NAC389.381. Sixth through eighth grades: Health.  


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  • Instruction in sixth grade, seventh grade and eighth grade in health must be designed so that pupils meet the following performance standards by the completion of the eighth grade:

         1. Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:

         (a) Analyze the relationship between behaviors concerning the health of a person and personal health;

         (b) Identify the behaviors of a person that affect the function and development of the systems of the human body, including, without limitation, the human reproductive system in accordance with NRS 389.065;

         (c) Explain the interrelationships between the physical, emotional, intellectual and social health in adolescence;

         (d) Describe how age, gender, physical activity, lifestyle and heredity affect the nutrient needs of a person;

         (e) Analyze the use of a substance that is beneficial to a person and the use of a substance that is harmful to a person;

         (f) Develop a plan for personal safety to reduce or prevent injuries;

         (g) Examine the likelihood that a person will suffer a serious injury or illness if the person engages in behaviors that increase the risk of such an injury or illness;

         (h) Describe how behaviors of a person, pathogens, heredity and other factors relate to the prevention of illnesses and diseases;

         (i) Discuss how the behaviors concerning the health of a person affect that person’s risk of contracting an illness or a disease;

         (j) Identify the applicable laws and regulations which protect community health; and

         (k) Apply the actions a person may take to contribute to the enhancement of the environment.

         2. Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:

         (a) Describe situations which may require services from providers of health care; and

         (b) Determine the accessibility of products and services that enhance health.

         3. Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

         (a) Explain the importance of a person assuming responsibility for healthy behaviors;

         (b) Create a wellness plan that meets dietary guidelines and includes moderate to vigorous physical activity;

         (c) Demonstrate methods of responding to behaviors that put a pupil at risk, including, without limitation, the use of alcohol, tobacco and other drugs;

         (d) Understand basic procedures in safety, first aid and life-saving measures, including, without limitation, the use of and procedures for using recreational safety equipment;

         (e) Evaluate the behaviors of the pupil that put the pupil at risk for injury, including, without limitation, self-harming behaviors and harmful trends; and

         (f) Analyze the behaviors of a pupil that increase the risk of the pupil spreading communicable diseases, including, without limitation, sexually transmitted diseases, mononucleosis, tuberculosis and influenza.

         4. Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

         (a) Explain how different sources affect the practices and behaviors concerning the health of a person;

         (b) Explain how a person’s perceptions of norms affect the behaviors concerning his or her health and the health-related risks taken by him or her;

         (c) Examine how different sources influence a person’s food choices;

         (d) Examine the influence of family, peers and information on the decision of a person to use, misuse and abuse substances;

         (e) Explain how school policies and public health policies affect the promotion of health and the prevention of diseases; and

         (f) Critique a variety of consumer influences that affect decisions concerning the health of a person.

         5. Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

         (a) Practice refusal and negotiation skills that avoid or reduce health risks;

         (b) Express ways to communicate with other persons about the pupil’s perceived body image;

         (c) Practice appropriate methods for responding to situations that present a risk of harm to a person, including, without limitation, situations involving the use of alcohol, tobacco and other drugs;

         (d) Demonstrate the ways to ask for assistance to enhance the health of the pupil and other persons; and

         (e) Implement refusal and negotiation skills to resolve conflicts.

         6. Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

         (a) Apply skills and strategies for the efficient management of time to reach a long-term personal health goal;

         (b) Analyze how short-term personal health goals and long-term personal health goals change throughout a person’s life; and

         (c) Analyze how short-term personal health goals and long-term personal health goals affect the community and environment.

         7. Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

         (a) Demonstrate ways to influence and support a person in making positive health choices; and

         (b) Analyze how a message influences community practices affecting the environment and consumer health.

         8. Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

         (a) Defend the selection of choices that are healthy and eliminate choices that are not healthy when making a decision;

         (b) Compare the short-term and long-term consequences of a person’s choice regarding the use and abuse of substances;

         (c) Compare the short-term and long-term consequences of a person’s health decisions; and

         (d) Apply a decision-making process to a health issue or significant problem.

     (Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009)