| MICHIGAN CONTENT STANDARDS & BENCHMARKS | |
| Health Education |
return to HIV page | return to content standards |
EMC home | download pdf version
BENCHMARKS | Applied Health Concepts | Accessing Information | Health Behaviors | Influences | Goal Setting & Decision-making | Social Skills | Health Advocacy |
| Applied Health Concepts |
Click on the MM to view a list of Michigan Model lessons that meet this benchmark. (Note Middle School correlations completed through grade 6 only)
| Content Standard 1: | All students will apply health promotion and disease prevention concepts and principles to personal, family, and community health issues. | |
|
Early Elementary |
Middle School |
High School |
| Describe the basic structure and function of the human body systems. MM | Describe how health is influenced by the interaction of body systems. MM | Explain the impact of personal health behaviors on the functioning of body systems. |
| Recognize that personal health behaviors influence an individual's well being. MM | Explain the relationship between positive health behaviors and the prevention of injury, illness, disease, and other health problems. MM | Analyze how behavior can impact health maintenance and disease prevention. |
| Identify indicators of mental, emotional, social, and physical health during childhood. MM | Describe the interrelationship of physical, intellectual, emotional, and social health during adolescence. MM | Describe the interrelationships of physical, intellectual, emotional, and social health during childhood. |
| Describe how the family influences the health of individuals. MM | Describe how the family and peers influence the health of individuals. MM | Analyze how the family, peers, and the community influence the health of individuals. |
| Describe how physical, social and emotional environments influence personal health. MM | Analyze how heredity, environment, and personal health are related. MM | Analyze how the environment influence the health of people in a community. |
| Identify the most common health problems of children. MM | Describe ways to reduce risks related to adolescent health problems. MM | Analyze the risks of potential health problems during adulthood. |
| Identify health problems that should be detected and treated early. MM | Recognize that most causes of premature health problems can be prevented by positive health practices and appropriate health care. MM | Analyze the role of public health policies and laws in the prevention and control of disease and other health problems. |
| Recognize that most injuries and illnesses can be prevented or treated MM | ||
| Chronicle the historical impact of disease and other health problems on contemporary health practices. | ||
| Describe how the prevention and control of health problems are influenced by research and medical advances. | ||
| Accessing Information Services |
Click on the MM to view a list of Michigan Model lessons that meet this benchmark. (Note Middle School correlations completed through grade 6 only)
| Content Standard 2: | All students will access valid health information and appropriate health promoting products and services. | |
|
Early Elementary |
Middle School |
High School |
| Identify characteristics of valid health information and health promoting products and services. MM | Analyze the validity of health information, products, and services. MM | Evaluate the validity of health information, products, and services. |
| Demonstrate the ability to locate resources from the home, school, and community that provide valid health information. MM | Demonstrate the ability to utilize resources from the home, school, and community that provide accurate health information. MM | Demonstrate the ability to evaluate resources from the home, school, and community that provide accurate health information. |
| Explain how media influences the selection of health information, products, and services. MM | Analyze how media influences the selection of health information and products. MM | Evaluate factors that influence personal selection of health products and services. |
| Demonstrate the ability to locate school and community health helpers. MM | Synthesize accurate information from a variety of sources regarding a community health issue. MM | Analyze the cost and accessibility of health care services. |
| Compare the costs and validity of health products. MM | Demonstrate the ability to access school and community health services for self and others | |
| Describe situations requiring professional health services. MM | ||
| Health Behaviors |
Click on the MM to view a list of Michigan Model lessons that meet this benchmark. (Note Middle School correlations completed through grade 6 only)
| Content Standard 3: | All students will practice health enhancing behaviors and reduce health risks. | |
|
Early Elementary |
Middle School |
High School |
| Identify responsible health behaviors. MM | Explain the importance of assuming responsibility for personal health behaviors. MM | Analyze the role of individual responsibility for enhancing health. |
| Compare behaviors that are safe to those that are risky or harmful. MM | Distinguish between safe, risky, and harmful behaviors in relationships. MM | Analyze the short-term and long-term consequences of safe, risky, and harmful behaviors. |
| Demonstrate strategies to positively manage stress. MM | Demonstrate strategies to positively manage stress. MM | Demonstrate strategies to positively manage stress. |
| Demonstrate strategies to improve or maintain personal health. MM | Demonstrate ways to avoid threatening situations and reduce conflict. MM | Evaluate a personal health assessment to determine strategies for health enhancement and risk reduction. |
| Demonstrate ways to avoid threatening situations and reduce conflict. MM | Demonstrate strategies to improve personal and family health. MM | Develop strategies to improve personal, family, and community health. |
| Demonstrate injury prevention and management strategies. MM | Develop injury prevention and management strategies for personal and family health. MM | Demonstrate ways to avoid threatening situations and reduce conflict. |
| Analyze a personal health assessment to determine health strengths and risks. MM | ||
| Influences |
Click on the MM to view a list of Michigan Model lessons that meet this benchmark. (Note Middle School correlations completed through grade 6 only)
| Content Standard 4: | All students will analyze the influence of cultural beliefs, media, and technology on health. | |
|
Early Elementary |
Middle School |
High School |
| Describe how culture influences personal health practices. MM | Describe the influence of cultural beliefs on health behaviors and the use of health services. MM | Analyze how cultural diversity enriches and challenges health behaviors. |
| Explain how the media influences thoughts, feelings, and health behaviors. MM | Describe how messages from media and other sources influence health behaviors. MM | Evaluate the effect of media and other factors on personal, family, and community health. |
| Describe ways technology can influence personal health. MM | Analyze the influence of technology on personal and family health. MM | Evaluate the impact of technology on personal, family, and community health. |
| Explain how information from school and family influences health. MM | Analyze how information from peers influences health. MM | Analyze how information from the community influences health. |
| Demonstrate the ability to use computer technology to locate health information. | ||
| Goal Setting and Decision-making |
Click on the MM to view a list of Michigan Model lessons that meet this benchmark. (Note Middle School correlations completed through grade 6 only)
| Content Standard 5: | All students will use goal setting and decision-making skills to enhance health. | |
|
Early Elementary |
Middle School |
High School |
| Predict outcomes of positive health decisions. MM | Demonstrate the ability to apply a decision making process to health issues and problems individually and collaboratively. MM | Demonstrate the ability to utilize various strategies when making decision related to health needs of young adults. |
| Demonstrate the ability to apply a decision making/problem solving process to health issues and problems. MM | Demonstrate the ability to ask for assistance when making health-related decisions. MM | Implement and evaluate a plan for achieving a personal health goal. |
| Demonstrate the ability to ask for assistance when making health-related decisions and setting health goals. MM | Analyze the role of individual, family, community, and cultural values when making health-related decisions. MM | Demonstrate the ability to ask for assistance when making health-related decisions. |
| Recognize the impact family, school, and community members have on making health-related decisions. MM | Explain how decisions regarding health behaviors have consequences on self and others. MM | Analyze health issues that require collaborative decision making. |
| Set a personal health goal and track progress toward its achievement. MM | Describe how personal health goals are influenced by changing information, abilities, priorities, and responsibilities. MM | Predict the immediate and long term impact of health decisions on the individual, family, community, and the environment. |
| Apply strategies and skills needed to attain personal health goals. MM | Evaluate their (students') ability to make health decisions. | |
| Social Skills |
Click on the MM to view a list of Michigan Model lessons that meet this benchmark. (Note Middle School correlations completed through grade 6 only)
| Content Standard 6: | All students will demonstrate effective interpersonal communication and other social skills which enhance health.. | |
|
Early Elementary |
Middle School |
High School |
| Distinguish between verbal and nonverbal communication. MM | Demonstrate effective verbal and nonverbal communication skills. MM | Demonstrate skills for communicating effectively with family, peers, and others. |
| Describe characteristics needed to be a responsible friend and family member. MM | Describe how the behavior of family and peers affects interpersonal communication. MM | Demonstrate how support and respect for family members of all ages can be communicated. |
| Demonstrate healthy ways to express needs, wants, and feelings. MM | Demonstrate healthy ways to express needs, wants, and feelings. MM | Demonstrate strategies for solving interpersonal problems without harming self or others. |
| Demonstrate ways to communicate care, consideration, empathy, and respect for self and others. MM | Demonstrate ways to communicate care, consideration, empathy, and respect for self and others. MM | Analyze how interpersonal communication affects relationships. |
| Demonstrate communication skills for building and maintaining healthy relationships. MM | Demonstrate ways to communicate care, consideration, empathy, and respect for self and others. | |
| Demonstrate attentive listening skills. MM | Demonstrate attentive listening skills. MM | Demonstrate attentive listening skills. |
| Demonstrate refusal and negotiation skills to enhance health. MM | Demonstrate refusal and negotiation skills to enhance health. MM | Demonstrate refusal, negotiation, and collaboration skills to avoid potentially harmful situations. |
| Differentiate between negative and positive behaviors used in conflict situations. MM | Analyze the possible causes of conflict among youth in schools and communities. MM | Analyze the possible causes of conflict in schools, families, and communities. |
| Demonstrate non-violent strategies to resolve conflicts. MM | Demonstrate strategies to manage conflict in healthy ways. MM | Demonstrate strategies used to prevent violence. |
| Health Advocacy |
Click on the MM to view a list of Michigan Model lessons that meet this benchmark. (Note Middle School correlations completed through grade 6 only)
| Content Standard 7: | All students will demonstrate advocacy skills for enhanced personal, family, and community health. | |
|
Early Elementary |
Middle School |
High School |
| Describe a variety of methods to convey accurate health information and ideas. MM | Demonstrate the ability to access community agencies that advocate for healthy individuals, families, and communities. MM | Evaluate the effectiveness of communication methods for accurately expressing health information and ideas. |
| Express information and opinions about health issues in written and oral form. MM | Demonstrate the ability to influence and support others in making positive health choices. MM | Demonstrate the ability to influence and support others in making positive health choices. |
| Identify community agencies that advocate for healthy individuals, families, and communities. MM | Demonstrate the ability to work cooperatively with others to advocate for healthy individuals, families, and schools. MM | Demonstrate the ability to work cooperatively with others to advocate for healthy individuals, families, and communities. |
| Demonstrate the ability to influence and support others in making positive health choices. MM | Express information and opinions about health issues. MM | Express information and opinions about health issues. |
| Demonstrate the ability to adapt health messages and communication techniques to the characteristics of a particular audience. | ||
This page last last updated on: 02/07/03
