8.3 Advocacy and Health Promotion

The student will undertake health-promotion activities that demonstrate an understanding of the relationship between nutrition, physical activity, and emotional and physical health.

Body Systems

A.     Design strategies to protect and promote brain and nervous system health.

Nutrition

B.    Create a plan to make healthy food choices, including choosing fruits and vegetables and increasing water and healthy beverage choices in a variety of settings.

C.    Create strategies to promote food safety at home.

D.    Identify and promote resources for help and assistance with disordered eating.

E.    Develop factual advertising to help family and peers evaluate healthy food and beverage choices.

Physical Health

F. Create environmental design solutions that promote physical and mental health.

Disease Prevention/Health Promotion

G. Create Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.) goals to get optimal sleep to promote cognitive performance and academic success.

H. Design a plan of action with short- and long-term goals to prevent diabetes, heart disease, stroke, cancer, obesity, and other chronic diseases and conditions.

Substance Abuse Prevention

I.  Design persuasive advertising to eliminate drug use.

J.  Create a campaign that emphasizes the importance of prevention and early identification of drug use
disorder.

Safety/Injury Prevention

K. Develop a personal action plan during an emergency situation for a variety of locations outside of school
(e.g., shopping areas, recreation areas).

L.  Develop appropriate personal guidelines for online gaming and social media use.

M.    Develop and promote guidelines for using social media.

N.   Practice and promote stress-management skills.

O.    Analyze a variety of situations to determine when to use refusal and negotiation skills to avoid risk.

Mental Wellness/Social and Emotional Skills

P.   Ability to develop safe, respectful, and responsible relationships.

Q. Identify and recognize family, school, and community resources for helping oneself and others with mental health needs.

R.     Explain the effects of stigma on accessing help and assistance for mental illnesses and emotional challenges.

S. Promote the availability of school and community mental health resources.

Violence Prevention

  T.      Recommend strategies to prevent, safely defend oneself and others,
or get help with bullying.

U. Describe ways for students to develop relationships that are positive, promote wellness, and prevent weapon use, physical violence, and gang involvement.

Community/Environmental Health

 V.     Analyze opportunities for community service and advocacy for policies that promote environmental health. 

Digital Citizen (6-8) 

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act in ways that are safe, legal, and ethical.

In this standard students will:

A.    manage their digital identities and understand their digital footprints.

B.    demonstrate and advocate for positive, safe, legal, and ethical habits when using technology.

C.    demonstrate and advocate for an understanding of intellectual property, including copyright.

D.    demonstrate an understanding of personal data, data collection and sharing, and best practices.

Gifted and Talented (GT) 

DEFINITION: High-level intellectual ability and creativity that requires "gourmet" learning experiences beyond the standard menu. 

Instructional Strategies:

• Curriculum Compacting: Skip the "basics" they already know to "earn back" time for passion projects.

• Tiered Assignments: Focus on Analysis and Creation (the complex plating) rather than just memorization.

• Inquiry-Based Learning: Use "Low Floor, High Ceiling" tasks that allow for many different ways to solve a problem.