Grade 6 Health Michigan standards Standards

Demonstrate the ability to use verbal and non-verbal ways to refuse participation in sexual behavior.

Identify ways to show respect for other's boundaries and limits related to physical intimacy and sexual behavior.

Demonstrate how to communicate one's level of readiness to be a boy friend or girl friend.

Social Skills

Develop personal short- and long-term goals that support abstinence.

Goal Setting

Evaluate a variety of external influences (e.g., media, parents, culture, peers, and society) and internal influences (e.g., values, curiosity, interests, desires, and fears) and their potential to impact relationships and behavior.

Influences

Set personal boundaries and limits related to physical intimacy and sexual behavior.

Recognize situations or behaviors that may lead to engaging in sexually risky behaviors.

Health Behaviors

Locate adult resources (e.g., parent, teacher, medical professional, counselor, other adult) who can provide accurate information about friendships, dating, puberty, and human reproduction.

Access Information

Analyze reasons for young people to remain abstinent, concluding that abstinence is the only 100% effective method of protection from HIV, other serious communicable disease, and pregnancy.

Define abstinence from sex.

Describe the basic process of human reproduction, using scientific names for reproductive anatomy.

Identify changes in physical maturation during puberty as it relates to the physical capacity for human reproduction.

Describe the changes in friendships that one might experience as a result of puberty, and evaluate what it means to be a boyfriend or girlfriend.

Core Concepts

Growth and Development

Demonstrate skills throughout the day to reduce the spread of germs.

Health Behaviors

Personal Health and Wellness

Demonstrate the ability to express appreciation.

Demonstrate the ability to use assertive communication skills appropriately.

Demonstrate effective listening strategies.

Demonstrate the ability to use the steps of conflict resolution.

Describe the characteristics of conflicts that can be resolved and the steps of effective conflict resolution.

Social Skills

Demonstrate the ability to make a decision or solve a problem using criteria to evaluate solutions.

Describe the decision making and problem solving steps.

Decision Making

Use practical strategies to develop a personal plan for stress management.

Goal Setting

Demonstrate the ability to use practical strategies to manage strong feelings.

Health Behaviors

Identify criteria to determine whether another person is able to help one make healthy decisions and solve problems; and apply these criteria to identify people who can provide help.

Analyze the importance of getting help from an adult when it is needed.

Access Information

Explain the difference between angry feelings and angry behavior.

Analyze how friendships may involve positive and negative risks.

Describe some common causes of stress, and the health effects of stress.

Core Concepts

Social and Emotional Health

Advocate for others to stay safe when using the Internet.

Advocate for others to practice safe behavior, including the proper use of safety belts, when riding in a car.

Advocate for others to stay safe when using the Internet.

Advocate for others to practice safe behavior, including the proper use of safety belts, when riding in a car.

Advocacy

Explain how one's behavior, when an occupant of a vehicle, influences the behavior of others.

Influences

Apply strategies to stay safe when using the Internet.

Demonstrate strategies to get away in hypothetical cases of inappropriate touching or abduction.

Apply school rules and procedures to hypothetical school crisis situations.

Demonstrate the ability to escape safety hazards in public places.

Describe the procedure for reporting the presence of weapons at school.

Demonstrate strategies to escape when weapons/dangerous objects are present.

Describe strategies to avoid unsafe situations.

Analyze environments and situations, including those where weapons may be present, to determine whether they are safe.

Health Behaviors

Demonstrate the ability to ask a trusted adult for help when feeling personally threatened or unsafe, including while using the Internet.

Access Information

Explain that a child is not at fault if someone touches him or her in an inappropriate way.

Explain the importance of respecting personal space and boundaries.

Describe appropriate and inappropriate touch.

Describe safety hazards related to using the Internet.

Explain how safety belts help passengers to stay safe.

Core Concepts

Safety

Apply effective persuasion skills for encouraging others not to use tobacco, alcohol, and other drugs.

Advocacy

Demonstrate verbal and non-verbal ways to refuse alcohol, tobacco, and other drugs.

Develop personal strategies to resist influences to use tobacco, alcohol, and other drugs.

Social Skills

Demonstrate the ability to support friends and family members who are trying to stop using alcohol, tobacco, and other drugs.

Analyze possible reasons why individuals choose to use, or not use, alcohol or marijuana.

Analyze family, peer, societal, and media influences on tobacco, alcohol, and other drug use.

Influences

Describe strategies to avoid riding with an impaired driver, and demonstrate the ability to use them.

Recognize behaviors that may indicate alcohol or drug impairment in order to avoid riding with an impaired driver.

Make a commitment to be alcohol, tobacco and drug free.

Health Behaviors

Demonstrate the ability to locate school and community resources to assist with problems related to alcohol and other drug use; and assess the validity of the resources.

Access Information

Describe the negative health effects of caffeine, tobacco, and diet pills on rest, stress, athletic performance, and weight management.

Analyze how impaired judgment and other effects of alcohol or marijuana use impact personal safety, relationships with friends and families, school success, and attainment of present and future goals.

Articulate the benefits of remaining alcohol, tobacco, and drug free.

Analyze data that supports that most young people in middle school do not use tobacco, alcohol, or other drugs.

Explain school policies and Michigan laws related to the sale and use of tobacco products.

Explain the short- and long-term effects of alcohol and marijuana use.

Core Concepts

Alcohol, Tobacco, and Other Drugs

Analyze how one's own perception of weight influences healthy eating and being physically active.

Influences

Demonstrate the ability to support others to choose healthy foods and be physically active.

Develop a dietary and physical activity plan for a week that is consistent with the dietary guidelines.

Describe environmental influences that encourage or discourage physical activity.

Describe strategies for dealing with personal preferences, restrictions, and barriers related to healthy eating, adequate sleep, and physical activity.

Describe the federal dietary guidelines and the amount of physical activity recommended for one's age in order to achieve health benefits.

Health Behaviors

Describe the relationship of self perception, body image, body weight, and physical activity.

Explain how weight management is influenced by healthy eating and being physically active.

Identify the causes of food-borne illness.

Analyze the benefits of healthy eating and being physically active.

Core Concepts

Nutrition and Physical Activity