STRAND 1: NUTRITION AND PHYSICAL

ACTIVITY
Standard 1: Core Concepts
1.1 Distinguish between unhealthy and healthy ways to manage weight.

Standard 2: Access Information

1.2 Locate resources in ones community and on the Internet for nutrition
information, nutrition services, and help with weight management or unhealthy
eating patterns; and assess the validity of the resources.

Standard 3: Health Behaviors

1.3 Demonstrate the ability to use information on food labels to choose nutrientdense foods and beverages, and to avoid or limit foods and beverages that are low
in nutrients or may impact health conditions.
1.4 Prepare meal plans according to the federal dietary guidelines.

Standard 5: Goal Setting

1.5 Assess ones personal nutrition needs and level of physical activity according to
the federal dietary guidelines.
1.6 Assess ones personal preferences regarding healthy eating and physical
activity.
1.7 Assess personal barriers to healthy eating and physical activity, and develop
practical solutions to remove these barriers.
1.8 Develop a personal plan for improving ones nutrition, incorporating physical
activity into daily routines, and maintaining a healthy weight.

Standard 6: Decision Making

1.9 Predict the health benefits of eating healthy and being physically active; and the
potential health consequences of not doing so.

Standard 8: Advocacy
1.10 Advocate for nutritional food choices and physical activity at school

Reasons of Importance for Strand 1

Eating a balanced diet and being physically active are two of the most important
things a person can do to be and stay healthy at any age. A balanced diet is
something that includes eating the right amount of calories and nutrients to
maintain a healthy weight. Physical activity is any form of movement that uses
energy. People of all shapes, sizes and abilities can benefit from being physically
active and eating right. Combining any form of the two of these concepts, is how
one develops a healthy lifestyle. I feel the best way to start becoming healthy, and
learning the concepts of what it means to be healthy should start at a very young
age. Children and young adults need to be taught the key concepts to a healthy
lifestyle, such as healthy behaviors, goal setting and decision making. These key
concepts will help students understand the need to be healthy and maybe inspire
students to take the concepts home, and inform on their own.
Too many times, health classes and PE classes are the first programs to be cut by
schools due to budget concerns. I cant express enough how totally backwards this
way of thinking is. The only two classes that teach our nations youth about what
living a healthy lifestyle means and looks like are disappearing at a rapid rate. We
have an obesity epidemic in the United States, and the best way we see fit to deal
with this problem is to continue cutting programs that get students active and
insight into what a healthy lifestyle can do for them. That is why I feel Strand 1 is
extremely important for the Michigan Health Education Model. It gives Health and
PE teachers the basis of what needs to be taught and how they can get these
healthy concepts across to their students.

Strand 2 Next page

STRAND 2: ALCOHOL, TOBACCO, AND OTHER

DRUGS
Standard 1: Core Concepts
2.1 Describe the short-term and long-term health consequences of alcohol, tobacco,
and other drug use.
2.2 Clarify myths regarding the scope of alcohol, tobacco, and other drug use
among adolescents.

Standard 2: Access Information

2.3 Locate resources in ones community and on the Internet for information and
services regarding alcohol and tobacco use prevention and cessation; and assess
the validity of these resources.
2.4 Apply strategies to access and get help for self or others.

Standard 3: Health Behaviors

2.5 Demonstrate skills to avoid tobacco exposure and avoid or resist using alcohol,
tobacco, and other drugs.

Standard 4: Influences
2.6 Describe financial, political, social, and legal influences regarding alcohol,
tobacco, and other drugs.
2.7 Analyze internal and external pressures to use alcohol, tobacco, and other
drugs.

Standard 6: Decision Making

2.8 Apply decision-making and problem-solving steps to hypothetical problems
related to alcohol, tobacco, and other drug use.

Standard 7: Social Skills

2.9 Demonstrate ways to support others who want to stop using alcohol or tobacco.

Standard 8: Advocacy
2.10 Advocate for ways schools and communities can promote a tobacco-free
environment.
2.11 Present a persuasive solution to the problem of alcohol, tobacco, and other
drug use among youth.

Reasons of Importance for Strand 2

Before anyone ever uses drugs, or drinks alcohol, or uses tobacco, there is a
decision made. Whether that decision is a healthy or an unhealthy decision.
Sometimes making the healthy choice is extremely hard for students, because they
may be stressed, angry, or even pressured into doing so. However, learning the
facts about drugs and alcohol can help students to make informed decisions about
their health. Students of today, need to know just how these substances will affect
not only ones body, but their mind as well. Students need to understand that one
stupid decision of trying drugs or alcohol can ruin their life. They need to know, that
at their age, their mind and body are still growing, and using these substances, can
halt and even sometimes harm their bodies development. I feel that not enough
drug programs go into true detail about what types of things can happen to ones
body as it develops when drugs come into the picture.
Health programs within schools seem to miss sight of what kinds of pressures and
influences there are in todays society. Most of the time students friends or even
family will be the first to introduce drugs to them. That is why I feel Strand 2 is
absolutely vital to informing students about influences and the dangers of drugs at
an early age. If health classes arent going into detail about social influences, and
decision making skills, they have already lost their fight against drugs within their
schools. Health classes also need to provide their students with access to all sort of
information for those seeking help fighting drug and alcohol addiction, and
providing strategies for someone who may be in trouble. Most importantly about
Strand 2, was the section 2.9. Demonstrate ways to support others who want to
stop using alcohol or tobacco. We need to let students know that we as educators
are here for anyone who may be fighting addictions and need help. As a health
educator, I need to be an outlet for anyone who needs and is seeking help, and be
able to get those people help and aid anyway that I possibly can.

STRAND 3: SAFETY
Standard 1: Core Concepts
3.1 Explain the effects of violence on individuals, families, communities, and our
nation.
3.2 Describe the characteristics of situations which are dangerous, and those that
must be reported to the authorities.
3.3 Define and describe bullying, sexual violence, and sexual harassment, and their
effects on individuals and communities.
3.4 Describe the Michigan laws regarding bullying, sexual violence, and sexual
harassment.

Standard 2: Access Information

3.5 Locate resources in ones community and on the Internet for information and
services regarding harassment, violence, and abusive relationships; and assess the
validity of these resources.
3.6 Apply strategies to access and get help for self or others.

Standard 3: Health Behaviors

3.7 Apply strategies to avoid and report dangerous situations, including conflicts
involving weapons and gangs.
3.8 Demonstrate strategies to stay safe in a violent situation.
3.9 Apply skills and strategies for avoiding and dealing with sexual harassment and
exploitation, including when using the Internet.
3.10 Assess characteristics of hypothetical relationships for warning signs of harm
or abuse.

Standard 4: Influences

3.11 Analyze social pressures to refrain from telling on others or reporting

dangerous situations.
3.12 Analyze the role of friends and peers in the escalation of conflicts and the
promotion of violence.

Standard 7: Social Skills

3.13 Demonstrate the ability to use conflict resolution skills.

Reasons of Importance for Strand 3

When it comes to any circumstance in life, there are always decisions to be
made, and I believe this Health Strand in particular is vital in making sure our
students make the most informed decision. This strand is touching on all
aspects of safety within not only the school, but in life as well. It also is
touching on what sort of social influences there are in the world and teaches
the students the correct social skills in order to make well informed
decisions, as well as have a background in conflict resolution to avoid any
major conflicts. Our students today sometimes have trouble with face to face
contact. This can be due to such a dependency on technology and lack of
social skills. I believe this strand is vital in the informative nature of exposing
the students to real life problems, such as bullying, sexual harassment and
violence.
Students need to have an idea of what sorts of things can constitute as
sexual harassment/violence. Especially with all the things happening in
todays society, you want your students to be safe and making sure they
know exactly what constitutes when something is wrong or has gone too far.
And with all the strands, I think it is extremely important for a health teacher
to offer your students an outlet for information and places to go in case
something of this magnitude comes up. Safety of ones students can be
argued as one of the most important aspects of being a teacher, especially
being a health teacher.

STRAND 4: SOCIAL AND EMOTIONAL HEALTH

(Note: Teaching these standards is central to the implementation of an
effective Positive Behavior Support system.)

Standard 1: Core Concepts

4.1 Identify the characteristics of positive relationships, and analyze their
impact on personal, family, and community health.
4.2 Describe the warning signs, risk factors, and protective factors for
depression and suicide.

Standard 2: Access Information

4.3 Locate resources in ones community and on the Internet for information
and services regarding depression and suicide prevention; and analyze the
validity of these resources.
4.4 Demonstrate how to seek help for self or others when suicide may be a
risk.

Standard 3: Health Behaviors

4.5 Demonstrate the ability to express emotions constructively, including use
of anger management skills.

Standard 5: Goal Setting

4.6 Develop short-term and long-term personal goals and aspirations.

Standard 6: Decision Making

4.7 Apply decision-making and problem-solving steps to generate alternative
solutions regarding social situations that could place ones health or safety at
risk.
4.8 Predict the potential short- and long-term effects of each alternative on
self and others, and defend the healthy choice(s).

Standard 7: Social Skills

4.9 Demonstrate the ability to apply listening and assertive communication
skills in situations that may involve parents, family members, other trusted
adults, peers, boyfriends/ girlfriends, and health professionals.
4.10 Demonstrate how to respond constructively to the anger of others.

Reason of Importance for Strand 4

Healthy social and emotional development in students, directly correlates
with a healthy cognitive development and therefore helps to create a strong
foundation for future school achievement. As a health teacher, it is vital to
demonstrate to your students what is and is not a healthy relationship.
Throughout their time in school, a student will go through many relationships
with other students, staff, other students, and in other aspects parents.
Students need to understand what constitutes a positive relationship, and
what doesnt. They have to learn a sense of independence, and it is our job
to facilitate the learning environment that aids this process.
Again, like in almost every strand, a key importance is setting goals. Goal
setting allows the student to have an idea of where they need to be in their
development, at the same, find positives along the way. This idea of making
informed and independent decisions, is also something I feel is important in
the development of social and emotional health. Students need the
information, and what it truly takes to make a decision, making sure that
everyone in the decision process, is cared for and gets what they want.

STRAND 5: PERSONAL HEALTH AND WELLNESS

Standard 1: Core Concepts
5.1 Describe how common infectious diseases are transmitted.
5.2 Explain the importance of regular health screenings or exams.
5.3 Analyze the importance of rest and sleep for personal health.

Standard 2: Access Information

5.4 Demonstrate the ability to access valid information and resources in
ones community and on the Internet related to personal health issues and
concerns.
5.5 Demonstrate the ability to access accurate information about personal
health products.

Standard 3: Health Behaviors

5.6 Describe health practices that can prevent the spread of illness.
5.7 Apply knowledge about symptoms of illness to determine whether
medical care is required.

5.8 Describe personal strategies for minimizing potential harm from

exposure to the sun.

Standard 4: Influences
5.9 Analyze the social influences that encourage or discourage a person to
practice sun safety.

Standard 5: Goal Setting

5.10 Assess personal rest and sleep practices and create a personal plan to
incorporate rest and sleep in daily routines.

Reasons of Importance for Strand 5

Health is a dynamic process because it is always changing. We all have times
of good health, times of sickness, and maybe even times of serious illness.
As our lifestyles change, so does our level of health. This strand offers us
several different aspects of health in order to live a happy and healthy
personal lifestyle. Students need the information of what sorts of things they
need to follow in order to protect themselves from all the sorts of diseases
that are out there. Also, just to explain to students the importance of regular
health screenings or exams can in fact save lives and keep them in tip top
shape.
Even something as small as Analyzing the importance of rest and sleep for
personal health, can be vital to not only a students success in the
classroom, but in their everyday life as well. Sleep is a vital part of a young
students life, and growth as a person. It may not seem like a big aspect of
staying healthy, and that is why it needs to be stressed about how important
it is. This strand provides ways for you as a health teacher to touch on every

aspect of what makes a person healthy and as always provides your students
with outlets of information to gather more information if they really are taken
back by your information.

STRAND 6: HIV AND OTHER STIs PREVENTION

Note: Course content should be reviewed to determine whether it is
consistent with the districts board policies and approved curriculum. State
law requires that, before adopting any revisions to the approved HIV
curriculum, the local school board shall hold public hearings on the revision.
For the specific language of the law, see Section 380.1169 of the Michigan
Compiled Laws at www.michiganlegislature.org.

Standard 1: Core Concepts

6.1 Analyze the rates of sexually transmitted infections (STIs) among teens.
6.2 Summarize the symptoms, modes of transmission, consequences, and
methods to prevent HIV and other STIs, and conclude that abstinence is the
most effective way to avoid HIV or other STIs.

6.3 Summarize the criteria for who should be tested and the advantages of
early diagnosis and treatment of HIV and other STIs.

Standard 2: Access Information

6.4 Identify services and trustworthy adults that provide health information
and testing regarding HIV and other STIs, analyze the validity of such
resources, and describe how to access valid services.

Standard 3: Health Behaviors

6.5 Analyze common behaviors and situations to eliminate or reduce risks
related to HIV and other STIs.
6.6 Evaluate ones personal perception of risk for HIV and other STIs.

Standard 7: Social Skills

6.7 Demonstrate communication, negotiation, and refusal skills to protect
oneself from situations that could transmit HIV or other STIs.

Reasons of Importance for Strand 6

Just as schools are critical settings for preparing students academically, they
are also vital partners in helping young people take responsibility for their
own health. Many young people engage in sexual risk behaviors that can
result in unintended health outcomes. Research shows that well-designed,
well-implemented HIV/STD prevention programs can significantly reduce
sexual risk behaviors among teens. It is extremely important for a health
teacher to get all the information about STIs and HIV, into the hands of
students. Because I can almost guarantee, even when you tell the students it
isnt smart to have sex and do any of the sexual risky behaviors, it wont stop
them from doing it. So, the next best thing to fight these STIs, is to better
prepare the students of ways to prevent them from happening, and ways to
fight them shall they occur.

This strand, especially in todays society, might be the most vital part of
putting together a health classroom plan. Students need to understand that
you as well as every other staff are an outlet for information, as well as their
own parents. The most important part about this strand is making all the
information and statistics available to the students. Information can and has
saved students from making the wrong decisions, and helping them out
when in fact they make the wrong decision. Extremely Important!!!

STRAND 7: SEXUALITY EDUCATION

Note: State law makes whether to offer sexuality education a local district
decision. Course content must be reviewed by the districts Sex Education
Advisory Board to determine whether it is consistent with the districts board
policies and approved sexuality education curriculum. If the district chooses
to offer sexuality education, certain content must be included in an ageappropriate fashion in the K-12 instructional program. This content is
integrated into these guidelines. For the specific language of the law, see
Sections 380.1507, 380.1507a, and 380.1507b of the Michigan Compiled
Laws at www.michiganlegislature.org.

Standard 1: Core Concepts

7.1 Summarize and explain laws related to the sexual behavior of young
people.
7.2 Compare and contrast the pros and cons of methods used for pregnancy
and disease prevention, including abstinence and use of contraception.
7.3 Describe routine medical screening and examinations for maintaining
reproductive health, and medical tests for pregnancy, HIV, and other STIs:
who should be tested, the procedures used, and the importance of early
detection and care.

Standard 2: Access Information

7.4 Identify resources that provide information, counseling, and testing
related to relationships, sexual violence, pregnancy, and contraception,
including options for teens who are unable to care for a baby; analyze the
validity of these resources; and describe how to access valid resources.

Standard 3: Health Behaviors

7.5 Apply strategies, including refusal and assertiveness skills to avoid,
manage, and escape situations that are high risk for pregnancy, HIV, and
other STIs.

Standard 4: Influences
7.6 Explain how stereotypes, norms, peer influence, alcohol and other drug
use, media, and personal responsibility can impact sexual decision making
and the consequences of such decisions.
7.7 Evaluate the physical, social, emotional, legal, and economic impacts of
teen pregnancy, teen parenting, HIV infection, or other STIs on personal
lifestyle, goal achievement, friends, and family members.

Standard 5: Goal Setting

7.8 Develop personal goals and a specific plan for using the best
contraceptive or disease-prevention method, including abstinence, for
individual circumstances.

Standard 6: Decision Making

7.9 Apply decision-making skills to avoid situations that are high risk for
pregnancy, HIV, and other STIs.

Standard 7: Social Skills

7.10 Demonstrate the ability to establish positive relationships, communicate
caring and love without sexual intercourse, and communicate personal,
sexual limits and values to a girlfriend or boyfriend.

Reasons of Importance Strand 7

Like I stated about the strand above, I feel strand 6 and 7 really can be linked
together. The prevention of STIs and sexuality education are vital in the
growth of a teenager. They need all the information presented to them, and
in front of them, and hopefully, the students make the most informed
decision about their health. Like I said before, in todays society, teens are
having sex at a higher rate than ever before, and what you say as a teacher
about not doing the act will fall onto deaf ears. That is why I feel the
information needs to be presented in the easiest way possible, and all sides
of the education need to be covered. What I mean by that, is you cant make
sex out to be a major negative, because they students will do it anyway. That
is why you cant make sex be an enemy.
This type of education in both Strand 6 and 7 is vital in providing a frame
work for a student to live a healthy and safe sex lifestyle. As with every
strand, making yourself as a health teacher available to each of your
students, for information and even in some cases advice. But like anything,
that can be a true gray area. But in conclusion, each and every single strand
within the Michigan curriculum is vital in the growth of your students. It is our
job to aid in any way possible our students to live an active and ultimately
healthy lifestyle.