Grade 6 Health Colorado standards Standards

Physical and Personal Wellness

Evaluate the validity and reliability of information, products, and services to enhance healthy eating behaviors.

Define valid and reliable as a means to access information that enhances healthy eating behaviors.

Evaluate the nutrition information on food labels to compare products.

Identify reliable and unreliable resources and information regarding healthy eating.

Identify valid and reliable resources regarding qualities of healthy family and peer relationships.

Describe the benefits of healthy relationships.

Describe how peer and family relationships may change during adolescence.

Determine valid and reliable resources that enhance healthy relationships.

Comprehend the relationship between feelings and actions during adolescence.

Identify sexual feelings common to young adolescents, and differentiate between having sexual feelings and acting on them.

Discuss possible physical, social, and emotional impacts of adolescent sexual activity.

Describe the need to have clear expectations, boundaries, and personal safety strategies.

Analyze how positive health behaviors can benefit people throughout their lifespan.

Explain the concept of nutrient-rich foods being balanced with physical activity.

Analyze the short- and long-term benefits and consequences of healthy eating and physical activity.

Summarize personal strategies for reducing environmental dangers to health (e.g., sun damage to skin, hearing loss, vision damage).

Explain the benefits of good hygiene practices for promoting health and maintaining social relationships.

Social and Emotional Wellness

Understand how to be mentally and emotionally healthy.

Explain the interrelationship of mental, emotional, and social health.

Analyze the relationship between thoughts, emotions, feelings and behavior.

Identify healthy ways to express needs, wants, and feelings.

Explain the causes, symptoms, and effects of stress, anxiety, sadness, and depression.

Identify when someone should seek help for sadness, hopelessness, and depression.

Identify emotions and feelings associated with loss and grief.

Explain how modern technology can have a positive and negative impact on mental and emotional health.

Apply effective verbal and nonverbal communication skills to enhance health.

Demonstrate refusal and negotiation skills that avoid or reduce health risks.

Demonstrate effective conflict management or resolution strategies

Demonstrate how to ask for assistance to enhance the health of self and others.

Identify ways to advocate for self and others to enhance health and safety.

Prevention and Risk Management

Analyze the factors that influence a person’s decision to use or not use marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.

Analyze internal influences such as genetics, personality, and risk-seeking behaviors on drug use (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).

Analyze external influences on the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.

Analyze various strategies the media use, including advertisements and movies, to encourage or discourage marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.

Identify common mixed messages about marijuana, illegal drugs, prescription drugs, alcohol, and tobacco use in the media.

Analyze the perception versus the reality of drug use in adolescents (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).

Demonstrate the ability to refuse marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.

Demonstrate effective, assertive refusal skills in refusing marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.

Explain how decisions about drug and substance use affect relationships.

Identify and summarize positive alternatives to drug and substance use.

Demonstrate planning skills for avoiding marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.

Demonstrate ways to advocate for a positive, respectful school and community environment that supports pro-social behavior.

Understand the definition of bullying, as well as the roles of a bystander, perpetrator/bully, and victim in bullying.

Demonstrate how to prevent or stop bullying as a bystander, perpetrator, or victim.

Understand the consequences of unaddressed bullying for the victim, perpetrator/bully, and bystanders.

Advocate for a positive and respectful school environment that supports pro-social behavior.

Demonstrate the ability to identify a parent, trusted adult, or appropriate legal authorities to whom school or community violence should be reported.

Describe the dangers of and actions to be taken if aware of threats to harm self or others.

Describe the dangers of and actions to be taken if weapons are seen or suspected in schools.

Demonstrate appropriate communication skills to solve conflicts nonviolently.

Demonstrate ways to promote safety, and prevent unintentional injuries.

Demonstrate the ability to identify and correct safety hazards at home, in school, and in the community.

Develop a safety plan for self and/or others in home, school, and community.