.
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
The following standards are aligned to the APS 9 th grade Language Arts
Standards and to the National Health Care Cluster Foundation Standards
#1, #2, #4, and #11.
1.
Develops and demonstrates proficiency with the following strategies to
approach reading for information across content areas (APS – LA I.1):
 scans reading selection to determine whether a text contains relevant
information and
 reviews and summarizes essential elements of text for overview.
1.
See Strand I (Health Promotion) Illustration #2, #3, #10, #11 and
Strand IV (Health Factors) Illustration #2.
2.
Summarizes information accurately to determine main idea and critical
details (APS – LA I.6).
2.
See Strand I (Health Promotion) Illustration #4; Strand II (Acquisition
of Health Information) Illustration #1; and Strand III (Health Behaviors)
Illustration #4.
3.
Uses a variety of interactive technologies effectively to enhance
understanding of reading selections and to present information appropriate
for the intended purpose and audience (APS – LA I.3, III.4).
3.
See Strand I (Health Promotion) Illustration #6, #7,# 9, #10;
Strand IV (Health Factors) Illustration #6; and Strand VI (Goal Setting)
Illustration #4.
4.
Interprets information from, and detects similarities and differences in, a
variety of texts (APS – II.3).
4.
See Strand IV (Health Factors) Illustration #1 and Illustration #4, #5.
5.
Develops increased competence in using the writing process to create a final
product (APS – LA III.1).
5.
See Strand I (Health Promotion) Illustration #9 and Strand II
(Acquisition of Health Information) Illustration #3.
6.
Supports an informed opinion (APS – LA III.6).
6.
See Strand I (Health Promotion) Illustration #13 and Strand IV (Health
Factors) Illustration #6.
7.
Develops increased competence with speaking strategies (APS – LA IV.1).
7.
See Strand I (Health Promotion) Illustration #11 and Strand II
(Acquisition of Health Information) Illustration #2.
8.
Views media critically (APS – LA V.1).
8.
See Strand II (Acquisition of Health Information) Illustration #4 and
Strand IV (Health Factors) Illustration #4, #5.
HEALTH EDUCATION I
1.21.24
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS
9.
ILLUSTRATIONS
Demonstrates appropriate participation in group discussions
(APS – LA V.2).
9. See Strand II (Acquisition of Health Information) Illustration #1 and
Strand IX (Career Readiness) Illustration #6, #10.
10. Develops increased competence in using research strategies
(APS – LA VI.5).
HEALTH EDUCATION I
10. See Strand I (Health Promotion) Illustration #9 and Strand IX
(Career Readiness) Illustration #1 - #3.
1.22.24
Albuquerque Public Schools 11/06
STRAND IX: CAREER READINESS
CONTENT STANDARD: The student explores health career pathways and recognizes skills necessary to seek employment in the health fields.
BENCHMARKS: A. The student identifies education, training, and skills required for employment in a health field.
B. The student examines employment opportunities, workplace environments, and career growth potential for health fields.
GRADE
9 - 12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Identifies personal interests and aptitudes for proper course selection and
career choices (CR – 1A).
2.
Develops a career plan consistent with career interests, aptitudes, and
abilities (CR – 1C).
3.
Uses technology (e.g., E-mail, Internet) to access and distribute data and
other information (CR – 3B, 3C, 3D; NH – 11.12).
1 – 3. The student uses the “Choices” computer program in the lab to
identify personal interests, to develop a career plan consistent with these
interests, and to make a selection of high school and college courses based
on the career plan. He/She then uses the internet to explore the career
choice in more depth, presenting findings to the class.
 use of “Choices” to determine career plan
 logical course selection
 presentation skills
 accurate information
4.
Identifies and demonstrates positive behavior, conduct, and social
manners within the school, workplace, and community (CR – 4A;
NH – 4.13, 4.17, 8.26).
5.
Works cooperatively with persons from diverse backgrounds to accomplish
a common goal (CR - 4B, 5C; NH – 4.16, 8.22, 8.27).
6.
Applies critical thinking and problem-solving skills, or identifies problems
and uses critical thinking skills and team skills, to solve problems (CR – 5E;
NH – 4.15, 8.14, 8.28).
7.
Discusses personal appearance and hygiene habits appropriate to the health
care environment and industry expectations (NH – 4.12).
8.
Investigates attendance policies of the employer or educational institution
(NH – 4.18).
HEALTH EDUCATION I
1.23.24
4, 5, 7. As part of a small group, the student role plays a job interview
scenario. He/She takes turns being the person seeking the job and the
company representative. As these “interviews” occur, class members
evaluate the interviewees, deciding whom would be hired and why.
 participation
 logical decision with reason for choice
6, 10. As part of a class discussion, the student identifies health-related
issues that affect high school age students at his/her own high school. The
student joins a small group and brainstorms possible solutions to any
problems. Each member of the group chooses one of the following tasks
in order to create a one page “Health Letter” to distribute: research,
writing, computer data entry, advertising/marketing, and managing editor.
Each student in the group must meet the agreed-upon deadline for
publication using a computer newspaper publication program.
 participation
 timely completion of task
 accuracy
 cooperative group skills
 visually attractive product
8, 9. The student is interviewed by a variety of people in the community
for positions in their respective businesses or companies. After the
interview process, the student interacts with these local business
Albuquerque Public Schools 11/06
GRADE
9 - 12
PERFORMANCE STANDARDS
9.
ILLUSTRATIONS
Engages in continuous self-assessment and goals modification for personal
and professional growth (CR – 2A; NH – 4.31).
10. Manages time, prioritizes responsibilities, and meets completion dates
(CR – 2A; NH – 4.32).
HEALTH EDUCATION I
1.24.24
representatives (e.g., managers) to elicit suggestions for personal and
professional improvement. Using the information gained, the student
lists three personal goals.
 participation
 active listening
 appropriate responses
 logical goals
10. See Illustrations #6, #10.
Albuquerque Public Schools 11/06