2020 Colorado Academic Standards Online
Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.
Current selections are shown below (maximum of five)
clear Content Area: Comprehensive Health // Grade Level: Sixth Grade // Standard Category: All Standards Categories
Comprehensive Health
Sixth Grade, Standard 2. Physical and Personal Wellness
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Prepared Graduates:
- 1. Apply knowledge and skills to engage in lifelong healthy eating.
Grade Level Expectation:
1. Evaluate the validity and reliability of information, products, and services to enhance healthy eating behaviors.
Evidence Outcomes:
Students Can:
- Define valid and reliable as a means to access information that enhances healthy eating behaviors.
- Evaluate the nutrition information on food labels to compare products.
- Identify reliable and unreliable resources and information regarding healthy eating.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Identify how advertisements are designed to sell products not necessarily to provide accurate health information. (Professional Skills: Information Literacy)
- Consider a full array of resources when determining lifelong healthy eating (e.g., family members, health professionals, organizations, books, dietary guidelines, internet sites, current applications). (Professional Skills: Information Literacy)
- Discriminating between false advertising and accurate information is crucial for lifelong healthy food choices. (Professional Skills: Information Literacy)
Inquiry Questions:
- How do valid and reliable sources affect healthy eating behaviors?
- Who has the final say on what is "healthy" food?
- Does posting nutritional information on products and in restaurants change behavior?
Health Skills:
- Accessing Information
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Prepared Graduates:
- 2. Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health.
Grade Level Expectation:
2. Identify valid and reliable resources regarding qualities of healthy family and peer relationships.
Evidence Outcomes:
Students Can:
- Describe the benefits of healthy relationships.
- Describe how peer and family relationships may change during adolescence.
- Determine valid and reliable resources that enhance healthy relationships.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Analyze how technological advances provide increased opportunities to develop relationships. (Civic/Interpersonal Skills: Communication)
- Discuss the various ways we communicate with one another and how that impacts human relationships. (Civic/Interpersonal Skills: Communication)
- Relationships affect your physical, mental, emotional, and social well-being. (Civic/Interpersonal Skills: Character)
- Understanding the various aspects of human relationships assists in making healthy choices. (Civic/Interpersonal Skills: Character)
Inquiry Questions:
- What are the qualities of a healthy relationship?
- How does it feel when a relationship ends?
- How do I cope with conflict within my family or with my friends?
- How do healthy relationships contribute to overall wellness?
- Where would you go if you needed support with improving a struggling relationship?
Health Skills:
- Accessing Information
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Prepared Graduates:
- 2. Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health.
Grade Level Expectation:
3. Comprehend the relationship between feelings and actions during adolescence.
Evidence Outcomes:
Students Can:
- Identify sexual feelings common to young adolescents, and differentiate between having sexual feelings and acting on them.
- Discuss possible physical, social, and emotional impacts of adolescent sexual activity.
- Describe the need to have clear expectations, boundaries, and personal safety strategies.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Analyze how attitudes about sexuality are influenced by families, peers, and the media. (Entrepreneurial Skills: Inquiry/Analysis)
- Analyze how relationships with friends and family members can influence decision-making in positive and negative ways. (Entrepreneurial Skills: Inquiry/Analysis)
- Learn about sexuality and that discussing sexual issues is critical for health. (Entrepreneurial Skills: Inquiry/Analysis)
- Discuss the many physical, emotional, and social implications associated with engaging in sexual activity. (Civic/Interpersonal Skills: Character)
Inquiry Questions:
- Why can sexual health be a difficult topic to discuss?
- How does a person determine their beliefs around sexuality?
- What is necessary to effectively communicate with a parent or trusted adult about sexual and reproductive health?
Health Skills:
- Self-Management/Personal Responsibility
- Interpersonal Communication
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Prepared Graduates:
- 3. Apply knowledge and skills related to health promotion, disease prevention, and health maintenance.
Grade Level Expectation:
4. Analyze how positive health behaviors can benefit people throughout their lifespan.
Evidence Outcomes:
Students Can:
- Explain the concept of nutrient-rich foods being balanced with physical activity.
- Analyze the short- and long-term benefits and consequences of healthy eating and physical activity.
- Summarize personal strategies for reducing environmental dangers to health (e.g., sun damage to skin, hearing loss, vision damage).
- Explain the benefits of good hygiene practices for promoting health and maintaining social relationships.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Analyze how person’s level of physical activity and nutritional choices drastically impacts physical, mental, social and emotional health. (Entrepreneurial Skills: Creativity/Innovation)
- Analyze how positive health behaviors are needed to maintain or improve a person’s physical, mental, social and emotional well-being. (Entrepreneurial Skills: Creativity/Innovation)
Inquiry Questions:
- What positive behaviors can benefit a person’s health?
- Why are there so many health problems in the U.S. caused by poor nutrition and inactivity in spite of available information?
- Why are there different levels of recommended physical activity for different ages and different activity levels?
Health Skills:
- Self-Management/Personal Responsibility
- Decision-Making
Comprehensive Health
Sixth Grade, Standard 3. Social and Emotional Wellness
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Prepared Graduates:
- 4. Utilize knowledge and skills to enhance mental, emotional, and social well-being.
Grade Level Expectation:
1. Understand how to be mentally and emotionally healthy.
Evidence Outcomes:
Students Can:
- Explain the interrelationship of mental, emotional, and social health.
- Analyze the relationship between thoughts, emotions, feelings and behavior.
- Identify healthy ways to express needs, wants, and feelings.
- Explain the causes, symptoms, and effects of stress, anxiety, sadness, and depression.
- Identify when someone should seek help for sadness, hopelessness, and depression.
- Identify emotions and feelings associated with loss and grief.
- Explain how modern technology can have a positive and negative impact on mental and emotional health.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Teens must understand that the inter-relatedness of their physiology (e.g., brain development, chemistry) and emotions are connected. (Entrepreneurial Skills: Inquiry/Analysis)
- Developing a sense of self-awareness around one's own feelings and of being sensitive to the feelings of others is an important part of a healthy human connection. (Civic/Interpersonal Skills: Character)
Inquiry Questions:
- Why do feelings affect behavior?
- How can a person control their feelings?
- How can the expression of feelings or emotions help or hurt you and others?
- Are mental health problems as real/valid as other health problems?
- How might the ability to identify your emotions be beneficial?
- Can modern technology be beneficial to your emotional health?
Health Skills:
- Interpersonal Communication
- Self-Management/Personal Responsibility
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Prepared Graduates:
- 4. Utilize knowledge and skills to enhance mental, emotional, and social well-being.
Grade Level Expectation:
2. Apply effective verbal and nonverbal communication skills to enhance health.
Evidence Outcomes:
Students Can:
- Demonstrate refusal and negotiation skills that avoid or reduce health risks.
- Demonstrate effective conflict management or resolution strategies.
- Demonstrate how to ask for assistance to enhance the health of self and others.
- Identify ways to advocate for self and others to enhance health and safety.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Determine when and how to utilize different communication strategies to deal with a variety of situations and conflict. (Civic/Interpersonal Skills: Communication)
Inquiry Questions:
- What's the difference between conflict management and conflict resolution?
- When might a person use a different communication strategy such as refusal, negotiation, and conflict resolution?
- What are some ways a person could advocate for health promotion for self and others?
Health Skills:
- Advocacy
- Interpersonal Communication
Comprehensive Health
Sixth Grade, Standard 4. Prevention and Risk Management
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Prepared Graduates:
- 5. Apply knowledge and skills to make health-enhancing decisions regarding the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
Grade Level Expectation:
1. Analyze the factors that influence a person's decision to use or not use marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
Evidence Outcomes:
Students Can:
- Analyze internal influences such as genetics, personality, and risk-seeking behaviors on drug use (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).
- Analyze external influences on the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
- Analyze various strategies the media use, including advertisements and movies, to encourage or discourage marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
- Identify common mixed messages about marijuana, illegal drugs, prescription drugs, alcohol, and tobacco use in the media.
- Analyze the perception versus the reality of drug use in adolescents (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Teens need to be able to evaluate the internal and external influences that are having the biggest impact on their choices. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
- It is important to address current trends of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
Inquiry Questions:
- How does alcohol and drug use affect the body and brain (e.g., neurological processes)?
- What does the latest research say about teen brain development and the impact it has on their choices?
- If everyone had the most accurate information available, would they still use marijuana, illegal drugs, prescription drugs, alcohol, or tobacco?
- What are the most powerful influences around a teen’s decision to use alcohol or drugs?
Health Skills:
- Analyzing Influences
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Prepared Graduates:
- 5. Apply knowledge and skills to make health-enhancing decisions regarding the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
Grade Level Expectation:
2. Demonstrate the ability to refuse marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.
Evidence Outcomes:
Students Can:
- Demonstrate effective, assertive refusal skills in refusing marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.
- Explain how decisions about drug and substance use affect relationships.
- Identify and summarize positive alternatives to drug and substance use.
- Demonstrate planning skills for avoiding marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Learning to respectfully and assertively communicate sets the foundation for healthy choices. (Professional Skills: Self-Advocacy)
- Good decision making involves personal efficacy, accurate information, and skill development. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
Inquiry Questions:
- Why is it important to be accountable for decisions about substance use?
- What are effective ways to respond to situations where you want to say “no”?
- What are effective ways to respond to situations where you want to say “no”?
Health Skills:
- Interpersonal Communication
- Self-Management/Personal Responsibility
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Prepared Graduates:
- 6. Apply knowledge and skills that promote healthy, violence-free relationships.
Grade Level Expectation:
3. Demonstrate ways to advocate for a positive, respectful school and community environment that supports pro-social behavior.
Evidence Outcomes:
Students Can:
- Understand the definition of bullying, as well as the roles of a bystander, perpetrator/bully, and victim in bullying.
- Demonstrate how to prevent or stop bullying as a bystander, perpetrator, or victim.
- Understand the consequences of unaddressed bullying for the victim, perpetrator/bully, and bystanders.
- Advocate for a positive and respectful school environment that supports pro-social behavior.
- Demonstrate the ability to identify a parent, trusted adult, or appropriate legal authorities to whom school or community violence should be reported.
- Describe the dangers of and actions to be taken if aware of threats to harm self or others.
- Describe the dangers of and actions to be taken if weapons are seen or suspected in schools.
- Demonstrate appropriate communication skills to solve conflicts nonviolently.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Discuss if the presence of weapons increases the risk of serious injuries. (Entrepreneurial Skills: Inquiry/Analysis)
- Understand the variety of school and community resources that can help with school-violence issues. (Entrepreneurial Skills: Creativity/Innovation)
- Understand the importance of advocating for themselves or others in bullying situations. (Professional Skills: Self-Advocacy)
Inquiry Questions:
- How do I know if someone is being bullied?
- What if my friend is a bully?
- What does pro-social behavior look like in our community?
- What effect has social media had on bullying and harassment?
Health Skills:
- Self-Management
- Advocacy
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Prepared Graduates:
- 7. Apply personal safety knowledge and skills to prevent and treat injury.
Grade Level Expectation:
4. Demonstrate ways to promote safety, and prevent unintentional injuries.
Evidence Outcomes:
Students Can:
- Demonstrate the ability to identify and correct safety hazards at home, in school, and in the community.
- Develop a safety plan for self and/or others in home, school, and community.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Being able to prepare for the safety and welfare of self and others is a lifelong skill. (Professional Skills: Self-Advocacy)
Inquiry Questions:
- Is it possible to create safe schools and communities?
- Why might it be desirable to create these safe communities?
- What are potential safety issues in our community?
Health Skills:
- Advocacy for self and others
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us