Health Ed MS 5.28R1 by Torrisi Design Associates

New York City Grades 6-8 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) Amy Dawson Citywide Instructional Lead for Middle School Health Education Gaetano Antonacci Citywide Instructional Lead for Middle School Health Education Health Education Team Tanya Bacchus Sarah Cocuzzo Dena Cox Rachael Gibson Paula Kadanoff NYC DOE Health Education Teacher Reviewers Natasha Augoustopoulos, Rita Avalos, John Eberlein, Jessica Foley, Jessica Grajales, Srecko Mavrek, Drew Miller, Rosemary Polanco, Carolyn Reaves-Bay, Mark Sabesan, Kate Sullivan, Megan Vlad, Alana Wilson, Carmen Worrell The Office of School Wellness Programs acknowledges the contributions of the District Wellness Advisory Council, whose members reviewed these materials, and the following individuals for their support and advisement in the development of this resource: Laura Ficara, New York State Office of Alcoholism and Substance Abuse; Achala Talati, New York City Department of Health and Mental Hygiene; Bob Mikos, Office of Safety and Youth Development, New York City Department of Education; Jess Lawrence, Cairn Guidance.

“ 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.................................................................................................3 ■■ Grades 6-8 Scope and Sequence Overview......................................... 11 ■■ Unit Summaries................................................................................................ 15 ■■ Foundations for Adolescent Health.....................................................17 ■■ Social, Emotional, and Mental Health............................................... 21 ■■ Alcohol, Tobacco, and Other Drug-Use Prevention..................... 25 ■■ Sexual Health............................................................................................ 29 ■■ Nutrition and Physical Activity............................................................. 33 ■■ Personal Health and Safety..................................................................37

XX 2

KEY INFORMATION 3

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 6-8 I INTRODUCTION Comprehensive health education that promotes social, emotional and academic development is essential for the health and well-being of every student. The New York City Department of Education is committed to providing students with equitable opportunities to learn the knowledge and skills they need to make informed decisions and adopt behaviors that improve and maintain their health. The New York City Grades 6-8 Health Education Scope and Sequence establishes a common vision and set of expectations for the high-quality health instruction that should be provided to all middle school students across the City, so that they can learn to care for themselves and others throughout their lives. This Scope and Sequence was developed as a practical framework for implementing a comprehensive standards and skills-based approach to health education that is grounded in medically accurate, culturally inclusive, and developmentally appropriate content. 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 6-8. The primary skills to be developed are those included in the State and National Health Education Standards, which are critical to studentsâ&#x20AC;&#x2122; ability to become successful learners who adopt and maintain healthy behaviors now and in the future. The Grades 6-8 Health Education Scope and Sequence is also designed for families and school community members who play a vital role in young people's development; the Scope and Sequence can help ensure that trusted adults understand and can help reinforce what students are learning in health class.

KEY INFORMATION

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 Grades 6-8 Health Education Scope and Sequence draws upon three different sets of standards that outline what students should know and be able to do by the end of middle school, with an emphasis on skill development: 1. The New York State Health Education Standards 2. The National Health Education Standards 3. The National Sexuality Education Standards The 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 through partnerships with health education experts representing state education agencies, school districts, schools, colleges, and national organizations.

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 6-8 I HEALTH SKILLS A Skills-Based Approach

Research on positive behavior change has shown that a skills-based approach is more effective than traditional content-only pedagogy. When students can learn, practice and demonstrate skills in health class, they are much more likely to adopt and maintain healthy behaviors. This skills-based approach enables students to effectively apply what they learn in health class to a variety of real-life situations. The National Health Education Standards delineates the following health skills: • Analyzing Influences • Accessing Information • Communication • Decision Making • Goal Setting • Self-Managementw

KEY INFORMATION

• Advocacy

SKILL PEDAGOGY These steps represent the 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.

• Keep 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. • U se examples that connect to students’ lives and the educational outcomes described in Step 1.

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 6-8 I STATE AND CITY REQUIREMENTS Grades 6-8 State and City Health Education Requirements New York State Education Department (NYSED) sets instructional requirements, which are delineated in the NYS Education Commissionerâ&#x20AC;&#x2122;s Regulation Subchapter G Part 135. The New York City Department of Education (NYCDOE) also sets specific requirements and recommendations for health education instruction.

Middle School Requirements Comprehensive Health Education

NYSED requires one semester of daily Health Education, or the equivalent; 54 hours of instruction NYCDOE requires that sexual health education topics be included in the comprehensive Health Education course; condom demonstrations are not permitted in middle school classrooms

KEY INFORMATION

NYCDOE strongly recommends scheduling health instruction in grades 6 or 7 NYCDOE currently recommends the Middle School HealthSmart curriculum Yearly HIV/AIDS

Five lessons annually for grade 6 and six lessons annually for grades 7 and 8, using the NYCDOE HIV/AIDS Curriculum

education Family notification and opt-out policies

HIV lessons: NYSED permits families to opt out of only lessons related to methods of prevention; NYCDOE provides a notification letter Sexual health lessons: NYCDOE provides a required family notification letter and permits families to opt out of lessons having to do with methods of pregnancy and STI prevention

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 6-8 I REGULATIONS Grades 6-8 Content As students participate in health education, they develop skills, practice problem solving, assess risks, learn facts, and build their understanding of complex health concepts and issues. The topics included in the Grades 6-8 Health Education Scope and Sequence address New York State Commissioner’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), including: violence; alcohol, tobacco, and other drug use; unintended pregnancy and STIs including HIV; unhealthy dietary habits; inadequate physical activity; and unintentional injuries. The following table outlines the units of study in the Scope and Sequence and their alignment with State, City, and national mandates and expectations.

Foundations for Adolescent Health

Alignment Children’s Internet Protection Act (CIPA): The NYCDOE 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.

KEY INFORMATION

Health Education Unit

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. Social, Emotional, and Mental Health

NYS Mandate: NYS legislation from July 2018 requires mental health instruction for Grades K–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. 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. NYC DOE Citywide Behavioral Expectations to Support Student Learning: Student Intervention and Discipline Code: Social-emotional learning must be a basic component of a school’s program of universal prevention for all students Effective social-emotional learning helps students develop fundamental life skills, including: recognizing and managing emotions, handling challenging situations, developing care and concern for others, making responsible decisions, and establishing positive relationships. When students develop these skills, they experience more positive relationships with peers, engage in more positive social behaviors and are less likely to engage in misconduct. 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. 7

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 6-8 I REGULATIONS Grades 6-8 Content As students participate in health education, they develop skills, practice problem solving, assess risks, learn facts, and build their understanding of complex health concepts and issues. The topics included in the Grades 6-8 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), including: violence; alcohol, tobacco, and other drug use; unintended pregnancy and STIs including HIV; unhealthy dietary habits; inadequate physical activity; and unintentional injuries. The following table outlines the units of study in the Scope and Sequence and their alignment with State, City, and national mandates and expectations. Health Education Unit Alcohol, Tobacco, and Other

Regulations and Alignment 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.

Drug-Use KEY INFORMATION

Prevention Sexual Health

New York City Sexual Health Education Mandate: NYCDOE requires all students 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. Schools are expected to send home the Sexual Health parent notification letter two weeks prior to instruction. New York State Mandate: NYS requires all students in grades K-12 receive HIV lessons annually on the nature, methods of transmission, and methods of prevention of HIV/AIDS. Schools are expected to send home the HIV/AIDS parent notification letter two weeks prior to instruction. 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..

Nutrition and Physical Activity Personal Health and Safety

CDC Youth Risk Behaviors: Unhealthy dietary behaviors. -no copy provided CDC Youth Risk Behaviors: Inadequate physical activity. -no copy provided CDC Youth Risk Behaviors: Behaviors that contribute to unintentional injuries. -no copy provided

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 6-8 I HOW TO USE THIS DOCUMENT How to Use the Grades 6-8 Health Education Scope and Sequence The New York City Grades 6-8 Health Education 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: • Part 1: Scope and Sequence Overview • Part 2: Unit Summaries

Part 1: Scope and Sequence Overview The Scope and Sequence Overview provides a summary of the units, topics, concepts, and skills necessary in a quality comprehensive health education program. The Overview is designed in a table format for easy reference by administrators, teachers, and families. Each table includes the unit of study, the unit’s topics, and the main concepts and skills for each topic. 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. This Scope and Sequence offers a recommended number of lessons, based on New York State and New York City requirements and instructional best practices, as follows: • Foundation for Adolescent Health: 10 • Social, Emotional and Mental Health: 17 • Alcohol, Tobacco and Other Drug Use Prevention: 10 • Sexual Health: 20 • Nutrition and Physical Activity: 10 • Personal Health and Safety: 5

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 6-8 I HOW TO USE THIS DOCUMENT Part 2: Unit Summaries Each unit of study in the 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 Behavior 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. • 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 align to Standard 1 of the National Health Education Standards and contain the knowledge essential for young people to know in order to promote health-enhancing habits and reduce risky behaviors.

KEY INFORMATION

• C oncept Code: Each concept listed is preceded by a code that educators can use to easily distinguish between concepts. The following sample health concept demonstrates what each part of the code represents. Example: SEM 1.5 The characteristics of healthy relationships.

• SEM = the abbreviation of the unit title (Social, Emotional, and Mental Health)

• 1 = alignment to National Health Education Standards (Standard 1)

• 5 = the order in which the concept is listed (fifth concept in the list of health concepts)

• H ealth Skills. The Health Skills align to National Health Education Standards 2, 3, 4, 5, 6, 7, or 8. The skills highlight what students need to learn, practice, and apply throughout the unit to adopt and maintain healthy behaviors. • S kills Code: Similar to concepts, each health skill listed is preceded by a code to distinguish between skills. The following sample health skill demonstrates what each part of the code represents. Example: SEM 7.1 Assess personal practices for managing challenging emotions.

• SEM = the abbreviation of the unit title (Social, Emotional, and Mental Health)

• 7 = alignment to National Health Education Standards (Standard 7: Self-Management)

• 1 = the order in which the item is listed (first item in the list for Self-Management)

GRADES 6-8 SCOPE AND SEQUENCE OVERVIEW 11

HEALTH EDUCATION SCOPE AND SEQUENCE I GRADES 6-8 I OVERVIEW The New York City 6-8 Health Education Scope and Sequence Overview provides a summary of the units, concepts, and skills included in 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 6-8 SCOPE AND SEQUENCE OVERVIEW

Foundations for Adolescent Health

ACCESSING INFORMATION

Dimensions of Health Social, emotional, mental, and physical health Health-enhancing behaviors

COMMUNICATION

Adolescent Brain Development The impact of hormones and other changes in the brain on the body, thoughts, feelings, and relationships

Recommended Number of Lessons: 10

Unit Title

Social, Emotional, and Mental Health Recommended Number of Lessons: 17

Internal Influences Personal values

DECISION MAKING

Healthy Habits

GOAL SETTING Empathy and Relationships

Communication Styles

Respect for the values and differences of others

The benefits of assertive communication for personal health and relationships

Positive self-talk

Healthy habits and social, emotional, mental, and physical health

Personal identity

Sleep

Communicating empathy

Body confidence

Daily breakfast

Expressing kindness

Hygiene

Active listening

Self-esteem

Physical activity

Thoughts and Feelings The connections between thoughts and feelings Identify and express thoughts and feelings Body signals tied to emotions

Challenging Emotions Healthy ways to manage depression, anxiety, anger, loss, and rejection Mental health services Ask for help for self and others

Stress Management Common stressors Time management Stress management techniques, including mindfulness The effects of stress on the mind and body

Respecting Differences in Others Personal and community benefits of diversity and inclusion

SELF-MANAGEMENT

Healthy Relationships Qualities of healthy and unhealthy relationships Healthy communication of thoughts and feelings Respect for boundaries

The impact of passive and aggressive communication styles on health and relationships

Conflict Resolution De-escalation strategies I-messages Negotiation skills Nonverbal and verbal communication

ADVOCACY

Digital Citizenship The influence of technology and social media on social, emotional, mental, and physical health Reliable online health information Media literacy Healthy digital communication strategies

Bullying and Violence Prevention Types of bullying Being an upstander Respectful schoolwide environment Types of violence, including child abuse Internet safety

Unit Title

Alcohol, Tobacco and other Drug-use Prevention Recommended Number of Lessons: 10

Unit Title

Sexual Health

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

ACCESSING INFORMATION

COMMUNICATION

Risks and Effects of Alcohol, Nicotine, Marijuana

DECISION MAKING

Over-the-Counter and Prescription Drug Use

Short- and long-term effects of alcohol, marijuana, and nicotine products

Appropriate use of over-the-counter (OTC) and prescription drugs

E-cigarettes and vaping

Risks of misuse, abuse, and addiction with opioids, including heroin

Second-hand smoke exposure risks Signs of addiction and dependency The connection to other health risk behaviors

Puberty and Adolescent Development

Identity

Relationship Building

Common social, emotional, physical, and cognitive changes during adolescence

Gender identity

Healthy habits and hygiene during puberty

Sexual orientation

Safe and respectful social media use

School policies and programs that promote dignity and respect for all

Affirmative consent and respect for boundaries of self and others

Reproductive anatomy and physiology The menstrual cycle

Gender expression Gender roles

Healthy ways to express feelings, including love and affection

Strategies for building healthy relationships

GOAL SETTING

SELF-MANAGEMENT

Peer Pressure, Marketing, and Other Influences Laws and school policies Influences of marketing, media, family, and personal values Positive and negative impact of peer influence

ADVOCACY

Staying Drug-Free The importance of being alcohol-, tobacco-, and drug-free How to ask for help from a trusted adult for self, friends, or family members How drug use may impact relationships

Communication skills to avoid use, including refusal skills

Reliable drug prevention information and services

Perceived norms of usage rates

Healthy ways to manage challenging emotions

Personal Safety Impact of technology on relationships, sexual decision making, and sexual health How to advocate for safe, respectful environments Dating violence Sexual violence, including harassment and abuse

Pregnancy Prevention Benefits of abstinence Contraception methods Risks of unintended pregnancy Behaviors to avoid or reduce unintended pregnancy

STI and HIV Prevention and Treatment Transmission methods, symptoms, and treatment of STIs, including HIV and AIDS Impact of HIV and AIDS on the body Behaviors to avoid or reduce risk of STIs, including HIV

How to ask for help from a trusted adult

GRADES 6-8 SCOPE AND SEQUENCE OVERVIEW

ANALYZING INFLUENCES

Unit Title

GRADES 6-8 SCOPE AND SEQUENCE OVERVIEW

Nutrition and Physical Activity Recommended Number of Lessons: 10

ACCESSING INFORMATION

Food and Nutrition Food groups and guidelines for healthy eating Emphasis on daily intake of fruits and vegetables Benefits of eating a variety of nutrient-rich foods

COMMUNICATION

Food Labels Nutrition information, including serving size, calories, fats, sugar, and sodium Ingredients to avoid Food allergies

DECISION MAKING

GOAL SETTING

Beverages, Snacking, and Eating Out

SELF-MANAGEMENT

Nutrition, Physical Activity, and Society

ADVOCACY

Making Good Choices for Healthy Eating and Physical Activity

The benefits of water

Critical consumer skills

Healthy lifestyle changes

The nutritional impact of different beverages

Food marketing

Goal setting and decision making for healthy eating and physical activity habits

Nutritious snack and dining options Foods and beverages to avoid or limit to maintain a balanced diet

Personal food choices and culture, needs, and preferences Body image Disordered eating

Advocacy for nutrition and physical activity for self, family, and friends

Access to food and physical activity options

Unit Title

Personal Health and Safety Recommended Number of Lessons: 4

Safety and Injury Prevention Safety precautions Risk assessment Basic first-aid techniques Getting help

Infectious and Chronic Disease Prevention and Management

Healthy Habits for Vision, Hearing, Skin, and Teeth

Environment and Health

The impact of behaviors, environment, and family history on the incidence of infectious and chronic disease

Behaviors that prevent or reduce injury or illness affecting vision, hearing, skin, and teeth

Environmental conditions, including air quality and noise, that affect individual and community health outcomes

Practices that help promote vision, hearing, skin, and oral health

Advocacy for environmental and consumer protections to help promote healthier communities

Common infectious and chronic diseases and how prevent or manage them (e.g., common cold, flu, asthma, diabetes, cancer) Health-promoting behaviors to help reduce symptoms of chronic disease

UNIT SUMMARIES 15

XX 16

FOUNDATIONS FOR ADOLESCENT HEALTH 17

GRADES 6-8 I UNIT 1 I SUMMARY

FOUNDATIONS FOR ADOLESCENT HEALTH (FAH) Healthy Behavior Outcomes

Essential Questions

Students will:

How are my thoughts, feelings, relationships, and body connected?

Practice appropriate hygiene habits.

How can being assertive and practicing empathy lead to healthier relationships with others?

Get an appropriate amount of sleep and rest. Eat breakfast every day.

FOUNDATIONS FOR ADOLESCENT HEALTH

Engage in moderate-to-vigorous physical activity every day.

Where can I find help if I have questions about my body, my relationships, and/or my thoughts and feelings?

Establish and maintain healthy relationships.

How can setting healthy goals and making healthy decisions about sleep, breakfast, and other habits improve my life?

Practice safe, healthy, and appropriate online habits and behaviors.

How do my online habits and behaviors impact all aspects of my health?

Get help from a trusted adult.

Health Concepts* Students will know:  Standard 1: Concepts About Foundations for Adolescent Health

FAH 1.6

The value of diversity and empathy in relationships.

FAH 1.1

The interrelationship of physical, social, emotional, and mental health.

FAH 1.7

FAH 1.2

The changes in the brain during adolescence and how they impact physical, social, emotional, and mental health.

How to differentiate among passive, aggressive, and assertive communication styles, and assess their impact on relationships and personal growth.

FAH 1.8

FAH 1.3

How personal values, self-esteem, identity, self-talk, and body confidence affect personal health.

The elements of digital citizenship, including Internet safety, digital footprints, credible information, screen time, appropriate social media use, and privacy concerns.

FAH 1.4

The benefits of sleep, physical activity, hygiene, and breakfast for healthy growth and development.

FAH 1.5

How to distinguish between habits that enhance or hinder personal 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).

GRADES 6-8 I UNIT 1 I SUMMARY I continued

FOUNDATIONS FOR ADOLESCENT HEALTH (FAH) Health Skills* Students will be able to:  Standard 2: Analyzing Influences

Standard 6: Goal Setting

FAH 2.1

FAH 6.1

Standard 3: Accessing Information and Services FAH 3.1

Access valid and reliable health information online for building health habits.

Standard 4: Communication FAH 4.1

Practice active listening, communicating empathy, and celebrating diversity.

FAH 4.2

Practice assertive communication to improve personal health and relationships.

FAH 4.3

Practice safe and respectful online communication practices.

Set a realistic goal for a healthy habit (e.g., sleep, physical activity, hygiene, breakfast habits, social media and technology use) that increases the likelihood of enhanced social, emotional, mental, or physical health. FOUNDATIONS FOR ADOLESCENT HEALTH

Analyze the influence of family, school, peers, culture, media, personal values, and perceived norms on daily habits that impact social, emotional, mental, and physical health.

Standard 7: Self-Management FAH 7.1

Assess daily sleep, physical activity, hygiene, breakfast, and social media/technology habits.

Standard 8: Advocacy [Not addressed in this unit.]

Standard 5: Decision Making FAH 5.1

Choose healthier alternatives when making decisions related to sleep, physical activity, hygiene, breakfast, social media, and technology habits.

INTRODUCTION

SOCIAL, EMOTIONAL, AND MENTAL HEALTH

GRADES 6-8 I UNIT 2 I SUMMARY

SOCIAL, EMOTIONAL, AND MENTAL HEALTH

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

Essential Questions

Students will:

How can I identify and manage stress and challenging emotions?

Manage thoughts, feelings, and stress in healthy ways.

How can I express myself to improve my mental, social, and emotional health?

Get help for troublesome thoughts, feelings, or behaviors. Prevent and manage interpersonal conflict in nonviolent ways.

What skills will help me resolve conflict in a way that strengthens my relationships?

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

Are my relationships healthy and respectful?

Establish and maintain healthy relationships.

How can I safely stand up for myself or others when facing bullying, exclusion, prejudice, or injustice?

Avoid, safely interrupt, and prevent bullying and violence.

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

SEM 1.7

Healthy ways to express and respond to needs, wants, thoughts, and feelings (e.g., affection, love, excitement, gratitude, stress, anger, rejection, shame, grief).

How power and privilege influence relationships on interpersonal and intergroup levels.

SEM 1.8

Why it is wrong to tease or bully others based on personal characteristics.

SEM 1.2

The benefits of talking with trusted adults about thoughts and feelings.

SEM 1.9

How sharing personal information electronically can negatively impact social, emotional, and mental health.

SEM 1.3

The causes, symptoms, and effects of depression and anxiety.

SEM 1.10

SEM 1.4

The importance of being aware of one’s own feelings, controlling impulsive behaviors, and being sensitive to the feelings of others.

The role of bystanders in preventing, stopping, or escalating bullying and other forms of violence

SEM 1.1

SEM 1.5

The characteristics of healthy relationships.

SEM 1.6

The importance of responding to diversity in ways that build empathy, respect, and understanding.

Note to Teacher: (SEM 1.7 and SEM 1.12): An essential component of social development and violence prevention is addressing conflict in healthy ways and enhancing attitudes and behaviors that can reduce incidents of prejudice and violence. Students examine the roles of power and privilege in how people are treated, and then practice empathy and advocate for equity. Teachers can refer to The Social Justice Standards: The Teaching Tolerance Anti-Bias Framework to assist in the development of these lessons.

* 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 22 Prevention’s Health Education Curriculum Analysis Tool (HECAT).     Note to designer: Hyperlink when final https://www.tolerance.org/sites/default/files/general/TT%20anti%20bias%20framework%20pamphlet_final.pdf

GRADES 6-8 I UNIT 2 I SUMMARY I continued

SOCIAL, EMOTIONAL, AND MENTAL HEALTH (SEM) Health Concepts* continued SEM 1.11

Types of violence (including child abuse and bullying) and the short- and long-term consequences of violence for perpetrators, victims, and bystanders.

SEM 1.12

How prejudice, discrimination, and bias can lead to trauma, violence, and other adverse consequences

Health Skills* Standard 2: Analyzing Influences

Standard 5: Decision Making

SEM 2.1

SEM 5.1

Analyze the influence of family, school, peers, culture, media, personal values, and perceived norms on social, emotional, and mental health.

Standard 3: Accessing Information and Services SEM 3.1

Access reliable mental health and violence prevention information and services in the community.

Choose healthier and safer alternatives when making decisions to promote mental health and prevent violence.

Standard 6: Goal Setting SEM 6.1

Set realistic goals for establishing and maintaining relationships, using social media, and managing stress to improve social, emotional, and mental health and to prevent violence.

Standard 4: Communication

Standard 7: Self-Management

SEM. 4.1

SEM 7.1

Assess personal practices for managing challenging emotions.

SEM 7.2

Practice strategies to identify and reduce stress for oneself and others, including mindfulness.

SEM 7.3

Practice strategies for anger management and self-control.

SEM 4.2

SEM 4.3

Practice communication skills to enhance emotional and mental health, including how to ask for help from a trusted adult and how to express thoughts and feelings in healthy ways. Practice effective and appropriate communication via electronic devices and social media to prevent or resolve interpersonal conflict. Practice conflict resolution techniques, active listening, assertive communication, and empathy to strengthen relationships and resolve interpersonal conflict.

Standard 8: Advocacy SEM 8.1

Advocate for individuals, families, and school communities to improve their mental health and prevent violence, including all forms of bullying.

SOCIAL, EMOTIONAL, AND MENTAL HEALTH

Students will be able to:

ALCOHOL, TOBACCO, AND OTHER DRUG-USE PREVENTION 25

GRADES 6-8 I UNIT 3

I SUMMARY

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

Essential Questions

Students will:

How does alcohol, tobacco, and other drug use affect my emotional, mental, and physical health?

ALCOHOL, TOBACCO, AND OTHER DRUG-USE PREVENTION

Avoid the misuse and abuse of over-the-counter and prescription drugs. Avoid experimentation with alcohol, tobacco, and other drugs.

What can I do in situations in which I’m being pressured to use alcohol, tobacco, and/or other drugs?

Advocate for environments that are free of alcohol, tobacco, and other drugs.

How can I best communicate the benefits of avoiding alcohol, tobacco, and other drugs?

Encourage others to avoid alcohol, tobacco, and other drugs.

How can a person’s use of alcohol, tobacco, and other drugs affect family, peers, and community?

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

ATOD 1.6 School policies and community laws related to the use of alcohol, tobacco, and other drugs.

ATOD 1.1

ATOD 1.7 The signs and symptoms of dependence on alcohol, tobacco, and other drugs, and treatment options for addiction.

The negative mental and physical health consequences of alcohol, tobacco, and other drug use [e.g., electronic nicotine delivery systems (vaping), hookah, marijuana, prescription painkillers, heroin, and other opioids] and their impact on brain development.

ATOD 1.2 How to distinguish among the proper use, misuse, and abuse of over-the-counter and prescription medicines. ATOD 1.3 The benefits of being drug-free.

ATOD 1.8 Why the use of alcohol, tobacco, and other drugs is an unhealthy way to manage stress. ATOD 1.9 The relationship between using alcohol, tobacco, and other drugs and other health risks, including unintentional injuries, violence, suicide, and sexual risk behaviors.

ATOD 1.4 The social and economic consequences of alcohol, tobacco, and other drug use. ATOD 1.5 The reasons most teens do not use 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 26 Prevention’s Health Education Curriculum Analysis Tool (HECAT).

GRADES 6-8 I UNIT 3 I SUMMARY I continued

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

Standard 2: Analyzing Influences

Standard 6: Goal Setting

ATOD 2.1

ATOD 6.1 Set and achieve the goal of avoiding alcohol, tobacco, and other drugs.

Analyze the influence of family, school, peers, culture, media (including marketing techniques), personal values, and perceived norms on the use of alcohol, tobacco, and other drugs.

Standard 3: Accessing Information and Services ATOD 3.1 Access alcohol, tobacco, and other drug prevention information, analyzing its validity and reliability, including over-the-counter and prescription drug labels. ATOD 3.2 Describe situations that require professional substance abuse treatment services and locate community resources. Standard 4: Communication ATOD 4.1 Practice communication skills (e.g., assertiveness, verbal and nonverbal, refusal, negotiation) to avoid alcohol, tobacco, or other drug use, especially in peer-pressure situations.

ATOD 6.2 Analyze the impact of alcohol, tobacco, and other drug use on personal short- and long-term goals. Standard 7: Self-Management ATOD 7.1 Assess personal beliefs and behaviors that prevent 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. Standard 5: Decision Making ATOD 5.1 Practice using decision-making skills in peer-pressure settings to avoid alcohol, tobacco, and other drug use. * 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 6-8 I UNIT 4 I SUMMARY

SEXUAL HEALTH (SH) Healthy Behavior Unit Outcomes

Essential Questions

Students will: Understand the changes that may occur during puberty.

What physical, social, and emotional changes may occur during puberty and adolescence? What are the reasons for these changes?

Establish and maintain healthy relationships.

How can I take care of my body during puberty?

Treat others with courtesy and respect.

What is abstinence and how does it protect my sexual health?

Avoid behaviors that can lead to unintended pregnancy and sexually transmitted infections (STIs), including HIV.

How can I communicate with adults about sexual health and responsibility? How can I contribute to an environment that respects and accepts all people?

SEXUAL HEALTH

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

SH 1.9

The rights and responsibilities of youth regarding sexual behaviors and sexual health, including applicable laws.

SH 1.10

The impact of power differences (which result from differences in age, social status, or position) within relationships.

SH 1.11

Dating violence and sexual violence, including harassment, abuse, and trafficking, and their impact on physical, social, emotional, and mental health.

SH 1.1

The physical, social, cognitive, and emotional changes that can occur during puberty.

SH 1.2

Healthy habits and hygiene practices during puberty.

SH 1.3

The sexual and reproductive systems, including body parts and their functions.

SH 1.4

The functions of the menstrual cycle, sperm development, and pregnancy.

SH 1.12

SH 1.5

The differences between gender identity, gender expression, gender roles, sexual orientation, and sex assigned at birth.

Why a person who has been sexually assaulted is not at fault and should report the incident to a trusted adult.

SH 1.13

The benefits of abstinence.

SH 1.6

The characteristics of healthy relationships and unhealthy relationships.

SH 1.14

The benefits, risks, and effectiveness of various methods of contraception, including the correct usage of barrier methods.

SH 1.7

The conditions of affirmative consent, bodily autonomy, and healthy ways to express affection.

SH 1.15

SH 1.8

The advantages and disadvantages of communicating using technology and social media, and safe practices.

The transmission methods, symptoms, treatments, and health consequences of various sexually transmitted infections (STIs), HIV, and AIDS. Note to Teacher: (SH 1.14): NYCDOE policy does not permit condom demonstrations in middle school classrooms.

* 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 30 Prevention’s Health Education Curriculum Analysis Tool (HECAT). This Unit’s Concepts, Skills, and Outcomes also align to the National Sexuality Education Standards.

GRADES 6-8 I UNIT 4 I SUMMARY I continued

SEXUAL HEALTH (SH) Health Skills* Students will be able to:  Standard 2: Analyzing Influences

Standard 5: Decision Making

SH 2.1

Analyze how family, school, peers, culture, personal values, perceived norms, and school can influence relationships, and sexual health behaviors.

SH 5.1

SH 2.2

Analyze external influences that impact attitudes about gender, sexual orientation, and gender identity.

Standard 6: Goal Setting

SH 2.3

Analyze the impact of technology, social media, alcohol, and other drug use on relationships and sexual health behaviors.

SH 3.1

Identify and access medically accurate sources of sexual health information and services.

Standard 4: Communication SH 4.1

Communicate respectfully with and about people of all gender identities and sexual orientations.

SH 4.2

Practice communication skills to foster healthy relationships, including asking for consent, communicating boundaries, respecting boundaries of others, accepting rejection, and navigating technology use safely and respectfully.

SH 4.3

SH 6.1

Develop a plan to eliminate or reduce risk for unintended pregnancy and STIs, including HIV.

SH 6.2

Set goals for safe and limited social media use. SEXUAL HEALTH

Standard 3: Accessing Information and Services

Practice using a decision-making model for various sexual health scenarios.

Standard 7: Self-Management SH 7.1

Manage the physical changes associated with puberty, including practicing daily hygiene.

SH 7.2

Practice evaluating the health of relationships.

SH 7.3

Use strategies for using social media safely, legally, and respectfully.

Standard 8: Advocacy SH 8.1

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

Practice communicating with trusted adults about forms of sexual violence.

NUTRITION AND PHYSICAL ACTIVITY 33

GRADES 6-8 I UNIT 5

I SUMMARY

NUTRITION AND PHYSICAL ACTIVITY (NPA) Healthy Behavior Outcomes

Essential Questions

Students will:

How do I determine if the food I eat is nutritious?

Eat a well-balanced diet every day, with an emphasis on fruits and vegetables.

How can I make sure I am performing at least the recommended amount of physical activity every day?

Drink plenty of water every day.

What influences my eating habits, levels of physical activity, and beliefs about body image?

Participate in moderate-to-vigorous physical activity every day.

NUTRITION AND PHYSICAL ACTIVITY

Encourage others to eat well and stay active.

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

NPA 1.8

How to select nutritious foods when snacking and dining out.

NPA 1.1

The benefits of eating a variety of nutrient-rich foods, including plenty of fruits and vegetables.

NPA 1.9

Strategies to increase daily moderate-to-vigorous physical activity.

NPA 1.2

Guidelines for eating and physical activity to promote health.

NPA 1.10

NPA 1.3

The nutritional value of protein, fats, carbohydrates, fiber, calcium, and other nutrients, and their food sources.

The positive effects of healthy eating and physical activity on social, emotional, and cognitive health.

NPA 1.11

NPA 1.4

The importance of limiting the consumption of solid fat, added sugar, sodium, and caffeine.

The causes and signs of disordered eating and its impact on overall growth, development, and well-being.

NPA 1.12

NPA 1.5

The benefits of drinking plenty of water and avoiding nonnutritious beverages.

The benefits of developing and maintaining a realistic and healthy body image.

NPA 1.6

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

NPA 1.7

The relationship between access to healthy foods and personal food choices.

* 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 34 Prevention’s Health Education Curriculum Analysis Tool (HECAT).

GRADES 6-8 I UNIT 5 I SUMMARY I continued

NUTRITION AND PHYSICAL ACTIVITY (NPA) Health Skills* Students will be able to:  Standard 2: Analyzing Influences

Standard 5: Decision Making

NPA 2.1

NPA 5.1

Standard 3: Accessing Information and Services NPA 3.1

Evaluate food labels to help manage serving sizes, nutrients, calories, and potential allergic reactions.

NPA 3.2

Assess the accuracy of nutrition and physical activity-related information, products, and services.

Standard 4: Communication NPA 4.1

Practice communication skills that support nutritious food choices and regular physical activity, including refusal and negotiation.

NPA 4.2

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

NPA 4.3

Express empathy and support for others who are trying to improve their food and physical activity habits.

Practice decision making that promotes healthy eating and physical activity.

Standard 6: Goal Setting NPA 6.1

Set personal goals and create plans to improve healthy eating and physical activity habits.

Standard 7: Self-Management NPA 7.1

Assess personal eating and physical activity behaviors.

Standard 8: Advocacy NPA 8.1

Collaborate with others to advocate for individuals, families, and communities to make healthy food and beverage choices and be physically active.

NUTRITION AND PHYSICAL ACTIVITY

Analyze how internal and external influences (e.g., personal values, perceived norms, family, school, community, peers, culture, media) affect eating and physical activity choices and behaviors.

INTRODUCTION

PERSONAL HEALTH AND SAFETY XX

GRADES 6-8 I UNIT 6 I SUMMARY

PERSONAL HEALTH AND SAFETY (PHS) Healthy Behavior Outcomes

Essential Questions

Students will:

What daily habits help to protect my health and safety?

Practice appropriate personal health habits.

What health behaviors help to prevent the development of chronic diseases?

Practice behaviors that help to prevent serious injury and chronic disease.

How do people manage and treat injury and illness?

PERSONAL HEALTH AND SAFETY

Practice behaviors that help to prevent health problems that result from common chronic diseases and conditions.

What is the connection between my health and my physical environment?

Health Concepts* Students will know:  Standard 1: Concepts About Personal Health and Safety

PHS 1.8

The importance of seeking help and treatment for common diseases and conditions, including allergies, asthma, diabetes, and epilepsy.

PHS 1.1

How to reduce the risk of unintentional injuries.

PHS 1.2

How to identify unsafe situations at home, at school, and in communities that can lead to injury.

PHS 1.9

PHS 1.3

First response procedures to treat injuries and other emergencies.

How to describe major chronic diseases and their connections to diet and physical activity.

PHS 1.10

PHS 1.4

Appropriate habits to protect vision, hearing, skin, and teeth.

The relationship between environmental conditions (e.g., air and water quality, noise, waste) and personal and community health outcomes.

PHS 1.5

The difference between 1) infectious and non-infectious and 2) acute and chronic diseases, including cancer, diabetes, and asthma.

PHS 1.6

How common infectious diseases are transmitted.

PHS 1.7

Health practices that help to prevent infectious and chronic diseases.

* 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 38 Prevention’s Health Education Curriculum Analysis Tool (HECAT).

GRADES 6-8 I UNIT 6 I SUMMARY I continued

PERSONAL HEALTH AND SAFETY (PHS) Health Skills* Students will be able to:  Standard 2: Analyzing Influences

Standard 7: Self-Management

PHS 2.1

PHS 7.1

Evaluate personal practices and behaviors to determine how well they promote personal and environmental health and safety.

Standard 3: Accessing Information and Services

Standard 8: Advocacy

PHS 3.1

Analyze the validity and reliability of personal health-related information and services.

PHS 8.1

PHS 3.2

Identify whom to contact when urgent care is needed for illness or injury.

Collaborate with others to advocate for safety, injury prevention, and environmental health in the community.

PERSONAL HEALTH AND SAFETY

Analyze the influence of family, peers, school, culture, media, personal values, and perceived norms on personal health and safety-related practices.

Standard 4: Communication PHS 4.1

Practice communication skills to promote health and safety, including how to effectively tell a trusted adult when feeling sick or threatened.

Standard 5: Decision Making PHS 5.1

Choose healthier and safer alternatives when making personal health- and safety-related decisions.

Standard 6: Goal Setting PHS 6.1

Set a goal to practice a personal health habit that reduces the risk of illness or injury (e.g., wearing a helmet while biking).

XX INTRODUCTION