High School Health TEKS Standards

Implementation:

The provisions of this section shall be implemented by school districts beginning with the 20242025 school year.

School districts shall implement the employability skills student expectations listed in §127.15(d)(2) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.

General requirements. This course is recommended for students in Grades 10-12. Prerequisite: one credit in biology and one credit in chemistry, Integrated Physics and Chemistry, or physics. Recommended prerequisite: a course from the Health Science Career Cluster. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course.

Introduction

Career and technical education instruction provides content aligned with challenging academic standards, industry-relevant technical knowledge, and college and career readiness skills for students to further their education and succeed in current and emerging professions.

Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

The Health Science Career Cluster focuses on planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

The Anatomy and Physiology course is designed for students to conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology will study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis.

Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not currently scientifically testable.

Students are expected to know that:

hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories; and

scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but they may be subject to change as new areas of science and new technologies are developed.

Scientific inquiry is the planned and deliberate investigation of the natural world using scientific and engineering practices. Scientific methods of investigation are descriptive, comparative, or experimental. The method chosen should be appropriate to the question being asked. Student learning for different types of investigations include descriptive investigations, which involve collecting data and recording observations without making comparisons; comparative investigations, which involve collecting data with variables that are manipulated to compare results; and experimental investigations, which involve processes similar to comparative investigations but in which a control is identified.

Scientific practices. Students should be able to ask questions, plan and conduct investigations to answer questions, and explain phenomena using appropriate tools and models.

Engineering practices. Students should be able to identify problems and design solutions using appropriate tools and models.

Scientific decision making is a way of answering questions about the natural world involving its own set of ethical standards about how the process of science should be carried out. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information)

Science consists of recurring themes and making connections between overarching concepts. Recurring themes include systems, models, and patterns. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested, while models allow for boundary specification and provide a tool for understanding the ideas presented. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other organizations that foster leadership and career development in the profession such as student chapters of related professional associations.

Knowledge and skills.

Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

ask questions and define problems based on observations or information from text, phenomena, models, or investigations;

apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;

use appropriate tools such as lab notebooks or journals, calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, meter sticks, electronic balances, micro pipettors, hand lenses, Celsius thermometers, hot plates, timing devices, Petri dishes, agar, lab incubators, dissection equipment, reflex hammers, pulse oximeters, stethoscope, otoscope, blood pressure monitors (sphygmomanometers), pen lights, ultrasound equipment, and models, diagrams, or samples of biological specimens or structures;

collect quantitative data using the International System of Units (SI) and United States customary units and qualitative data as evidence;

organize quantitative and qualitative data using lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports;

develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

distinguish among scientific hypotheses, theories, and laws.

Nervous system. The student analyzes the relationship between the anatomical structures and physiological functions of the nervous system. The student is expected to:

summarize and distinguish between the major physiological functions of the nervous system, including sensation, integration, and motor response;

identify the senses and explain their relationship to nervous system;

investigate and explain the interdependence between the cranial and spinal nerves with the special senses of vision, hearing, smell, and taste;

describe the anatomy of the structures associated with the senses, including vision, hearing, smell, taste, and touch;

identify the anatomical and physiological divisions of the peripheral nervous system and central nervous system;

explain the glial cells within the central nervous system and peripheral nervous system and their associated functions;

analyze the functional and structural differences between gray and white matter relative to neurons;

distinguish between the types of neurons and explain the initiation of a nerve impulse during resting and action potential;

categorize the major neurotransmitters by chemical and physical mechanisms; and

identify and describe common diseases and disorders of the nervous system such as epilepsy, neuralgia, Parkinson's disease, and Alzheimer's disease.

Endocrine system. The student analyzes the relationships between the anatomical structures and physiological functions of the endocrine system. The student is expected to:

identify and locate the nine glands associated with the endocrine system, including the ovaries, testes, pineal gland, pituitary gland, thyroid gland, parathyroid glands, thymus, pancreas, and adrenal glands;

compare and contrast endocrine and exocrine glands and identify the glands associated with each;

describe the hormones associated with each endocrine gland;

research the impact of the endocrine systems on homeostatic mechanisms and other body systems such as the integration between the hypothalamus and the pituitary gland;

explain how the endocrine glands are regulated, including neural, hormonal, and humoral control; and

identify and describe common diseases and disorders of the endocrine system such as hypothyroidism, pancreatic cancer, and diabetes.

Urinary system. The student analyzes the relationships between the anatomical structures and physiological functions of the urinary system. The student is expected to:

identify and describe the anatomical structures and functions of the urinary system, including the kidney, ureters, bladder, and urethra;

compare and contrast the anatomical structures and describe the functions of the male and female urinary system;

summarize and illustrate the structures, functions, and types of nephrons;

examine the methods of fluid balance and homeostasis in the urinary system, including fluid intake and output;

analyze the composition of urine and the process of urine formation, including filtration, reabsorption, and secretion;

describe the relationship between the nervous system, renal system, and muscular system before and during micturition; and

identify and describe common diseases and disorders of the urinary system such as chronic kidney disease, kidney stones, urinary tract infections, and renal cancer.

Cardiovascular system. The student analyzes the relationships between the anatomical structures and physiological functions of the cardiovascular system. The student is expected to:

identify the major functions of the cardiovascular system, including transport, maintaining homeostasis, and immune response;

compare and contrast the anatomical structure of arteries, arterioles, capillaries, venules, and veins;

investigate and illustrate how systemic circulation transports blood, gasses, and nutrients from the heart to the internal anatomy of the heart, including tissue layers, chambers, and valves, and external anatomy of the heart, including coronary vessels;

describe the relationship between blood flow and blood pressure, including systolic and diastolic pressure, pulse pressure, and mean arterial pressure;

compare and contrast coronary, pulmonary, and systemic circulation, and describe the major vessels of each

illustrate how the PQRST waves of an electrocardiogram (EKG) demonstrate the conduction of electricity through the structures of the heart;

describe the relationship between the cardiovascular system, nervous system, and muscular system in regulating cardiac output; and

identify and describe common diseases and disorders of the cardiovascular system such as heart disease, myocardial infarction, ischemia, and hypertrophic cardiomyopathy.

Lymphatic system. The student analyzes the relationships between the anatomical structures and physiological functions of the lymphatic system and understands the immune response. The student is expected to:

evaluate the interaction of the lymphatic system with other body systems such as the circulatory system;

describe the structure and function of the lymphatic organs and explain how lymph moves through the body;

identify and describe the role and function of the immune cells, including T cells and B cells, within the lymphatic system structures;

identify and determine antigens associated with ABO blood typing, including Rhesus (Rh) factor;

summarize the ways the body protects and defends against disease, including inflammation, barrier defenses, and active and passive immunity;

describe the role of antigens and antibodies in the immune response; and

identify and describe common diseases and disorders associated with the lymphatic and immune systems such as inherited or acquired immunodeficiencies, autoimmune diseases, and lymphomas.

Digestive system. The student analyzes the relationships between the anatomical structures and physiological functions of the digestive system. The student is expected to:

examine the anatomical structures and function of the alimentary canal and accessory organs;

compare and contrast mechanical and chemical digestive processes;

evaluate the modes by which energy is processed and stored within the body, including ingestion, propulsion, absorption, and elimination; and

evaluate the modes by which energy is processed and stored within the body, including ingestion, propulsion, absorption, and elimination; and

Respiratory system. The student analyzes the relationships between the anatomical structures and physiological functions of the respiratory system. The student is expected to:

identify and sequence the anatomical structures and functions of the respiratory system;

compare and contrast the functions of upper and lower respiratory tract;

describe the physiology of respiration, including internal and external respiration and gas exchange;

describe the relationship between the respiratory and cardiovascular systems during pulmonary circulation;

investigate factors that affect respiration, including exercise and environmental changes such as altitude; and

identify and describe common diseases of the respiratory system such as asthma, emphysema, pneumonia, viruses, and allergies.

Reproductive system. The student analyzes the relationships between the anatomical structures and physiological functions of the reproductive system. The student is expected to:

explain embryological development of cells, tissues, organs, and systems;

describe and examine the location, structure, and functions of the internal and external female and male reproductive organs and accessory glands;

describe and compare the process of oogenesis and spermatogenesis;

research and discuss the physiological effects of hormones on the stages of the menstrual cycle;

identify and distinguish the hormones involved in maturation and development throughout the life cycle, including puberty, gestation, and menopause; and

identify and describe common diseases and disorders of the reproductive system such as sexually transmitted diseases and cancers of the female and male reproductive systems.

Emerging technologies. The student identifies emerging technological advances in science and healthcare treatment and delivery. The student is expected to:

research and discuss advances in science and medicine at the organ and tissue level such as bionics and wearable monitoring technologies; and

research and describe advances in science and medicine at the cellular level such as stem cells and gene therapy.

Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

identify advantages and limitations of models such as their size, scale, properties, and materials;

analyze data by identifying significant statistical features, patterns, sources of error, and limitations;

use mathematical calculations to assess quantitative relationships in data; and

evaluate experimental and engineering designs.

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

Scientific and engineering practices. The student knows the contributions of scientists and engineers and recognizes the importance of scientific research and innovation on society. The student is expected to:

analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;

relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, and contributions of diverse scientists and engineers as related to the content; and

research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) or health science field in order to investigate careers.

Human body organization. The student demonstrates an understanding of the anatomic and physiological basis of life and the ability to explain the interdependence of structure and function in biological systems. The student is expected to:

distinguish between the six levels of structural organization in the human body, including chemical, cellular, tissue, organ, system, and organism, and explain their interdependence;

identify and use appropriate directional terminology when referring to the human body, including directional terms, planes, body cavities, and body quadrants;

identify and describe the major characteristics of living organisms, including response to stimuli, growth and development, homeostasis, cellular composition, metabolism, reproduction, and the ability to adapt to the environment;

research and describe negative and positive feedback loops as they apply to homeostasis; and

research and identify the effects of the failure to maintain homeostasis as it relates to common diseases in each of the body systems.

Histology. The student demonstrates the ability to analyze the structure and function of eukaryotic cells in relation to the formation of tissue. The student is expected to:

define tissue and identify the four primary tissue types, their subdivisions, and functions;

compare epithelial tissue and connective tissue in terms of cell arrangement and interstitial materials;

describe the process of tissue repair involved in the normal healing of a superficial wound; and

describe the general metabolic pathways of carbohydrates, lipids, and proteins.

Skeletal system. The student analyzes the relationships between the anatomical structures and physiological functions of the skeletal system. The student is expected to:

identify and differentiate between the axial skeleton and appendicular skeleton;

identify the types of joints, including gliding, hinge, pivot, saddle, and ball and socket, and describe the movements of each;

identify and locate the anatomy of bone, including spongy and compact tissue, epiphysis, diaphysis, medullary cavity, periosteum, bone marrow, and endosteum;

explain the major physiological functions of the skeletal system;

describe the role of osteoblasts, osteocytes, and osteoclasts in bone growth and repair;

identify and describe the different types of fractures such as compound, complete, simple, spiral, greenstick, hairline, transverse, and comminuted; and

identify and describe common diseases and disorders of the skeletal system such as scoliosis, osteoporosis, and bone cancer.

Integumentary system. The student analyzes the relationships between the anatomical structures and physiological functions of the integumentary system. The student is expected to:

identify and describe the structures of the integumentary system, including layers of the skin, accessory organs within each layer, and glandular components in each layer;

describe the factors that can contribute to skin color;

describe and explain the process of tissue repair and scar formation; and

identify and describe common diseases and disorders of the integumentary system such as skin cancer and psoriasis.

Muscular system. The student analyzes the relationships between the anatomical structures and physiological functions of the muscular system. The student is expected to:

explain the major physiological functions of the muscular system, including voluntary movement, involuntary movement, heat production, and maintaining posture;

explain the coordination of muscles, bones, and joints that allows movement of the body, including the methods of attachment of ligaments and tendons;

examine common characteristics of muscle tissue, including excitability, contractibility, extensibility, and elasticity;

identify and describe the appearance, innervation, and function of the three muscle types, including cardiac, skeletal, and smooth;

examine the microscopic anatomy of a muscle fiber, including sarcomere, actin, and myosin;

describe the mechanisms of muscle contraction at the neuromuscular junction;

name, locate, and describe the action of major voluntary muscles in regions of the body, including the head and neck, trunk, upper extremity, and lower extremity;

identify and describe common diseases and disorders of the muscular system such as muscle strains and muscular dystrophy; and

analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body.

The student understands health literacy, preventative health behaviors, and how to access and evaluate health care information to make informed decisions. The student is expected to:

analyze health information based on health-related standards;

develop and analyze strategies to prevent communicable and non-communicable diseases; and

discuss the importance of early detection and warning signs that prompt individuals of all ages to seek health care.

The student understands that individual actions and awareness can impact safety, community, and environment. The student is expected to:

formulate strategies for avoiding violence, gangs, weapons, and human trafficking; and

assess the dynamics of gang behaviors.

The student understands how to be a safe and responsible citizen in digital and online environments. The student is expected to:

develop strategies to resist inappropriate digital and online communication such as social media posts, sending and receiving photos, sexting, and pornography; and

identify appropriate responses to situations in which digital and online safety are at risk, including identity protection and recognition of predators.

The student understands the impact of interpersonal violence and the importance of seeking guidance and help to maintain personal safety. The student is expected to:

research and analyze how exposure to family violence can influence cyclical behavioral patterns;

create a personal action plan, including identifying areas of support, for use when encountering bullying, cyberbullying, or harassment; and

describe the ramifications of bullying behavior.

The student understands the difference between use and misuse of different substances and how the use and misuse of substances impacts health. The student is expected to:

examine examples of drug labels to determine the drug category and intended use;

identify and describe the importance of the safe storage and proper disposal of prescription and over-the-counter drugs; and

develop strategies for preventing the misuse of prescription and over-the-counter drugs, including recognizing the negative effects of combining drugs.

The student identifies and analyzes the short- and long-term impacts of the use and misuse of alcohol; tobacco; drugs, including prescription drugs; and other substances. The student is expected to describe the interrelatedness of alcohol and other drugs to health problems.

The student recognizes and understands the options for treatment and how to seek help related to the use and misuse of alcohol; tobacco; drugs, including prescription drugs; and other substances. The student is expected to:

investigate and identify treatment options for substance abuse and addiction and misuse, including prescription drugs; and

explain how to report suspected abuse of drugs to a parent, school administrator, teacher, or another trusted adult.

The student understands how various factors can influence decisions regarding substance use and the resources available for help. The student is expected to:

compare and contrast physical and social influences on alcohol, tobacco, and other drug use behaviors;

design materials for health advocacy such as promoting a substance-free life; and

discuss ways to participate in school-related efforts to address health-risk behaviors.

The student analyzes information and applies critical-thinking skills to avoid substance use and misuse and recognizes the benefits of delayed use. The student is expected to:

analyze the relationship between the use of refusal skills and the avoidance of alcohol, tobacco, and other drugs; and

analyze the role that alcohol and other drugs play in unsafe situations, including sexual abuse and assault.

The student understands the characteristics of healthy romantic relationships. The student is expected to:

analyze how friendships provide a foundation for healthy dating/romantic relationships;

identify character traits that promote healthy dating/romantic relationships and marriage; and

describe how a healthy marriage can provide a supportive environment for the nurturing and development of children.

The student understands how to set and respect personal boundaries to reduce the risk of sexual harassment, sexual abuse, and sexual assault. The student is expected to:

describe the characteristics of sex trafficking such as grooming, controlling behavior, exploitation, force, fraud, coercion, and violence;

analyze the characteristics of harmful relationships that can lead to dating violence;

analyze healthy strategies for preventing physical, sexual, and emotional abuse;

analyze how a healthy sense of self and making and respecting decisions about safe boundaries and limits promote healthy dating/romantic relationships;

explain and demonstrate how refusal strategies can be used to say "no" assertively to unhealthy behaviors in dating/romantic relationships;

examine factors, including alcohol and other substances, that increase sexual risk and that affect setting, perceiving, respecting, and making decisions about boundaries;

examine and discuss influences and pressures to become sexually active and why it is wrong to violate another person's boundaries and manipulate or threaten someone into sexual activity; and

explain the importance of reporting to a parent or another trusted adult sexual harassment, sexual abuse, sexual assault, and dating violence involving self or others.

The student identifies and applies strategies to develop socio-emotional health, self-regulation, and healthy relationships. The student is expected to:

discuss and demonstrate perspective-taking and ways to show respect for others' feelings and express empathy toward others; and

analyze forms of communication such as passive, aggressive, or assertive and their impact on conflict resolution.

The student analyzes adolescent development, the process of fertilization, and healthy fetal development. The student is expected to analyze the importance of telling a parent or another trusted adult, obtaining early pregnancy testing, and seeking prenatal care if signs of pregnancy occur.

The student understands that there are risks associated with sexual activity and that abstinence from sexual activity is the only 100% effective method to avoid risks. The student is expected to:

research and analyze the educational, financial, and social impacts of pregnancy on teen parents, the child, families, and society, including considering the effects on one's personal life goals;

describe various modes of transmission of STDs/STIs;

investigate and summarize the statistics on the prevalence of STDs/STIs among teens by referencing county, state, and/or federal data sources;

describe signs and symptoms of STDs/STIs, including human papillomavirus (HPV), human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS), chlamydia, syphilis, gonorrhea, herpes, and trichomoniasis, and identify that not all STDs/STIs show symptoms;

analyze the importance of STD/STI screening, testing, and early treatment for sexually active people, including during yearly physicals or if there is a concern;

analyze emotional risks that can be associated with sexual activity for unmarried persons of school age, including stress, anxiety, and depression;

analyze the importance and benefits of abstinence from sexual activity as it relates to emotional health and the prevention of pregnancy and STDs/STIs;

identify support from parents and other trusted adults and create strategies, including building peer support, to be abstinent or for return to abstinence if sexually active;

analyze the effectiveness and the risks and failure rates (human-use reality rates) of barrier protection and other contraceptive methods, including how they work to reduce the risk of STDs/STIs and pregnancy; and

explain the legal responsibilities related to teen pregnancy, including child support and acknowledgement of paternity.

The student develops the capacity for self-assessment and evaluation, goal setting, and decision making in order to develop a healthy self-concept. The student is expected to explain and demonstrate decision-making skills based on health information.

The student recognizes the influence of various factors influencing mental health and wellness. The student is expected to analyze how adverse childhood experiences such as abuse, neglect, and trauma can influence brain development and how to recognize, process, and overcome negative events for overall mental health and wellness.

The student develops and uses appropriate skills to identify and manage conditions related to mental health and wellness. The student is expected to:

discuss the suicide risk and suicide protective factors identified by the Centers for Disease Control and Prevention (CDC) and the importance of telling a parent or another trusted adult if one observes the warning signs in self or others; and

discuss how the use of suicide prevention resources such as the National Suicide Prevention Hotline reduces the likelihood of suicide.

The student analyzes and applies healthy eating strategies for enhancing and maintaining personal health throughout the lifespan. The student is expected to:

evaluate food labels and menus to determine the nutritional content and value of foods and make healthy decisions about daily caloric intake;

compare and contrast the impact of healthy and unhealthy dietary practices; and

describe how a personal dietary plan affects overall health and how a plan might differ over the lifespan.

The student identifies, analyzes, and applies strategies for enhancing and maintaining optimal personal physical fitness throughout the lifespan. The student is expected to:

analyze the relationships between nutrition, physical activity, and quality of life as they relate to mental, physical, and social health benefits; and

analyze the relationships between body composition, diet, and physical activity, including how to balance caloric intake and physical activity.

The student analyzes and applies risk and protective factors related to healthy eating and physical activity. The student is expected to:

evaluate the nutritional differences between preparing and serving fresh or minimally processed food versus serving commercially prepared or highly processed foods; and

evaluate the connection between physical activity and dietary choices as they relate to the prevention of chronic conditions.

The student identifies and demonstrates safety and first aid knowledge to prevent and treat injuries. The student is expected to demonstrate basic first-aid procedures, including how to perform cardiopulmonary resuscitation (CPR) and choking rescue and how to use an automated external defibrillator (AED).

The student understands health literacy, preventative health behaviors, and how to access and evaluate health care information to make informed decisions. The student is expected to:

analyze the cost, availability, and accessibility of health care services;

analyze methods of overcoming barriers related to solving health problems; and

analyze the influence of laws, policies, and practices, including those related to disease prevention, on health-related issues.

The student identifies and demonstrates safety and first aid knowledge to prevent and treat injuries. The student is expected to discuss risk-taking behaviors, including driving under the influence and distracted driving, and their associated consequences.

The student understands that individual actions and awareness can impact safety, community, and environment. The student is expected to:

discuss and evaluate ways to respond to harmful situations that involve weapons; and

develop educational safety models for children and adults for use at home, school, and in the community.

The student understands how to be a safe and responsible citizen in digital and online environments. The student is expected to:

discuss and analyze consequences resulting from inappropriate digital and online communication such as sending and receiving photos, sexting, and pornography; and

assess the legal and ethical ramifications of unacceptable behaviors in digital and online environments.

The student understands the impact of interpersonal violence and the importance of seeking guidance and help to maintain personal safety. The student is expected to:

identify and respond to situations requiring intervention for victims of bullying, cyberbullying, or harassment; and

promote strategies for prevention and intervention of all forms of bullying and cyberbullying such as emotional, physical, social, and sexual.

The student understands the difference between use and misuse of different substances and how the use and misuse of substances impacts health. The student is expected to:

analyze how substance misuse and addiction to alcohol, tobacco, drugs, and other substances impact family and community health;

analyze the importance of alternative activities to drug and substance misuse and abuse; and

identify individual and community protective factors and skills that prevent substance misuse and substance use disorders.

The student identifies and analyzes the short- and long-term impacts of the use and misuse of alcohol; tobacco; drugs, including prescription drugs; and other substances. The student is expected to evaluate the impact of laws relating to the use and misuse of prescription and over-the-counter drugs, alcohol, tobacco, and other substances on self and community.

The student recognizes and understands the options for treatment and how to seek help related to the use and misuse of alcohol; tobacco; drugs, including prescription drugs; and other substances. The student is expected to identify ways to support and assist someone who shows signs and symptoms of alcohol, tobacco, or drug use and misuse.

The student understands how various factors can influence decisions regarding substance use and the resources available for help. The student is expected to:

discuss risk-taking behaviors such as drinking and driving with their associated legal, social, and physical consequences;

analyze physical and social environmental influences on the misuse and abuse of prescription drugs in places such as school, sports, or entertainment; and

design a public health information campaign related to safe havens, where to go for help, or reporting drug-related behaviors.

The student analyzes information and applies critical-thinking skills to avoid substance use and misuse and recognizes the benefits of delayed use. The student is expected to develop strategies for preventing use or misuse of alcohol, tobacco, and other drugs, including opioids.

The student understands the characteristics of healthy romantic relationships. The student is expected to:

compare and contrast effective and ineffective methods of communicating emotions in healthy dating/romantic relationships and marriage;

analyze behaviors in romantic relationships that enhance dignity and respect; and

examine how a healthy marriage can provide a supportive environment for the nurturing and development of children.

The student identifies and applies strategies to develop socio-emotional health, self-regulation, and healthy relationships. The student is expected to:

evaluate positive and negative effects of various relationships on physical, emotional, and social health;

apply communication skills that demonstrate consideration and respect for individual differences and perspectives; and

evaluate the effectiveness of conflict resolution techniques in various situations.

The student understands how to set and respect personal boundaries to reduce the risk of sexual harassment, sexual abuse, and sexual assault. The student is expected to:

identify community resources to support individuals who have experienced sexual harassment, sexual abuse, sexual assault, dating violence, and sex trafficking;

evaluate the importance of reporting to a parent or another trusted adult sexual harassment, sexual abuse, sexual assault, and dating violence involving self or others;

discuss how refusal skills can be used to set limits and boundaries to avoid behaviors that increase sexual risk;

analyze factors, including alcohol and other substances, that increase sexual risk and that affect setting, perceiving, respecting, and making decisions about boundaries; and

evaluate influences and pressures to become sexually active and why it is wrong to violate another person's boundaries and manipulate or threaten someone into sexual activity.

The student analyzes adolescent development, the process of fertilization, and healthy fetal development. The student is expected to:

analyze the significance of hormonal, physical, emotional, and social changes in males and females and their relationship to sexual health;

list factors such as heredity, environment, STDs/STIs, and the mother's health and nutrition that can affect fetal development from conception through birth; and

describe the emotional changes that may occur during and after pregnancy, including postpartum depression, and identify resources for support and treatment.

The student understands that there are risks associated with sexual activity and that abstinence from sexual activity is the only 100% effective method to avoid risks. The student is expected to:

analyze the options available to teenage parents such as parenting or the process of adoption and the legal rights of parties involved;

evaluate long-term or lifetime effects of bacterial and viral STDs/STIs, including infertility and cancer;

identify community resources, minors' right to consent under certain circumstances, and the importance of parent or other trusted adult support for STD/STI testing and treatment;

analyze the effectiveness and the risks and failure rates (human-use reality rates) of barrier protection and other contraceptive methods, including how they work to reduce the risk of STDs/STIs and pregnancy;

identify the effectiveness of vaccines in preventing the transmission of the most common types of HPV, a virus that may cause genital warts and head and neck cancer, cervical cancer, anal cancer, or other cancers that may occur in males and females;

analyze the benefits of abstinence from sexual activity, including focusing on personal development and encouraging individuals to build healthy relationships not complicated by sexual involvement;

assess support from parents and other trusted adults and create strategies, including building peer support, to be abstinent or for return to abstinence if sexually active;

investigate and summarize legal aspects of sexual activity with a minor person, including the legal age of consent, statutory rape, aggravated sexual assault, sexual assault, and indecency with a child; and

investigate and summarize current laws relating to sexual offenses such as sexual harassment, abuse, and assault.

The student develops the capacity for self-assessment and evaluation, goal setting, and decision making in order to develop a healthy self-concept. The student is expected to describe how internal and external factors influence self-esteem.

The student recognizes the influence of various factors influencing mental health and wellness. The student is expected to formulate strategies for combating environmental factors that have a detrimental effect on mental health.

The student develops and uses appropriate skills to identify and manage conditions related to mental health and wellness. The student is expected to:

describe the impact of positive stress on building resiliency and promoting mental health and wellness;

discuss the impact of choosing healthy self-management strategies for stress, anxiety, depression, trauma, loss, and grief on mental health and wellness;

research and explain the behaviors associated with eating disorders and their impact on health;

discuss how the use of suicide prevention resources such as the National Suicide Prevention Hotline reduces the likelihood of suicide; and

research and discuss data on and prevalence of local, state, and national suicide rates among various groups.

The student analyzes and applies healthy eating strategies for enhancing and maintaining personal health throughout the lifespan. The student is expected to design a realistic, long-term personal dietary plan that promotes individual and family health.

The student identifies, analyzes, and applies strategies for enhancing and maintaining optimal personal physical fitness throughout the lifespan. The student is expected to:

compare and contrast the impact of active and sedentary lifestyles on overall health; and

develop a physical fitness profile using appropriate technology.

The student will obtain, process, and understand basic physical activity and nutrition information needed to make health-promoting decisions. The student is expected to:

analyze the progress of short- and long-term goals in achieving appropriate levels of physical activity, improving personal physical fitness levels, and making healthy personal food choices; and

analyze marketing and advertising techniques in health product and service promotion.

The student analyzes and applies risk and protective factors related to healthy eating and physical activity. The student is expected to:

research and discuss the social and economic impact of chronic conditions, including obesity, heart disease, and diabetes; and

create a plan for accessing community and digital resources that can assist in developing healthy eating and physical activity behaviors.

The student understands medical terminology in health decision making. The student is expected to:

define medical expressions or terms used by health care professionals; and

define basic terminology for general use such as reading prescription labels.

The student understands the resources available for protecting and improving the health of people and their local, national, and international communities. The student is expected to:

identify the roles of leading public health organizations such as county health departments, the Centers for Disease Control and Prevention (CDC), and the World Health Organization (WHO);

compare and contrast U.S. and global health issues;

explain the ways that local, state, national, and international organizations support public health; and

analyze the effects of public policy on the prevention of communicable and noncommunicable diseases.

The student applies public health resources to create solutions to daily health challenges. The student is expected to:

research and discuss an emerging health issue or topic such as health equity or a pandemic;

appraise the impact of leading health organizations on emerging health issues and topics;

explore and explain the effects of environmental policy on public health;

analyze the interconnectedness of different sectors of the health care industry and how they improve public health; and

evaluate the impact of public health policy on emergency preparedness.

The student recognizes the interconnectedness of mental health and public health. The student is expected to:

examine the relationship between mental health and physical health;

evaluate the importance of social interaction and its impact on health;

describe the connection between mental health and the increase in homelessness and incarceration; and

analyze the impact of social stigma on accessing mental health services, including barriers to treatment.

The student evaluates the effects of health behaviors on preventing disease. The student is expected to:

appraise the effect of biological family medical history (genetics), including maternal and paternal, on health outcomes or risk for illness;

evaluate the benefits of regular checkups;

classify primary, secondary, and tertiary preventions;

define comorbidities and their impact on health;

examine health risk factors such as sedentary lifestyle and poor diet that can lead to negative health outcomes;

research and describe preventative services covered by insurance plans;

explain the importance of vaccines across the lifespan;

evaluate the effectiveness of a personal health plan that includes nutrition, exercise, healthy weight, and sleep in preventing chronic disease; and

evaluate the effectiveness of prevention campaigns on health behavior such as substance use, misuse, and abuse.

The student interprets personal medical information for health decision making. The student is expected to:

interpret and explain take-home instructions from a health care professional;

identify normal vital signs, including temperature, blood pressure, heart rate, body mass index (BMI), oxygen, and blood glucose levels;

interpret medication labels, including supplements and over-the-counter and prescription drugs; and

analyze the importance of each component of personal medical history, including immunizations, previous treatments, current medical records, and family history.

The student analyzes the different facets of health insurance. The student is expected to:

differentiate between types of insurance, including health, vision, and dental insurance;

evaluate the advantages, disadvantages, and costs of public and private insurance benefits;

analyze key components of insurance, including copay and deductible;

describe different ways to pay for health care, including paying cash, health savings accounts, and flexible spending accounts; and

interpret the components of a medical bill such as the explanation of benefits (EOB).

The student identifies the proper use of medications and becomes familiar with the effects of pharmaceuticals. The student is expected to:

compare and contrast the differences between generic and name-brand medications;

identify cost differentials of similar medications and the rights of the consumer, including the ability to ask a pharmacist for other options;

explain the limitations of medications, including the differences between symptomatic treatment and treatment for a cure;

identify different types of improper use of medications, including using expired medications and using, overusing, and misusing non-prescribed medications;

identify ways to properly dispose of medications and equipment and explain the importance of proper disposal; and

explain what Food and Drug Administration (FDA) approval means and compare with off-label use.

The student identifies alternatives to health insurance coverage. The student is expected to:

research and describe available health care sharing plans;

identify the options of community health care resources, including federally qualified healthcare centers (FQHC) and non-profit community clinics; and

identify available health care community resources such as medical, dental, vision, pharmacy, x-ray, and laboratory services.

The student demonstrates proper patient/health care professional communication. The student is expected to:

define the Health Information Privacy and Portability Act (HIPPA) and explain how it relates to confidentiality of medical records;

identify patient rights, including rights to sexually transmitted disease/sexually transmitted infection (STD/STI) testing and pregnancy health care and explain physician privileges;

define the role of a chaperone in a medical setting, including the patient's ability to request or remove one;

demonstrate how to have a collaborative conversation with a health care professional, including asking questions and advocating for self and others;

analyze the impact of medical bias on health outcomes; and

evaluate resources relevant to patients' legal rights, including the Centers for Medicare and Medicaid Services' Patient's Bill of Rights (2020).

The student analyzes and evaluates software applications and other technology as they relate to personal health care. The student is expected to:

compare and contrast remote (telehealth and e-medicine) and in-person health care and treatment;

research and describe the effects of inequitable distribution of technology in health care, including medical facilities and home environments;

differentiate between credible and false health information on the internet and social media;

analyze the risks of sharing private health information; and

evaluate the use and effectiveness of a personal fitness device or health application.

The student examines and interprets various health insurance plans, government guidelines for health plans, and coverage of non-traditional health care. The student is expected to:

compare and contrast insurance plans, including health maintenance organization (HMO), preferred provider organization (PPO), Medicare, Medicaid, and the Children's Health Insurance Program (CHIP);

research and explain current federal, state, and local government guidelines for health insurance; and

distinguish between insurable and non-insurable health services, including elective procedures and integrative and non-traditional health care.

The student explores different careers in the health care industry and analyzes their various roles. The student is expected to:

explore and describe a variety of careers in the health care industry; and

analyze the various roles in the health care delivery system, including health care administration, health care professionals, public health professionals, corporate health care, and research and development.