Health Ed HS .22 by Torrisi Design Associates

New York City Grades 9-12 Health Education Scope & Sequence

New York City Department of Education

Acknowledgments

Richard Carranza Chancellor

Office of School Wellness Programs

Cheryl Watson-Harris First Deputy Chancellor LaShawn Robinson Deputy Chancellor Division of School Climate and Wellness Lindsey Harr Executive Director Office of School Wellness Programs Wellness@schools.nyc.gov Healthedworks@schools.nyc.gov 335 Adams Street Brooklyn, NY 11201

Tori Kass Senior Director of Instruction and Capacity Jennifer Paulino Director of Health Education Programs (Interim Acting) Gaetano Antonacci Citywide Instructional Lead for Middle School Health Education Amy Dawson Citywide Instructional Lead for Middle School Health Education Health Education Team Gaetano Antonacci Tanya Bacchus Sarah Cocuzzo Dena Cox Amy Dawson Paula Kadanoff NYC DOE Health Education Teacher Reviewers XXXXXXXX

The Office of School Wellness Programs acknowledges the contributions of the District Wellness Advisory Council, whose members reviewed these materials, and XXXXXX for their support and advisement in the development of this resource.

“ Given sufficient attention and support, young people can have the chance to grow up healthy and whole both in body and in mind. What is at stake are not only the precious individual lives of our young people but our national health and our future as a nation.” — FRED M. HECHINGER (New York Times Education Writer and New York City Public School Graduate)

Table of Contents ■■ Key Information...............................................................................................xx ■■ Introduction ...............................................................................................xx ■■ Health Skills ................................................................................................xx ■■ Regulations ................................................................................................xx ■■ How to Use This Document ..................................................................xx ■■ Grades 9-12 Scope and Sequence Overview.......................................xx ■■ Unit Summaries................................................................................................xx ■■ Social, Emotional, and Mental Health...............................................xx ■■ Nutrition and Physical Activity..............................................................xx ■■ Alcohol, Tobacco, and Other Drug-Use Prevention......................xx ■■ Sexual Health.............................................................................................xx ■■ Safety and Injury Prevention...................................................................xx XX

KEY INFORMATION XX

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 9-12 I INTRODUCTION The New York City 9-12 Health Education Scope and Sequence provides educators with the foundation on which to build learning experiences that offer students the opportunity and support they need to lead healthier, happier, more successful lives. The high-quality, comprehensive health education outlined in these pages is an essential academic subject critical to ensuring that all students are healthy, safe, engaged, supported, and challenged. Schools, families, and community partners can contribute to, and benefit from, healthy student behavior outcomes.

KEY INFORMATION

Healthy students are better learners. Yet limited access to nutritious foods, clean air, safe spaces for physical activity, mental health services, reliable sexual health information, and other essential components of healthy living can negatively impact a student’s ability to learn. Providing high-quality standards- and skills-based Health Education to every student, in every school, across all grade bands, can help reduce some of the health problems in the student populations in historically underserved communities while establishing habits of lifelong learning and healthy living in those same communities. For this reason, providing high-quality Health Education plays a key role in enacting the Chancellor’s priority for the New York City Department of Education to Advance Equity Now. Health education that integrates concepts and skills allows students to consistently reflect upon and authentically apply health concepts and skills to their own lives, their families, and their communities. As they focus on social and emotional health skill development, students are better able to recognize bias, advocate for inclusive schools and communities, develop healthy relationships, and make responsible, ethical decisions. This Scope and Sequence thus helps to ensure that all New York City public school students are prepared to live safe, healthy, and socially engaged lives as adults. The New York City 9-12 Health Education Scope and Sequence Sequence is a comprehensive curricular planning resource for educators to use in their work of realizing the New York City Department of Education’s vision of providing skills-based comprehensive health education to all students in Grades K-12. This guide is intended to serve administrators, parents, and teachers. It was developed as a practical framework for implementing a comprehensive skills-based approach to health education. It outlines key health topics and concepts (scope), and the logical progression (sequence) of essential health knowledge, skills, and behaviors to be addressed in Grades 9-12. The primary skills to be developed are those included in the National Health Education Standards and are critical to students’ ability to become successful learners who adopt and maintain healthy behaviors now and throughout their lives. In addition, the Scope and Sequence ensures all students in New York City public schools have access to a sustainable program model founded on medically accurate, culturally inclusive, current information that introduces developmentally appropriate knowledge and skills.

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 9-12 I INTRODUCTION I

continued

Health Education Standards

Students need to learn, practice, and apply skills successfully, numerous times, with positive reinforcement and social support, in order to enhance and maintain their own and othersâ&#x20AC;&#x2122; personal health and safety. The New York City 9-12 Health Education Scope and Sequence upon three different sets of standards that emphasize skill development and outlines what students should know and be able to do by the end of high school: 1. The New York State Health Education Standards 2. The National Health Education Standards 3. The National Sexuality Education Standards

KEY INFORMATION

The New York City 9-12 Health Education Scope and Sequence was also informed by the Health Education Curriculum Analysis Tool, an assessment tool developed by the Centers for Disease Control and Prevention; A Guidance Document for Achieving the New York State Standards in Health Education and partnerships with health education experts representing state education agencies, school districts, schools, colleges, and national organizations.

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 9-12 I HEALTH SKILLS A Skills-Based Approach

The skills-based approach to comprehensive health education enables students to effectively apply health skills in a variety of situations. Research on positive behavior change has informed this skills-based approach, which has been shown to be more effective than traditional content-only pedagogy. Through skills-based learning experiences, students learn, practice, and demonstrate the skills that are much more likely to lead to the adoption of healthy behaviors. The National Health Education Standards recommends the following health skills: • Analyzing Influences • Accessing Information • Communication • Decision Making • Goal Setting • Self-Management KEY INFORMATION

• Advocacy SKILL PEDAGOGY The following steps represent research-based, sequential methodology needed to teach skills effectively: 1. Introduce the Skill

4. Practice

• Provide students with a definition.

• Provide students with many opportunities to practice the skill.

• Discuss the relevance of the skill to their health and their lives. • Explain the educational outcomes of the skill

• K eep practice opportunities relevant and connected to educational outcomes.

2. Present the Steps of the Skill

5. Reinforce and Provide Feedback

• Explain the critical elements of the skill.

• I nclude opportunities for students to apply the skill to their lives outside of school.

3. Model

• Provide summative feedback on performance assessments.

• Demonstrate the skill. • Use examples that connect to students’ lives and the educational outcomes described in Step 1.

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 9-12 I REGULATIONS Grades 9-12 Content As they participate in the New York City Health Education curriculum, students develop skills, practice problem solving, assess risks, learn facts, and build their understanding of complex concepts and issues. The topics included in the 9-12 Health Education Scope and Sequence address New York State Commissionerâ&#x20AC;&#x2122;s Regulations, and New York State and City Mandates and are designed to prevent the priority youth health-risk behaviors identified by the Centers for Disease Control and Prevention (CDC). Middle and high school students must receive the equivalent of one 54-hour comprehensive health education course. Health Education Topic Social, Emotional, and Mental Health

Regulations and Alignment NYS Mandate: NYS legislation from July 2018 requires mental health instruction for Grades Kâ&#x20AC;&#x201C;12. The topic of Social, Emotional, and Mental Health was included to ensure students learn how to manage emotions and behaviors, develop relationships, and build social and self-awareness skills. Includes concepts from the NYS Framework for Mental Health Education Instruction. CDC Youth Risk Behaviors: Behaviors that contribute to violence.

Nutrition and Physical Activity Alcohol, Tobacco, and Other Drug-Use Prevention

KEY INFORMATION

Regulation of the Chancellor: Regulation A-750 requires schools to provide all students with age-appropriate information and activities about child abuse and maltreatment, sexual abuse and assault; and information about prevention strategies and developing personal safety skills. CDC Youth Risk Behaviors: Unhealthy dietary behaviors. CDC Youth Risk Behaviors: Inadequate physical activity. CDC Youth Risk Behaviors: Alcohol, tobacco, and other drug use. NYS Mandate: NYS Legislation from June 2014 mandates that heroin and opioid content be included within Health Education drug and alcohol curricula. Includes concepts from the NYS Health Education Standards Modernization Supplemental Guidance Document.

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 9-12 I REGULATIONS I Health Education Topic Sexual Health

continued

Regulations and Alignment NYS Mandate: NYS requires all students in Grades K-12 receive a certain number of lessons annually on the nature, methods of transmission, and methods of prevention of HIV/AIDS. Regulation of the Chancellor: Regulation A-750 requires schools to provide all students with age-appropriate information and activities about child abuse and maltreatment, sexual abuse and assault, and information about prevention strategies and developing personal safety skills. HIV/AIDS parent notification letter should be sent home two weeks prior to instruction. Sexual Health parent notification letter should be sent home two weeks prior to instruction. Regulation of the Chancellor: The DOE requires all students in Grades 6-12 to receive sexual health education as part of comprehensive health education. Sexual health education must be age-appropriate, skills-based, and medically accurate.

KEY INFORMATION

Safety and Injury Prevention

Childrenâ&#x20AC;&#x2122;s Internet Protection Act (CIPA): The DOE will provide curriculum about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response. The Dignity Act also amended Section 801-a of New York State Education Law regarding instruction in civility, citizenship, and character education by expanding the concepts of tolerance, respect for others and dignity to include: an awareness and sensitivity in the relations of people, including but not limited to, different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, gender identity, and sexes. CDC Youth Risk Behaviors: Behaviors that contribute to unintentional injuries and violence. Regulation of the Chancellor: Regulation A-750 requires schools to provide all students with age-appropriate information and activities about child abuse and maltreatment, sexual abuse and assault, and information about prevention strategies and developing personal safety skills.

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 9-12 I HOW TO USE THIS DOCUMENT Using the New York City 9-12 Health Education Scope and Sequence This Scope and Sequence offers guidelines for planning and implementing a comprehensive, developmentally appropriate health education program. It is organized into content-specific units and consists of two parts: • Overview • Unit Summaries

Overview This Scope and Sequence provides an overview of the New York City grades 9-12 Health Education curriculum’s five units of study in a grid format for easy reference by administrators, teachers, and families. It is important to note that HIV/AIDS lessons are taught every year in accordance with the New York City Department of Education HIV/AIDS prevention mandate. Each unit of study contains several topics, which briefly list their main concepts. The skills covered in each topic are listed by geometric icon; a key at the top of the page provides quick reference. KEY INFORMATION

The concepts and skills outlined in each topic may be covered in as many lessons as the health teacher deems appropriate. Each unit also offers a recommended minimum number of lessons, based on New York State and New York City requirements and instructional best practices, as follows: • Social, Emotional and Mental Health: 15 • Nutrition and Physical Activity: 10 • Alcohol, Tobacco and Other Drug Use Prevention: 15 • Sexual Health: 20 • Nutrition and Physical Activity: 10 • Safety and Injury Prevention: 5

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 9-12 I HOW TO USE THIS DOCUMENT Unit Summaries Each unit of study in the New York City 9-12 Health Education Scope and Sequence contains a Unit Summary, which consists of the following components: • H ealthy Behavior Outcomes. When students engage in learning experiences that focus on developing the knowledge and skills covered in the units, the desired outcome is to have them adopt or maintain the highlighted healthy behaviors. The Healthy Behavioral Outcomes were adapted from those developed by the Centers for Disease Control and Prevention (CDC). The inclusion of each outcome was determined by considering the specific needs of New York City students and the behaviors they need to engage in to maintain healthy lives.

KEY INFORMATION

• E ssential Questions. The Essential Questions are designed to stimulate thought, provoke inquiry, and spark student discussion. These student-focused inquiries combine the Health Concepts and Health Skills to guide students toward reaching the unit’s instructional objectives and adopting the unit’s Healthy Behavior Outcomes. • H ealth Concepts. These concepts contain the knowledge essential for young people to know and then apply to best promote healthenhancing behaviors and reduce risky behaviors. The listed concept is preceded by a code that represents the unit title abbreviation, National Health Education Standard (NHES) alignment (and, in the Sexual Health unit, National Sexuality Education Standards alignment), and the recommended sequence of implementation. All Health Concepts recommended for each unit align with NHES Standard 1. For example, “SEM 1.1” represents:

— Unit Title: Social, Emotional, and Mental Health (SEM)

— NHES Alignment: Standard 1 (1)

— Recommended Sequence of Implementation: First Concept (1)

• H ealth Skills. The Health Skills highlight what students need to learn, practice, and apply throughout the unit. Each skill is critical for students to become successful learners who adopt and maintain healthy behaviors. All health skills recommended for each unit align to NHES 2, 3, 4, 5, 6, 7, or 8. Before each health skill, the unit title abbreviation, NHES alignment, and the recommended sequence of implementation appears. For example, “SEM 2.1” represents:

— Unit Title: Social, Emotional, and Mental Health (SEM)

— NHES Alignment: Standard 2 (2)

— Recommended Sequence of Implementation: First Skill (1)

Comprehensive health education in Grades K-12 is fundamental to the health and well-being of every student in New York City; moreover, all students deserve access to high-quality education that promotes social, emotional, and academic development. The New York City Department of Education is committed to supporting students with the knowledge and skills they need to make informed decisions, adopt behaviors, and change social conditions in ways that improve and maintain their health.

GRADES 9-12 SCOPE AND SEQUENCE OVERVIEW XX

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 9-12 I OVERVIEW The New York City 9-12 Health Education Scope and Sequence Overview provides a summary of the units, concepts, and skills included a comprehensive health education program. The first column in each table indicates the unit of study and the recommended number of lessons; the subsequent columns outline the unit's topics and the main concepts and skills for each topic. The Health Education Scope and Sequence prioritizes a skills-based approach to health education. The skills developed in each unit derive from the National Health Education Standards, and are indicated by the following icons: ANALYZING INFLUENCES

Unit Title

GRADES 9-12 SCOPE AND SEQUENCE OVERVIEW

Social, Emotional, and Mental Health Recommended Number of Lessons: 15

ACCESSING INFORMATION Dimensions of Health

Emotional, intellectual, physical, social, and environmental dimensions of health Personal health status and family history Influences on dimensions of health Personal identity Diversity and inclusion

Unit Title

Nutrition and Physical Activity

COMMUNICATION Taking Responsibility

Personal responsibility and health status Self-respect, selfesteem, self-control, body confidence Mindfulness Optimism and self-talk Internal and external motivations

GOAL SETTING

Food and Health Relationship between food, physical activity, health status Benefits of having a nutritious diet

SELF-MANAGEMENT

Understanding and Managing Challenging Emotions

Relationship Building

Managing stress, anxiety, depression, anger, rejection, and grief

Healthy ways to express affection, love, friendship, empathy, sympathy

Perpetrator, survivor, bystander, upstander roles

Physical and psychological effects of stress, anxiety, depression

Qualities of healthy relationships

Intent and impact

Strategies for managing and expressing difficult emotions

Managing conflict with intimate partners, peers, family, and others

Behaviors that promote emotional health

Guidelines for eating and physical activity Recommended Number of Lessons: 10

DECISION MAKING

Nutrition Information

Violence Prevention

Cycles of abuse Intimate partner violence Bullying, cyberbullying, hazing, hate violence Brave and safe spaces

ADVOCACY Getting Help for Mental Health Mental health myths Peer norms, social media, and other influences Chronic depression Disordered eating and self-harm Mental health disorders Support and help for self and others

Internet, technology, and digital safety

Food and Fitness Choices

Nutrition, Physical Activity, and Safety

Essential nutrients

Influences on daily habits

Prevent injury during physical activity

Nutrition labels

Healthy cooking and dining

Risk factors for foodborne illness

Food fads

Lifestyle choices for personal needs and preferences

Importance of drinking water daily Nutritious and non-nutritious beverages

Access to nutrition and physical activity options Solutions to barriers for healthy living

Unit Title

ACCESSING INFORMATION

COMMUNICATION

Drug Use, Misuse, and Abuse

DECISION MAKING

Effects and Risks

Alcohol, Tobacco and Other Drug-Use Prevention

Alcohol, tobacco, and other drug use, misuse, and abuse

Short- and long-term effects of alcohol, tobacco, and other drugs

Legal and illegal use of prescription, over-the-counter (OTC), and other drugs

Impact on adolescent brain development

Proper use of over-the-counter and prescription medications

Addiction, treatment, and recovery

Recommended Number of Lessons: 15

Reading drug labels

Unit Title

Sexual Health Recommended Number of Lessons: 20* * Includes required NYC DOE HIV/ AIDS Curriculum lessons

Understanding Self-Identity

Sex assigned at birth, gender identity, gender expression, and sexual orientation Self-identity and intersectionality Affirming and inclusive practices School policies and programs that promote dignity and respect for all

GOAL SETTING

SELF-MANAGEMENT

Countering Influences

Staying Drug-Free

Policies and laws

Benefits of remaining drug-free

Factors and perceived norms that influence choices around ATODs

Overcoming barriers to remaining alcohol, tobacco, and drug free

Media and socio-cultural influences on choices to use or abstain

Help others remain alcohol, tobacco, and drug free

Safety in risky situations

Strategies to cope with challenging emotions

Relationship Building

Sexual and Reproductive Anatomy and Function

Healthy and unhealthy relationships

Anatomy and physiology

Benefits of abstinence

Menstruation and pregnancy

Contraceptive methods, including abstinence and condoms

Sexual consent and high-risk situations Refusal, delay, negotiation, and consent skills Influences on sexual decision making Getting help from trusted adults on matters of sexual health

Sexual and reproductive health: self-exams, issues of reproductive system Minorsâ&#x20AC;&#x2122; reproductive rights

ADVOCACY

GRADES 9-12 SCOPE AND SEQUENCE OVERVIEW

ANALYZING INFLUENCES

Abstinence, Sex, and Protection

Correct use of barrier methods (internal/external condoms, dental dams)

STI and HIV Prevention

Reduce the risk of STIs, including HIV Factors that may influence abstinence, condom use, and safer sex decisions PEP and PrEP Access to treatment for STIs, including HIV, and other sexual and reproductive health resources

Sexual Violence: Prevention and Survivor Support Affirmative consent Sexual harassment, sexual assault, human trafficking Intimate partner violence Internet, technology, and digital safety Bodily autonomy Sexual health laws and policies

Unit Title

GRADES 9-12 SCOPE AND SEQUENCE OVERVIEW

Safety and Injury Prevention Recommended Number of Lessons: 5

ACCESSING INFORMATION

COMMUNICATION

Safety Hazards and Reducing Risk

Avoid or reduce risk of unintentional injuries Reduce safety hazards at home and school Safety strategies at home or school Preventing injury during physical activity

DECISION MAKING

GOAL SETTING

Preventing Motor Vehicle and Common Injuries

Dangers while driving under the influence of alcohol, tobacco, and other drugs Reduce risk of injury while riding or driving a motor vehicle Prevent accidents caused by distracted driving, including cell phones

SELF-MANAGEMENT

ADVOCACY

Responding to Emergencies

School emergency response Response to mass traumas and natural disasters Basic emergency care and procedures Identify worrisome behaviors in a friend and get help

UNIT SUMMARIES XX

SOCIAL, EMOTIONAL, AND MENTAL HEALTH XX

GRADES 9-12 I UNIT 1 I SUMMARY

SOCIAL, EMOTIONAL, AND MENTAL HEALTH (SEM) Healthy Behavior Outcomes

Essential Questions

Students will:

How are the social, emotional, mental, physical and other dimensions of health interconnected?

Develop skills that promote social, emotional, physical, and mental health.

SOCIAL, EMOTIONAL, AND MENTAL HEALTH

Get help for themselves and others with challenging thoughts, feelings, or behaviors.

What strategies can I use to manage challenging emotions in healthy ways? How can I build and maintain healthy relationships?

Prevent and manage emotional stress, depression, and anxiety in healthy ways.

How can I advocate for a more inclusive community?

Respond to diversity in ways that build empathy, respect, and understanding.

What can I do to prevent violence in my community?

Get help from a trusted adult to prevent or stop violence.

How can I be an upstander and get help in violent situations?

Health Concepts* Students will know:  Standard 1: Concepts About Social, Emotional, and Mental Health

SEM 1.7

Healthy ways to express affection, love, friendship, empathy, and sympathy.

SEM 1.1

The dimensions of health (social, emotional, mental, and others) and how they affect health-related behaviors.

SEM 1.8

SEM 1.2

How the dimensions of wellness are impacted by family history, culture, and society.

Strategies for building healthy relationships and managing conflict with partners, family, and peers.

SEM 1.9

SEM 1.3

Personal identity and the value of living in a diverse and inclusive society.

The connections between body image, body positivity, and health.

SEM 1.10

SEM 1.4

Pro-social and pro-emotional behaviors that lead to selfrespect, self-esteem, and self-control.

SEM 1.5

Physical and psychological effects of stress, anxiety, and depression.

The signs and symptoms of mental and emotional disorders and challenges, including the warning signs of suicide, selfharm, and other violence-related behaviors, and how to ask for help from a trusted adult.

SEM 1.11

SEM 1.6

Effective methods for managing challenging emotions, including stress, anxiety, rejection, depression, anger, loss, and grief, in nonviolent and productive ways.

The impact of social media, Internet use, and other technologies on social, mental, and emotional health.

SEM 1.12

Behaviors and strategies that prevent violence, including being an upstander for safety and nonviolence.

* All standards referenced have been adapted from the National Health Education Standards and the New York State Health Education Standards (1. Personal Health and Fitness; 2. A Safe and Healthy Environment; 3. Resource Management). Additional concepts, skills, and healthy behavior outcomes have been adapted from the Centers for Disease Control and XX Prevention’s Health Education Curriculum Analysis Tool (HECAT).

GRADES 9-12 I UNIT 1 I SUMMARY I continued

SOCIAL, EMOTIONAL, AND MENTAL HEALTH (SEM) Health Concepts* continued How to recognize situations that may lead to violence between individuals, in groups, and in communities.

SEM 1.14

The most frequent types of violence (e.g., bullying, cyberbullying, hazing, intimate partner violence, sexual violence, and suicide) and their negative consequences for survivors, perpetrators, bystanders, and communities.

SEM 1.15

The different forms of oppression (e.g., racism, sexism, heterosexism, cissexism, ableism, classism) and their impact on individuals and communities.

Health Skills* Students will be able to:  Standard 2: Analyzing Influences

Standard 4: Communication

SEM 2.1

Reflect on the influence of family, peers, school, community, culture, social norms, media, and marketing on mental and emotional health beliefs and practices.

SEM 4.1

SEM 2.2

Understand public health and government policies that promote social, mental, and emotional health.

Practice communication skills (e.g., refusal, delay, negotiation, collaboration, and consent) to build healthy relationships and reduce the risk of conflict and violence with family, peers, and partners.

SEM 4.2

Ask for help from trusted adults for themselves and others if experiencing social, mental, and emotional health issues.

SEM 4.3

Build and maintain healthy relationships and manage conflict with partners, family, and peers in nonviolent ways, including conflict resolution.

Standard 3: Accessing Information and Services SEM 3.1

Compare the validity, reliability, and accessibility of mental, social, and emotional health information, products, and services in the home, at school, and in the community.

SEM 3.2

Recognize when professional services are needed for mental and emotional challenges and in violent situations and where to access them.

Standard 5: Decision Making SEM 5.1

Generate alternatives to risky behaviors.

SEM 5.2

Evaluate the effectiveness of decisions related to social, emotional, and mental health, especially those that may lead to violence.

* All standards referenced have been adapted from the National Health Education Standards and the New York State Health Education Standards (1. Personal Health and Fitness; 2. A Safe and Healthy Environment; 3. Resource Management). Additional concepts, skills, and healthy behavior outcomes have been adapted from the Centers for Disease Control and Prevention’s Health Education Curriculum Analysis Tool (HECAT).

SOCIAL, EMOTIONAL, AND MENTAL HEALTH

SEM 1.13

GRADES 9-12 I UNIT 1 I SUMMARY I continued

SOCIAL, EMOTIONAL, AND MENTAL HEALTH (SEM) Health Skills* continued Students will be able to:

SOCIAL, EMOTIONAL, AND MENTAL HEALTH

Standard 6: Goal Setting SEM 6.1

Create health and wellness goals based on personal health assessments.

SEM 6.2

Develop short- and long-term plans to reach personal health and wellness goals.

Standard 7: Self-Management SEM 7.1

Identify and practice daily activities that promote social, emotional, and mental health.

SEM 7.2

Analyze and reflect on personal responsibility in preventing violence.

SEM 7.3

Practice a variety of habits and behaviors that promote nonviolence.

Standard 8: Advocacy SEM 8.1

Create public service messages that advocate for practices that promote social, emotional, and mental health and help prevent interpersonal violence.

INTRODUCTION

NUTRITION AND PHYSICAL ACTIVITY XX

GRADES 9-12 I UNIT 2 I SUMMARY

NUTRITION AND PHYSICAL ACTIVITY (NPA) Healthy Behavior Outcomes

Essential Questions

Students will:

What are the benefits of healthy eating and physical activity for my mind, body, and relationships?

Eat a nutrieEat a nutrient-rich and balanced diet with an emphasis on fruits, vegetables, and water every day. Participate in moderate-to-vigorous physical activity every day. Follow a plan for nutrient-rich eating and physical activity for lifelong health. NUTRITION AND PHYSICAL ACTIVITY

Encourage others to eat well and stay active.

What types of physical activity do I enjoy and how can I make them a daily part of my life? How do I overcome barriers to eating nutritiously and being physically active? How can I balance body positivity with a healthy lifestyle? How can I assess society’s messages regarding body image, nutrition, and physical activity more critically?

Health Concepts* Students will know:  Standard 1: Concepts About Nutrition and Physical Activity

NPA 1.7

Different nutrition options based on culture, needs, and preferences.

NPA 1.1

The relationship among diet, physical activity, chronic diseases, and overall health.

NPA 1.8

NPA 1.2

The social, emotional, and cognitive benefits of eating nutritious food and engaging in physical activity.

The potential barriers to eating healthy foods and being physically active.

NPA 1.9

NPA 1.3

Guidelines for healthy eating and daily moderate-to-vigorous physical activity.

How to incorporate healthy nutrition and physical activity into daily life habits.

NPA 1.10

NPA 1.4

Essential nutrients and how to incorporate them into a balanced diet.

The causes and symptoms of disordered eating and its effect on personal growth, development, and well-being.

NPA 1.5

How to make healthy food and beverage choices at home, school, and when dining out.

NPA 1.6

The importance of drinking water and limiting sweetened beverages.

GRADES 9-12 I UNIT 2 I SUMMARY I continued

NUTRITION AND PHYSICAL ACTIVITY (NPA) Health Skills*

Standard 2: Analyzing Influences

Standard 6: Goal Setting

NPA 2.1

Reflect on the influence of family, peers, school, community, culture, and social norms on personal values and beliefs about nutrition and physical activity.

NPA 6.1

Create a short- and long-term goal that incorporates healthy eating and movement as a daily part of life.

NPA 2.2

Evaluate the impact of media and marketing on personal food and beverage choices.

NPA 6.2

Outline a plan to achieve a nutrition and physical activity goal, assess progress, and overcome challenges to the achievement of that goal.

Standard 3: Accessing Information and Services

Standard 7: Self-Management

NPA 3.1

Examine nutrition labels to inform healthy food choices.

NPA 7.1

NPA 3.2

Seek help from a trusted adult with nutrition guidance, exercise information, and disordered eating, recognizing when a reliable resources’ professional services are needed.

Assess current personal food and physical activity habits and identify possible areas for improvement.

NPA 7.2

Practice a variety of daily habits, behaviors, and activities that promote health.

Standard 4: Communication

Standard 8: Advocacy

NPA 4.1

NPA 8.1

Ask for knowledgeable and reliable help in improving eating and physical activity habits.

Collaborate with others to advocate for individuals, families, and communities to make positive choices regarding nutrition, dietary habits, and physical activity.

Standard 5: Decision Making NPA 5.1

Identify potential barriers to making healthy decisions regarding food and physical activity, and adopt effective strategies to overcome those barriers.

NPA 5.2

Predict the short- and long-term impact of daily nutrition and physical activity decisions.

* All standards referenced have been adapted from the National Health Education Standards and the New York State Health Education Standards (1. Personal Health and Fitness; 2. A Safe and Healthy Environment; 3. Resource Management). Additional concepts, skills, and healthy behavior outcomes have been adapted from the Centers for Disease Control and Prevention’s Health Education Curriculum Analysis Tool (HECAT).

NUTRITION AND PHYSICAL ACTIVITY

Students will be able to:

NYC DOE MIDDLE SCHOOL HEALTH EDUCATION SCOPE AND SEQUENCE OVERVIEW

ALCOHOL, TOBACCO, AND OTHER DRUG-USE PREVENTION

ANALYZING INFLUENCES Unit Titles

Foundation for Health: Healthy Thoughts and Feelings, Healthy Relationships, and Healthy Bodies (FH) (10 lessons)

Unit Titles

Social, Emotional, and Mental Health

ACCESSING INFORMATION

COMMUNICATION

Sample Digital

Sample Identifying values and their influences on decision making and goal-setting

Decision-making and goal-setting in relation to:

Respect for the values and differences of others

• Sleep

Expressing kindness

Self-esteem

• Breakfast

Resiliency

• Hygiene

Sample The influence of technology on social, emotional, mental and physical health Identification of reliable online health information

Positive self-talk

• Physical Activity

Being mindful of the thoughts and feelings of others Sample

Sample The benefits of assertive communication for social, emotional, mental, and physical health.

Identity

• D escribe what healthy practices related to these habits Sample

Sample Throws with a mature pattern for distance or power appropriate to the practice task.

Sample How hormones and other changes in the brain impact the body, thoughts, feelings, and relationships Sample

Sample Healthy ways to manage difficult feelings, including loss, grief, fear, depression & anxiety

Positive body image Sample

Sample Self-Control/ Impulse Controls

Sample Common stressors

SampleAnger management

Time management

Healthy responses to anger

Stress management techniques

ADVOCACY

Sample Expressing Thoughts and Feelings

Sample Personal Values and Strengths

Sample Stress Management

SELF-MANAGEMENT

Sample Empathy and Relationships

Sample The Adolescent Brain

Sample Healthy Thoughts and Feelings

GOAL SETTING

Sample Healthy Habits

Sample Dimensions of Health

Catches with a mature pattern from a variety of trajectories using different objects in varying practice tasks. A sample.

DECISION MAKING

Understanding body signals tied to emotion sample

Sample Getting Help for Self and Others

Samp Acceptance of Differences in Others

Sample Reliable mental health resources and information

Sample Respect for the values and differences of others

Asking for help sample

Expressing kindness

Being mindful of the thoughts and feelings of others Sample

Disadvantages of passive and aggressive communication styles. Sample

Sample Expressing Thoughts and Feelings Sample Qualities of healthy & unhealthy relationships

Healthy communication of thoughts & feelings to others Sample

Citizenship

Media literacy Identification of healthy digital communication strategies sample

Sample Healthy Relationships

SampleTypes of bullying Effective upstander behaviors and schoolwide conditions Types of violence, including child abuse Identification of healthy digital communication strategies sample

* All standards referenced have been adapted from the National Health Education Standards and the New York State Health Education Standards (1. Personal Health and Fitness; 2. A Safe and Healthy Environment; 3. Resource Management). Additional concepts, skills, and healthy behavior outcomes have been adapted from the Center for Disease Control and XX Prevention’s Health Education Curriculum Analysis Tool (HECAT).

GRADES 9-12 I UNIT 3 I SUMMARY

ALCOHOL, TOBACCO, AND OTHER DRUG-USE PREVENTION (ATOD) Healthy Behavior Outcomes

Essential Questions

Students will:

What are the mental and physical effects of using alcohol, tobacco, and other drugs, and how can it impact my future?

ALCOHOL, TOBACCO, AND OTHER DRUG-USE PREVENTION

Avoid the use, misuse, and abuse of alcohol, tobacco, and other drugs. Reduce risk in situations in which alcohol, tobacco, and other drugs are present. Lead a drug-free lifestyle and support others to do so.

What can my peers and I do to avoid using alcohol, tobacco, and other drugs? How can I get support for myself and others who want to live free of alcohol, tobacco, and other drugs? What healthy coping skills can I develop to deal with challenging emotions? How can I stay safe in risky situations involving alcohol, tobacco, and other drugs?

Health Concepts* Students will know:  Standard 1: C oncepts About Alcohol, Tobacco, and Other Drug-Use Prevention

ATOD 1.7

ATOD 1.1

ATOD 1.8 The dangerous effects of using alcohol, tobacco, and other drugs simultaneously, and how to recognize the signs of, and prevent, overdose.

Medically and scientifically accurate information regarding alcohol, tobacco, nicotine (e.g., JUUL, e-cigarettes, vaping), marijuana, and other drugs (e.g., opioids, depressants, hallucinogens, stimulants, performance-enhancing substances, inhalants, prescription medications, and over-the-counter drugs).

ATOD 1.2

The proper use of over-the-counter and prescription medications.

ATOD 1.3

The short- and long-term effects of alcohol, tobacco, and other drugs on growth and development.

ATOD 1.4 Reasons why individuals choose to use or not to use alcohol, tobacco, and other drugs. ATOD 1.5 The benefits of remaining free of alcohol, tobacco, and other drugs. ATOD 1.6 Strategies for dealing with challenging emotions in ways that do not involve alcohol, tobacco, and other drugs.

How to stay safe in risky situations involving alcohol, tobacco, and other drugs.

ATOD 1.9 The signs and symptoms of dependence on alcohol, tobacco, and other drugs, and treatment options for addiction. ATOD 1.10 The effects of the use, misuse, and abuse of alcohol, tobacco, and other drugs on families, communities, and society. ATOD 1.11 Appropriate strategies to support family and friends who are trying to stop using alcohol, tobacco, and other drugs. ATOD 1.12 Laws, policies, social norms, and myths about the sale and use of alcohol, tobacco, and other drugs. ATOD 1.13 The relationship between using alcohol, tobacco, and other drugs and other health risks, including unintentional injuries, violence, self-harm, suicide, and sexual risk behaviors.

GRADES 9-12 I UNIT 3 I SUMMARY I continued

ALCOHOL, TOBACCO, AND OTHER DRUG-USE PREVENTION (ATOD) Health Skills*

Standard 2: Analyzing Influences

Standard 5: Decision Making

ATOD 2.1

ATOD 5.1

Analyze the influence of family, peers, school, community, culture, social norms, media, and marketing on personal values, beliefs, and behaviors as they relate to alcohol, tobacco, and drug use.

ATOD 2.2 Assess risk and protective factors for drug use, misuse, and abuse. ATOD 2.3 Understand public health and government policies on alcohol, tobacco, and other drugs.

ATOD 5.2 Recognize the short- and long-term positive effects of remaining substance-free. Standard 6: Goal Setting ATOD 6.1

Standard 3: Accessing Information and Services ATOD 3.1 Access alcohol, tobacco, and other drug-use prevention information, analyzing its validity and reliability, including over-the-counter and prescription drug labels. ATOD 3.2 Recognize situations that require professional substance abuse treatment services and locate community resources. Standard 4: Communication ATOD 4.1

Practice communication skills (e.g., refusal, delay, assertiveness) to manage pressure and avoid alcohol, tobacco, and other drug use.

Identify potential barriers to making healthy decisions regarding the use of alcohol, tobacco, and other drugs, and adopt effective strategies to overcome those barriers.

Create a personal and realistic goal to avoid alcohol, tobacco, and other drugs.

Standard 7: Self-Management ATOD 7.1

Assess the effectiveness of personal beliefs and behaviors in preventing the use of alcohol, tobacco, and other drugs.

Standard 8: Advocacy ATOD 8.1

Collaborate with others to advocate for individuals, families, and school communities to remain free of alcohol, tobacco, and other drugs.

ATOD 4.2 Ask a trusted adult for help for self and others regarding situations related to the use of alcohol, tobacco, and other drugs.

* All standards referenced have been adapted from the National Health Education Standards and the New York State Health Education Standards (1. Personal Health and Fitness; 2. A Safe and Healthy Environment; 3. Resource Management). Additional concepts, skills, and healthy behavior outcomes have been adapted from the Centers for Disease Control and Prevention’s Health Education Curriculum Analysis Tool (HECAT).

ALCOHOL, TOBACCO, AND OTHER DRUG-USE PREVENTION

Students will be able to:

INTRODUCTION

SEXUAL HEALTH XX

GRADES 9-12 I UNIT 4 I SUMMARY

SEXUAL HEALTH (SH) Healthy Behavior Outcomes

Essential Questions

Students will:

What is healthy sexuality?

Communicate with their sexual partner(s) about sexual activity and respect their partners’ decisions about sex.

How do abstinence and/or safer sex practices protect my health?

Use safer sex practices, if sexually active, to help prevent unintended and unsupported pregnancy and STIs, including HIV. Use appropriate health services to help ensure sexual and reproductive health.

SEXUAL HEALTH

Understand the variety of sexual orientations and gender identities of people and promote respect for all. Establish and maintain healthy relationships. Advocate for personal healthy sexuality and the sexual health of others

What forms of protection and contraception are right for me? How can I communicate with a sexual partner about abstinence, contraception, and safe sex practices? What strategies can I use to manage my emotions and behaviors in ways that prevent sexual violence? What can I do to get help for intimate partner violence or sexually violent situations? What do I do if my peers or family don’t support my sexual orientation or gender identity and expression? How can I advocate for respect for all people?

Health Concepts* Students will know:  Standard 1: Concepts About Sexual Health SH 1.1

The benefits of talking with trusted adults about sexual health.

SH 1.2

City, State and federal laws regarding sexual health.

SH 1.3

Sexual identity, including sexual orientation, gender identity, gender expression, and sex assigned at birth.

SH 1.4

Intersections among sexuality, gender, race, ethnicity, culture, religion, ability, and economic class.SH 1.5 Medically accurate anatomy and physiology of sexual and reproductive organs.

SH 1.6

Puberty and menstruation and their role in conception.

SH 1.7

Abstinence as an effective method of protection from STIs, including HIV, and unintended and unsupported pregnancy.

SH 1.8

Prevention, transmission, symptoms, and health consequences of, and testing and treatment for, STIs, including HIV.

SH 1.9

Contraceptive methods to prevent unintended and unsupported pregnancy, STIs, including HIV (e.g., internal and external condoms, dental dams), and their effectiveness, benefits, and risks. Note to Teacher: It is best to emphasize trusted adults, as it may not be safe for some young people to talk to parents, etc.

*All standards referenced have been adapted from the National Health Education Standards and the New York State Health Education Standards (1. Personal Health and Fitness; 2. A Safe and Healthy Environment; 3. Resource Management). Additional concepts, skills, and healthy behavior outcomes have been adapted from the Centers for Disease Control and XX Prevention’s Health Education Curriculum Analysis Tool (HECAT).  This Unit’s Concepts, Skills, and Outcomes also align to the National Sexuality Education Standards.

GRADES 9-12 I UNIT 4 I SUMMARY I continued

SEXUAL HEALTH (SH) SH 1.10

Different types of sexual health services to promote and maintain sexual health (e.g., immunizations, screenings, exams, check-ups, counseling).

SH 1.11

Personal sexual boundaries, behaviors, and values relating to personal responsibility to maintain sexual health and respect for others’ regarding sexual activities.

SH 1.12

Qualities and types of verbal and nonverbal affirmative consent.

SH 1.13

Factors that protect and contribute to sexual risk behaviors.

SH 1.14

Safe and consensual practices in situations that may involve alcohol, drugs, or other risk factors for sexual violence.

SH 1.15

The characteristics of healthy and unhealthy partner relationships and strategies to manage conflict in respectful and nonviolent ways.

SH 1.16

The signs of intimate partner violence and the importance of safely getting help for self and others.

SH 1.17

Human trafficking, harassment, sexual assault and other sexually violent situations and strategies for prevention and getting help.

SH 1.18

The importance of respecting and advocating for individual differences in sexuality, including being an ally for gender and sexually marginalized (GSM) people .

SH 1.19

The most frequent types of violence (e.g., bullying, cyberbullying, hazing, intimate partner violence, sexual violence, and suicide) and their negative consequences on survivors, perpetrators, bystanders, and communities.

SH 1.20

The different forms of oppression (e.g., racism, sexism, heterosexism, cissexism, ableism, classism) and the impact on individuals and communities.

Health Skills* Students will be able to:  Standard 2: Analyzing Influences

Standard 3: Accessing Information and Services

SH 2.1

Evaluate the influence of family, peers, school, community, culture, social norms, media, and marketing on personal beliefs and sexual behaviors.

SH 3.1

Assess the validity, reliability, and accessibility of sexual health information, products, and services in the home, at school, and in the community.

SH 2.2

Understand public health and government policies on sexual health practices.

SH 3.2

Access local sexual health services in school or in the community to maintain sexual and reproductive health.

*All standards referenced have been adapted from the National Health Education Standards and the New York State Health Education Standards (1. Personal Health and Fitness; 2. A Safe and Healthy Environment; 3. Resource Management). Additional concepts, skills, and healthy behavior outcomes have been adapted from the Centers for Disease Control and Prevention’s Health Education Curriculum Analysis Tool (HECAT).  This Unit’s Concepts, Skills, and Outcomes also align to the National Sexuality Education Standards.

SEXUAL HEALTH

Health Concepts* continued

GRADES 9-12 I UNIT 4

I SUMMARY I continued

SEXUAL HEALTH (SH) Health Skills* continued Students will be able to:  Standard 4: Communication

Standard 8: Advocacy

SH 4.1

Practice communication skills that promote and protect one’s sexual health (e.g., refusal, delay, negotiation, consent skills).

SH 8.1

Design sexual health messages for others that promote positive sexual health choices.

SH 4.2

Practice asking for help from a trusted adult regarding personal sexual health, including violence.

SH 8.2

Advocate for safe environments that promote dignity and respect for all people in the school community.

SEXUAL HEALTH

Standard 5: Decision Making SH 5.1

Predict the short- and long-term consequences of sexual decisions.

Standard 6: Goal Setting SH 6.1

Create a goal that protects personal sexual health and reduces the risk of unintended/unsupported pregnancy and STIs, including HIV.

Standard 7: Self-Management SH 7.1

Analyze and reflect on personal responsibility regarding sexual behaviors.

SH 7.2

Demonstrate a variety of habits and behaviors that promote sexual health.

*All standards referenced have been adapted from the National Health Education Standards and the New York State Health Education Standards (1. Personal Health and Fitness; 2. A Safe and Healthy Environment; 3. Resource Management). Additional concepts, skills, and healthy behavior outcomes have been adapted from the Centers for Disease Control and XX Prevention’s Health Education Curriculum Analysis Tool (HECAT).  This Unit’s Concepts, Skills, and Outcomes also align to the National Sexuality Education Standards.

INTRODUCTION

SAFETY, AND INJURY PREVENTION XX

GRADES 9-12 I UNIT 5 I SUMMARY

SAFETY AND INJURY PREVENTION (SIP) Healthy Behavior Outcomes

Essential Questions

Students will:

What can I do to prevent injury in my community?

Avoid behaviors that are risk factors for injury.

What can I do when I am involved in an emergency situation?

Get help from a trusted adult to prevent injury

How can I modify behaviors that are risk factors for injury? How can I be an upstander and get help in emergency situations?

SAFETY AND INJURY PREVENTION

Health Concepts* Students will know:  Standard 1: Concepts About Safety and Injury Prevention SIP 1.1

Behaviors and strategies that prevent injury, including being an upstander for safety.

SIP 1.2

How to recognize situations that may lead to injury between individuals, in groups, and in communities.

SIP 1.3

The relationship between the use of alcohol, tobacco, and other drugs and injury.

SIP 1.4

City, State and federal risk reduction laws and policies that help prevent injury.

SIP 1.5

Actions to take in case of natural disaster, emergency, largescale acts of violence, and mass trauma situations (e.g., first aid, CPR).

GRADES 9-12 I UNIT 5 I SUMMARY I continued

SAFETY AND INJURY PREVENTION (SIP) Health Skills* Students will be able to:  Standard 2: Analyzing Influences

Standard 6: Goal Setting

SIP 2.1

SIP 6.1

Develop short- and long-term plans to reach goals for personal and community safety.

Standard 3: Accessing Information and Services

Standard 7: Self-Management

SIP 3.1

Access a variety of resources in the home, school, and community that prevent injury.

SIP 7.1

Analyze and reflect on personal responsibility in preventing injury to self and others.

SIP 3.2

Recognize when professional services are needed in unsafe situations and when there is an injury.

SIP 7.2

Practice a variety of habits and behaviors that promote safety.

Standard 4: Communication SIP 4.1

Use communication skills (e.g., refusal, delay, negotiation, collaboration, and consent skills) in a variety of relationship settings, such as within a family, among peers, and with intimate partners, to reduce the risk of injury.

Standard 8: Advocacy SIP 8.1

Work cooperatively to create public service messages that advocate for practices that promote safe communities.

Standard 5: Decision Making SIP 5.1

Recognize and overcome barriers to enacting practices that help prevent injury.

SIP 5.2

Evaluate the effectiveness of decisions that might prevent injury.

* All standards referenced have been adapted from the National Health Education Standards and the New York State Health Education Standards (1. Personal Health and Fitness; 2. A Safe and Healthy Environment; 3. Resource Management). Additional concepts, skills, and healthy behavior outcomes have been adapted from the Centers for Disease Control and Prevention’s Health Education Curriculum Analysis Tool (HECAT).

SAFETY AND INJURY PREVENTION

Understand public health and government policies that help prevent injury.

XX INTRODUCTION