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New Colorado P-12 Academic Standards

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Content Area: Comprehensive Health
Grade Level Expectations: High School
Standard: 3. Emotional and Social Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Analyze the interrelationship of physical, mental, emotional, and social health
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze the characteristics of a mentally and emotionally healthy person (DOK 1-4)
  2. Describe how mental and emotional health can affect health-related behaviors (DOK 1-3)
  3. Evaluate effective strategies for dealing with stress (DOK 1-3)
  4. Analyze the causes, symptoms, and effects of depression and anxiety (DOK 1-3)

Inquiry Questions:

  1. How do you recognize stress in others and respond with kindness and respect, and offer assistance?

Relevance & Application:

  1. Individual, family, school, peer, and community factors can affect physical, mental, emotional and social health.
  2. Consistent access to real-time technologies can influence a person's stress level.
  3. There are strategies that can relieve stress.

Nature Of:

  1. One's overall well being and learning are affected by physical, mental and emotional health.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Set goals, and monitor progress on attaining goals for future success
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze why setting a personal goal contributes to mental and emotional wellness (DOK 1-4)
  2. Define a clear, attainable personal goal (DOK 1-4)
  3. Describe steps needed to reach personal goals (DOK 1-4)

Inquiry Questions:

  1. How can planning affect my future?
  2. How does future orientation and goal setting increase one's mental, emotional and social well-being?
  3. Why is achieving a goal gratifying?

Relevance & Application:

  1. Setting goals can influence a person's health.
  2. Individual, family, school, and peer factors influence goal setting.

Nature Of:

  1. The ability to plan and set realistic goals can lead to a sense of well being and positive mental health.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Advocate to improve or maintain positive mental and emotional health for self and others
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate effective and respectful advocacy strategies in support of the needs and rights of others (DOK 1-3)
  2. Demonstrate support and respect for diversity (DOK 1-3)
  3. Advocate for positive and respectful school environment that supports pro-social behavior (DOK 1-4)
  4. Demonstrate how to communicate the importance of seeking help for mental and emotional problems (DOK 1-3)

Inquiry Questions:

  1. Why are some people embarrassed or afraid to speak up on behalf of others?
  2. Why do we have biases?
  3. What if I found out my best friend was involved in something I had been raised to believe was not right?

Relevance & Application:

  1. The Internet and other digital communications devices allow people from different countries to correspond and learn about each other's lives and culture.
  2. Specialized support groups offer respectful assistance to those experiencing medical, mental, emotional, or addiction-related challenges.

Nature Of:

  1. Mental and emotional health sometimes seems like a personal issue but others can support and advocate for improved mental and emotional health.

Content Area: Comprehensive Health
Grade Level Expectations: Eighth Grade
Standard: 3. Emotional and Social Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Access valid school and community resources to help with mental and emotional health concerns
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain that getting help for mental and emotional health problems is appropriate and sometimes necessary (DOK 1-3)
  2. Understand that stereotypes exist about mental and emotional problems, and those stereotypes can influence a person's desire to seek help (DOK 1-3)
  3. Explain when it is necessary to seek help for mental and emotional health problems such as depression, mood disorders, and anxiety (DOK 1-4)

Inquiry Questions:

  1. Why is it sometimes hard to talk about emotional concerns?
  2. When you need to talk about problems, how do you know who to trust to tell speak to about problems?
  3. Under what circumstances might you strongly encourage a friend to seek help for his problem? Should you ask a trusted adult for advice if your friend refuses to get help?

Relevance & Application:

  1. Laws have been enacted to protect patient confidentiality.
  2. Stereotypes exist about people with mental disabilities and illness.

Nature Of:

  1. Everyone experiences times of stress and anxiety, it is important to ask for help when needed.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Internal and external factors influence mental and emotional health
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze how culture, media, and others influence personal feelings and emotions (DOK 1-4)
  2. Describe how personal and family values and feelings influence choices (DOK 1-4)
  3. Describe strategies to minimize negative influences on mental and emotional health (DOK 1-3)
  4. Analyze internal factors that contribute to mental and emotional health (DOK 1-3)

Inquiry Questions:

  1. How can too much time on the internet or watching TV affect mental and emotional health?
  2. How can I avoid negative peer pressure that goes against my personal values?
  3. Does everyone have bias?

Relevance & Application:

  1. Alcohol and other drug use can interfere with a person's ability to effectively deal with emotional and mental health issues.
  2. Heredity plays a major role in the development of certain mental illnesses.

Nature Of:

  1. Overall health is enhanced when one learns how to cope with influences on their mental and emotional health.

Content Area: Comprehensive Health
Grade Level Expectations: Seventh Grade
Standard: 3. Emotional and Social Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Demonstrate effective communication skills to express feelings appropriately
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate the ability to engage in active listening (DOK 1-2)
  2. Practice the use of "I" statements (DOK 1-2)
  3. Demonstrate negotiation skills to support the healthy expression of personal needs (DOK 1-3)
  4. Demonstrate the ability to state personal needs and articulate limits (DOK 1-3)
  5. Practice verbal and nonverbal ways to ask for help from trusted adults or friends (DOK 1-3)

Inquiry Questions:

  1. How will I know who to trust with my personal emotional health issues?
  2. How can I keep my friends if I disagree with them?
  3. How can I express my feelings and concerns if I am shy or feel embarrassed?
  4. How can I be a better listener?

Relevance & Application:

  1. Hostage negotiators rely on using their verbal and non-verbal communications skills to diffuse dangerous situations
  2. Setting boundaries provides a framework for responsible decision-making and can contribute to the development of a positive self-image.

Nature Of:

  1. Effective communication skills affect mental and social health, and are life-long skills.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Develop self-management skills to prevent and manage stress
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Compare and contrast positive and negative ways of dealing with stress (DOK 1-3)
  2. Define stress (DOK 1)
  3. Identify personal stressors (DOK 1-2)
  4. Explain the body's physical and psychological responses to stressful situations (DOK 1-2)
  5. Develop personal strategies to deal with stressors (DOK 1-4)
  6. Practice strategies such as physical activity, relaxation techniques, journaling, and talking with someone to reduce stress (DOK 1-4)

Inquiry Questions:

  1. If you were angry all the time, how would your body respond?
  2. If you were happy all the time, how would your body respond?
  3. Why would it be important to know different ways to manage stress effectively?
  4. Under what circumstances is stress a good thing?

Relevance & Application:

  1. Attitude plays an important role in managing stress.
  2. Laughter is the best medicine.
  3. Personal stressors at home, with friends, in school and the community, and in the environment can effect one's feelings and emotions

Nature Of:

  1. Healthy coping strategies exist to help people deal with stress in order to maintain emotional and physical health.

Content Area: Comprehensive Health
Grade Level Expectations: Sixth Grade
Standard: 3. Emotional and Social Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Understand how to be mentally and emotionally healthy
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain the interrelationship of physical, mental, emotional, social, and spiritual health (DOK 1-4)
  2. Analyze the relationship between feelings and behavior (DOK 1-4)
  3. Explain appropriate ways to express needs, wants, and feelings (DOK 1-4)
  4. Explain the causes, symptoms, and effects of anxiety and depression (DOK 1-2)
  5. Identify feelings of depression, sadness, and hopelessness for which someone should seek help (DOK 1-2)
  6. Identify feelings and emotions associated with loss and grief (DOK 1)

Inquiry Questions:

  1. Why do feelings affect behavior?
  2. How can a person control their feelings?
  3. How can the expression of feelings or emotions help or hurt you and others?
  4. Are mental health problems as real/valid as other health problems?
  5. When is it normal to experience anxiety? Depression?

Relevance & Application:

  1. Role-playing activities allow individuals to explore how they might react to unfamiliar situations.
  2. Being aware of one's own feelings and of being sensitive to the feelings of others is important.

Nature Of:

  1. Physical, mental, emotional, social, and spiritual health are interrelated.
  2. Mental and emotional problems are often regarded as less important than physical problems but can be just as debilitating.
  3. Feelings of sadness and grief are normal.

Content Area: Comprehensive Health
Grade Level Expectations: Fifth Grade
Standard: 3. Emotional and Social Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Analyze internal and external factors that influence mental and emotional health
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe how feelings and emotions are portrayed in the media (DOK 1-2)
  2. Identify how media and society can influence mental and emotional health (DOK 1-3)
  3. Explain how families and peers can influence mental and emotional health (DOK 1-3)

Inquiry Questions:

  1. How can you control what you are feeling?
  2. In what ways can others affect how you feel?
  3. How does the media show us both appropriate and inappropriate models for feelings and emotions?

Relevance & Application:

  1. Family, peers, and the media can influence a person's mental and emotional health..
  2. Through creating art and reflecting on the art products and processes, people can increase awareness of self and others and better cope with stress and traumatic experiences.

Nature Of:

  1. Mental and emotional health can be affected by many influences so it is important to be able to recognize both positive and negative influences on our feelings and behavior.

Content Area: Comprehensive Health
Grade Level Expectations: Fourth Grade
Standard: 3. Emotional and Social Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Identify positive behaviors that support healthy relationships
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Discuss factors that support healthy relationships with friends and family (DOK 1-3)
  2. Describe the characteristics of a friend (DOK 1-4)
  3. Discuss how culture and tradition influence personal and family development (DOK 1-4)
  4. Describe different kinds of families, and discuss how families can share love, values, and traditions as well as provide emotional support, and set boundaries and limits (DOK 1-3)
  5. Identify the positive ways that peers and family members show support, care, and appreciation for one another (DOK 1-2)

Inquiry Questions:

  1. Why are relationships with family and friends so important?
  2. What is friendship?
  3. How do your family's customs differ from those of your neighbor? Why is it important to learn about other traditions and values?

Relevance & Application:

  1. Families interact differently in various parts of the world.
  2. Family members, peers, school personnel, and community members can support school success and responsible behavior.

Nature Of:

  1. Sensitivity to differences and appreciation for diversity are characteristics of good mental and emotional health.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Comprehend concepts related to stress and stress management
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify personal stressors at home, with friends, in school and the community, and in the environment (DOK 1-3)
  2. List physical and emotional reactions to stressful situations (DOK 1)
  3. Identify positive and negative ways of dealing with stress (DOK 1-2)

Inquiry Questions:

  1. What would school be like if there was no stress?
  2. Can stress be positive?

Relevance & Application:

  1. Stress management techniques relieve and re-direct stress.

Nature Of:

  1. Stress management is key for positive mental health.

Content Area: Comprehensive Health
Grade Level Expectations: Third Grade
Standard: 3. Emotional and Social Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Utilize knowledge and skills to treat self and others with care and respect
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify the characteristics of someone who has self-respect and positive self-esteem (DOK 1-4)
  2. Acknowledge the value of personal and others' talents and strengths (DOK 1-3)
  3. Summarize the importance of respecting the personal space and boundaries of others (DOK 1-3)
  4. Discuss the importance of thinking about the effects of one's actions on other people (DOK 1-3)
  5. Give examples of pro-social behaviors such as helping others, being respectful of others, cooperation, consideration, and self-control (DOK 1)
  6. Describe the importance of being aware of one's own feelings and of being sensitive to the feelings of others (DOK 1-3)
  7. Express intentions to treat self and others with care and respect (DOK 1-2)

Inquiry Questions:

  1. What does self respect and self esteem look like?
  2. What if no one respected other peoples' space, property or feelings?

Relevance & Application:

  1. Being a contributor to the neighborhood is an actionable way to show care
  2. Individual actions can impact a school and community

Nature Of:

  1. Care and respect has benefits for both the person giving it and the ones receiving it.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Demonstrate interpersonal communication skills to support positive interactions with families, peers, and others
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate effective interpersonal communication skills necessary to express emotions, personal needs, and wants in a healthy way (DOK 1-3)
  2. Describe positive ways to show care, consideration, and concern for others (DOK 1)
  3. Identify how to show respect for individual differences (DOK 1-2)
  4. Demonstrate how to communicate about personal boundaries directly, respectfully, and assertively (DOK 1-3)

Inquiry Questions:

  1. How can a shy person show how they are feeling?
  2. What if I am embarrassed to show how I am feeling?
  3. What do I say if someone makes me feel bad?

Relevance & Application:

  1. Feelings can be expressed in verbal and non verbal ways
  2. Online groups can provide support and care for others.

Nature Of:

  1. Positive communication that enhances mental and emotional well being is a lifelong skill

Content Area: Comprehensive Health
Grade Level Expectations: First Grade
Standard: 3. Emotional and Social Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Demonstrate how to express emotions in healthy ways
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify a variety of emotions (DOK 1)
  2. Identify appropriate ways to express and deal with emotions and feelings (DOK 1-2)
  3. Demonstrate effective listening skills (DOK 1-2)
  4. Describe and practice situations that require polite and empathetic responses such as please, thank you, and I'm sorry (DOK 1-3)
  5. Cooperate and share with others (DOK 1-2)
  6. Identify problem-solving strategies, and demonstrate the ability to make choices using those strategies (DOK 1-3)

Inquiry Questions:

  1. How does a person control their feelings?
  2. Why is it important to be a good listener?
  3. How can I show someone I am listening to them?

Relevance & Application:

  1. People express their emotions in a variety of ways.
  2. Playing games are one way to learn how to express emotions.

Nature Of:

  1. Expressing emotions in appropriate ways is a lifelong skill for school, work and family.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Identify parents, guardians, and other trusted adults as resources for information about health
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify trusted adults at home and at school (DOK 1)
  2. Identify trusted adults who promote health such as health care providers (DOK 1)
  3. Identify the importance of talking about feelings with parents and other trusted adults (DOK 1-3)
  4. Demonstrate the ability to ask for help from trusted adults (DOK 1-3)

Inquiry Questions:

  1. Who are your trusted adults?
  2. Why should you ask an adult for help understanding health information?

Relevance & Application:

  1. School, health care sites, and community and belief centers are places where help might be found.

Nature Of:

  1. Asking for help and health information is a lifelong skill

Content Area: Comprehensive Health
Grade Level Expectations: Kindergarten
Standard: 3. Emotional and Social Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Exhibit understanding that one's actions impact others
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate ways to show respect, consideration, and care for others (DOK 1-3)
  2. Explain the importance of respecting the personal space and boundaries of others (DOK 1-2)
  3. Explain that feelings influence behavior (DOK 1-3)

Inquiry Questions:

  1. How does the way I feel change how I act?
  2. How do my actions affect others?

Relevance & Application:

  1. Families are places where personal space is practiced.
  2. Feelings affect behavior at home and at school.

Nature Of:

  1. The understanding of how emotions influence behavior and physical feelings is important to emotional and mental health.