Glossary of Terms¶

Ability-Inclusive Kindness¶

Treating people with kindness and fairness regardless of any physical, sensory, or learning differences they have, and including them in activities and conversations.

Example: Inviting a classmate who uses a wheelchair to join a game and adjusting the rules so everyone can play.

Used in: Grade 5

Accessibility Of Health Resources¶

The degree to which health services, information, and supports are easy for people to reach, afford, and use, regardless of location, income, ability, or language.

Example: A community clinic that offers free interpreters and evening hours is more accessible to working families.

Used in: Grades 9-12

Active Listening¶

Paying full attention to a speaker, showing interest through eye contact and body language, and responding in ways that show understanding.

Example: Nodding and repeating back what a friend said before offering your own opinion.

Used in: Grade 2, Grade 3

Adapting Health Behaviors¶

Changing personal habits or routines in response to new information, life changes, or health goals in order to maintain or improve well-being.

Example: Switching from sugary snacks to fruit after learning about the effects of sugar on energy levels.

Used in: Grades 9-12

Addressing Exclusion And Bullying¶

Recognizing when someone is being left out or bullied and taking direct action, such as speaking up, including them, or reporting the behavior.

Example: Telling a teacher after seeing a classmate repeatedly excluded from group activities.

Used in: Grades 9-12

Addressing Stereotyping And Discrimination¶

Identifying unfair generalizations or unequal treatment based on group identity and responding with actions or words that challenge them.

Example: Correcting a friend who assumes all members of a group share the same interests.

Used in: Grades 9-12

Adolescent Access To Health Care¶

The ability of teenagers to obtain medical services, including how factors like cost, transportation, and confidentiality affect whether they seek care.

Example: A teen clinic that lets students schedule appointments without a parent present makes care easier to access.

Used in: Grades 6-8

Adolescent Healthcare Access Rights¶

The legal protections that allow teenagers to seek certain health services, sometimes without parental consent, depending on state law.

Example: In some states, teens can receive confidential treatment for mental health or reproductive care.

Used in: Grades 9-12

AED Use¶

The steps for operating an automated external defibrillator, a portable device that checks heart rhythm and can deliver a shock to restore a normal heartbeat.

Example: Following the AED's voice prompts to place pads on a person's chest during cardiac arrest.

Used in: Grades 9-12

Alcohol Effects On Developing Body And Brain¶

The ways alcohol can disrupt growth, judgment, memory, and brain development in children and teens, whose bodies are still maturing.

Example: Alcohol use during adolescence can interfere with the brain regions responsible for decision-making.

Used in: Grades 6-8

Alcohol Misuse Consequences¶

The physical, social, legal, and academic problems that can result from drinking alcohol in unsafe or underage ways.

Example: Getting suspended from a sports team after being caught drinking at a school event.

Used in: Grades 6-8

Alcohol Short- And Long-Term Effects¶

The immediate impacts of alcohol, such as impaired coordination and judgment, along with the lasting health effects of continued use, such as liver damage.

Example: A single night of heavy drinking can impair reaction time, while years of heavy drinking can damage the liver.

Used in: Grades 9-12

Allergic Reaction¶

The body's immune response to a substance it mistakenly treats as harmful, which can cause symptoms ranging from mild itching to severe swelling.

Example: A child's skin breaking out in hives after eating peanuts.

Used in: Grade 5

Allergic Reaction Signs¶

The warning symptoms that indicate someone is having an allergic reaction, such as hives, swelling, trouble breathing, or itching.

Example: Noticing a classmate's lips swelling after eating a snack and telling an adult right away.

Used in: Grade 5

Allergy¶

A condition in which the body reacts strongly to a normally harmless substance, such as certain foods, pollen, or insect stings.

Example: Some people sneeze and get watery eyes when they are near cats because of an allergy.

Used in: Grade 4

Allergy Prevention And Management¶

Steps taken to avoid allergy triggers and to respond safely when a reaction occurs, such as reading food labels or carrying medication.

Example: A student checking snack labels for peanuts and keeping an epinephrine auto-injector nearby.

Used in: Grade 4

Alzheimer's Disease¶

A brain disease that gradually destroys memory and thinking skills, most often affecting older adults.

Example: A grandparent with Alzheimer's disease may forget the names of close family members over time.

Used in: Grades 6-8

Alzheimer's Disease And Other Dementias¶

A group of brain conditions, including Alzheimer's disease, that cause a progressive decline in memory, reasoning, and the ability to perform daily tasks.

Example: Dementia can make it hard for a person to remember how to get home from a familiar place.

Used in: Grades 9-12

Anxiety Symptoms And Causes¶

The physical and emotional signs of excessive worry or fear, such as a racing heart or restlessness, along with the stressors or situations that can trigger them.

Example: A student may feel a tight chest and racing thoughts before a big exam due to test anxiety.

Used in: Grades 9-12

Asking A Trusted Adult¶

Going to a parent, teacher, or other reliable grown-up for help, guidance, or information when needed.

Example: Telling a teacher when you feel unsafe on the playground.

Used in: Grade 1

Asking For Help¶

Telling another person, especially an adult, that you need support or assistance with a problem.

Example: Raising your hand to ask a teacher for help when you don't understand an activity.

Used in: Kindergarten

Asking For Help With Body Changes¶

Reaching out to a trusted adult with questions or concerns about the physical changes that happen as a child's body grows.

Example: Asking a parent why you are getting taller and your voice sounds different.

Used in: Grade 3

Asking For Help With Choices¶

Seeking guidance from a trusted adult when trying to decide what to do in a difficult or confusing situation.

Example: Asking a parent for advice before deciding whether to join a new after-school activity.

Used in: Grade 1

Balanced Meal Planning¶

Choosing foods from different food groups so a meal provides a healthy mix of nutrients the body needs.

Example: Planning a dinner with vegetables, whole grains, protein, and fruit instead of only dessert.

Used in: Grade 4

Behavioral And Environmental Factors In Disease Risk¶

The personal habits and surrounding conditions, such as diet, exercise, and pollution, that can raise or lower a person's chance of developing a disease.

Example: Living near heavy traffic pollution combined with smoking both raise the risk of lung disease.

Used in: Grades 9-12

Belonging¶

A feeling of being accepted, valued, and included as part of a group or community.

Example: Feeling like part of the class when teammates cheer for you during a game.

Used in: Grade 1, Grade 5

Benefits Of Being Substance-Free¶

The physical, mental, and social advantages of not using tobacco, alcohol, or other drugs, such as better health and clearer thinking.

Example: Athletes who avoid substances often recover faster and perform more consistently.

Used in: Grades 6-8

Benefits Of Physical Activity¶

The positive effects that regular movement and exercise have on the body and mind, such as stronger muscles and better mood.

Example: Running at recess can make you feel more awake and happy for the rest of the day.

Used in: Grade 1, Grade 3

Benefits Of Physical Activity On Mood¶

The way that exercise and movement can improve how a person feels emotionally, often by reducing stress and increasing happiness.

Example: Going for a bike ride after a stressful day can help someone feel calmer.

Used in: Grade 4

Beverage Choice Evaluation¶

The process of comparing drinks based on factors like sugar content, nutrients, and hydration to decide which is the healthiest option.

Example: Comparing the sugar content of soda, juice, and water before choosing what to drink with lunch.

Used in: Grades 9-12

Beverages For Physical Activity¶

Drinks, such as water, that are appropriate choices before, during, or after exercise to stay properly hydrated.

Example: Drinking water during a soccer game instead of a sugary sports drink.

Used in: Grade 3

Bias¶

An unfair preference or judgment about a person or group, often based on limited or inaccurate information.

Example: Assuming a new student isn't good at sports just because of where they are from.

Used in: Grade 4

Body Parts¶

The different sections and structures that make up the human body, such as the arms, legs, and head.

Example: Pointing to and naming your elbow, knee, and shoulder.

Used in: Kindergarten

Body Safety¶

Rules and practices that help protect a person's body from harm, including knowing which touches are appropriate and telling a trusted adult about unsafe situations.

Example: Knowing that no one should touch the parts of your body covered by a swimsuit without a good reason.

Used in: Grade 1

Bone-Strengthening Activity¶

Physical activity that puts force on bones through impact or muscle tension, helping bones grow stronger.

Example: Jumping rope and playing basketball are both bone-strengthening activities.

Used in: Grades 6-8

Boundary¶

A personal limit that tells others what behavior is acceptable or not acceptable toward you.

Example: Telling a friend "please don't read my journal" sets a boundary.

Used in: Grade 2

Boundary-Setting¶

The act of clearly communicating your personal limits to others in a relationship or interaction.

Example: Saying "I need space right now" when a sibling is bothering you.

Used in: Grade 5

Boundary-Setting Strategies¶

Specific approaches, such as using clear language or body language, for communicating personal limits to others effectively.

Example: Using a firm voice and direct eye contact to say "stop" when someone crosses a line.

Used in: Grades 6-8

Brain-Healthy Habits¶

Daily behaviors, such as sleeping enough and limiting substance use, that support healthy brain function and development.

Example: Getting eight hours of sleep each night supports memory and focus.

Used in: Grades 6-8, Grades 9-12

Breakfast¶

The first meal of the day, typically eaten in the morning, that provides energy after a night without food.

Example: Eating oatmeal and fruit before school.

Used in: Grade 1

Bullying¶

Repeated, intentional aggressive behavior, physical or verbal, that involves a real or perceived imbalance of power between people.

Example: A student repeatedly calling a classmate names and encouraging others to exclude them.

Used in: Grade 3

Bullying Effects On Mental Health¶

The emotional and psychological harm, such as anxiety or low self-esteem, that can result from being bullied.

Example: A student who is bullied over time may start to feel anxious about coming to school.

Used in: Grades 6-8

Bystander¶

A person who witnesses a bullying incident, conflict, or unsafe situation without being directly involved as the target or the one causing harm.

Example: A student who sees another student being teased at lunch but isn't part of the teasing.

Used in: Grade 5

Bystander Action Against Bullying¶

Steps a witness can take when they see bullying occur, such as speaking up, getting help, or supporting the person being targeted.

Example: Walking over to sit with a student who is being excluded and telling a teacher afterward.

Used in: Grade 5

Caffeinated And Energy Drink Effects¶

The physical impacts of consuming caffeine and energy drinks, such as increased heart rate, disrupted sleep, and jitteriness.

Example: Drinking an energy drink before bed can make it harder to fall asleep.

Used in: Grades 6-8

Caffeine In Drinks¶

A natural stimulant found in some beverages, such as soda and tea, that can affect energy levels and sleep.

Example: Some sodas contain caffeine, which is why they can make you feel more awake.

Used in: Grade 2

Cannabis Effects On Developing Body And Brain¶

The ways cannabis use can interfere with memory, attention, and brain development in children and teens.

Example: Cannabis use during the teen years can make it harder to concentrate in school.

Used in: Grades 6-8

Cannabis Short- And Long-Term Effects¶

The immediate effects of cannabis use, such as impaired coordination, along with lasting effects on memory and lung health from repeated use.

Example: Smoking cannabis can immediately slow reaction time and, over years, can harm the lungs.

Used in: Grades 9-12

Carbohydrates¶

A nutrient found in foods like bread, rice, and fruit that the body breaks down into sugar for energy.

Example: Pasta is a food that is high in carbohydrates.

Used in: Grade 3, Grade 4

Caring Relationships¶

Connections with family, friends, or other trusted people that involve kindness, support, and concern for one another's well-being.

Example: A grandparent who checks in on you and listens when you are upset shows a caring relationship.

Used in: Grade 1

Choosing The Healthier Food¶

The skill of comparing two food options and selecting the one that provides better nutrition for the body.

Example: Picking an apple instead of a candy bar for a snack.

Used in: Grade 5

Choosing The Healthiest Option¶

The process of comparing several choices, such as foods, activities, or behaviors, and selecting the one most likely to support good health.

Example: Choosing a salad with grilled chicken over fried food at a restaurant.

Used in: Grades 9-12

Chronic Condition¶

A health condition that lasts a long time, often a lifetime, and usually requires ongoing management rather than a quick cure.

Example: Diabetes is a chronic condition that a person manages every day.

Used in: Grade 5

Chronic Disease Prevention Strategies¶

Actions, such as regular exercise and healthy eating, that lower the risk of developing long-lasting illnesses like heart disease or diabetes.

Example: Eating more vegetables and walking daily can help prevent type 2 diabetes.

Used in: Grades 9-12

Coercion¶

Pressuring or forcing someone to do something against their will through threats, manipulation, or intimidation.

Example: Threatening to end a friendship unless someone shares a secret is a form of coercion.

Used in: Grade 5, Grades 6-8

Collaborative Goal-Setting Process¶

A method of setting personal or group goals that involves input, feedback, and agreement from multiple people, such as a student and a mentor.

Example: A student and coach working together to set a realistic training goal for the season.

Used in: Grades 9-12

Commercial Tobacco Addiction¶

A dependence on manufactured tobacco products, driven by nicotine, that makes quitting difficult even when a person wants to stop.

Example: A person who feels irritable and anxious without a cigarette may be experiencing commercial tobacco addiction.

Used in: Grades 6-8, Grades 9-12

Commercial Tobacco Effects On Developing Body And Brain¶

The ways nicotine and other chemicals in manufactured tobacco products can harm growth, lung development, and brain function in young people.

Example: Nicotine use in adolescence can affect the parts of the brain that control attention and impulse control.

Used in: Grades 6-8

Commercial Tobacco Short- And Long-Term Effects¶

The immediate effects of using manufactured tobacco products, such as increased heart rate, along with lasting effects like lung disease from continued use.

Example: Smoking raises heart rate right away and, over years, can lead to lung cancer.

Used in: Grades 9-12

Common Illness Symptoms¶

The typical warning signs of frequent illnesses, such as fever, cough, or upset stomach, that signal a person may be sick.

Example: A runny nose and sore throat are common symptoms of a cold.

Used in: Grade 5

The skill of both clearly expressing agreement or refusal and correctly understanding another person's expressed agreement or refusal in a relationship.

Example: Recognizing that silence or hesitation is not the same as a clear "yes."

Used in: Grades 9-12

Clearly expressing personal limits and checking for agreement before engaging in an activity with another person.

Example: Asking "is it okay if I hug you?" before doing so.

Used in: Grades 6-8

Communicating Feelings¶

Expressing emotions to others using words, tone of voice, or body language so they can understand how you feel.

Example: Telling a friend "I feel sad when you leave me out" instead of staying quiet.

Used in: Grade 1

Communicating Needs¶

Clearly telling others what you require, whether physical, emotional, or social, so they can understand and respond appropriately.

Example: Telling a teacher "I need a quiet space to focus."

Used in: Grade 1

Communication¶

The exchange of information, ideas, or feelings between people through speaking, writing, gestures, or listening.

Example: Talking with a friend about weekend plans is a form of communication.

Used in: Grade 1

Communication For Conflict Resolution¶

Using clear, respectful language and active listening to work through disagreements and reach a solution.

Example: Calmly explaining your point of view and listening to the other person before agreeing on a compromise.

Used in: Grades 6-8, Grades 9-12

Communication In Decision-Making¶

Using discussion, questions, and listening with others to gather information and consider different views before making a choice.

Example: Talking with a parent about the pros and cons before deciding which after-school club to join.

Used in: Grade 3

Community And Cultural Recovery Supports¶

Programs, traditions, and relationships within a community or culture that help people heal and recover from substance use or trauma.

Example: A talking circle led by tribal elders that supports people recovering from addiction.

Used in: Grades 6-8

Community Food Access Initiatives¶

Programs or efforts designed to make healthy food easier to obtain for people in a community, especially those with limited access.

Example: A mobile market that brings fresh produce to neighborhoods without a grocery store.

Used in: Grades 6-8

Community Health Practice¶

An activity or habit, often shared among neighbors or local groups, that supports the well-being of people in a community.

Example: A neighborhood group organizing a walking club to stay active together.

Used in: Grade 1

Community Integration Of Cultural Recovery Practices¶

The inclusion of traditional cultural healing methods alongside standard treatment approaches within community recovery programs.

Example: A treatment center that combines counseling with traditional smudging ceremonies requested by clients.

Used in: Grades 9-12

Community Laws On Substance Use¶

Local and state rules that regulate the sale, possession, and use of substances such as alcohol, tobacco, and other drugs.

Example: A city ordinance that sets the legal age for buying tobacco products.

Used in: Grades 9-12

Community Nutrition Initiatives¶

Organized community efforts aimed at improving access to healthy food and educating residents about nutrition.

Example: A school district partnering with local farms to provide fresh vegetables in cafeterias.

Used in: Grades 9-12

Community Safety Practice¶

An action or rule that helps keep people safe within a shared neighborhood or public space.

Example: Looking both ways before crossing the street at a crosswalk.

Used in: Kindergarten

Community Societal And Environmental Factors In Health Practices¶

The broader conditions surrounding a person, including local resources, social norms, and physical surroundings, that shape health behaviors.

Example: Living in a neighborhood without sidewalks can make it harder to exercise outdoors.

Used in: Grades 9-12

Community Values¶

Shared beliefs or priorities held by the people living in a particular area that influence local behaviors and decisions.

Example: A town that highly values recycling often has strong local recycling programs.

Used in: Grade 2

Community-Based Sexual Health Programs¶

Local services and education efforts, outside of school, that provide information and resources related to sexual health.

Example: A community health center that offers free confidential counseling and testing for teens.

Used in: Grades 9-12

Comparing Drink Choices¶

The skill of looking at different beverage options and identifying differences in their ingredients or health effects.

Example: Comparing the sugar amounts listed on a soda label and a milk carton.

Used in: Grade 2

Comparing Water To Other Drinks¶

Evaluating how water differs from beverages like soda or juice in terms of sugar, calories, and hydration benefits.

Example: Noticing that water has no sugar while a can of soda has several teaspoons.

Used in: Grade 5

Comprehensive Health Care¶

A broad range of medical services, including prevention, treatment, and follow-up care, aimed at addressing a person's overall health.

Example: A clinic that provides checkups, vaccinations, and counseling under one roof offers comprehensive health care.

Used in: Grades 6-8

Conflict¶

A disagreement or clash between two or more people who have different needs, opinions, or goals.

Example: Two friends arguing over whose turn it is to choose a game.

Used in: Grade 2

Conflict Management¶

Skills and strategies used to handle disagreements in a calm and constructive way before they escalate.

Example: Taking a deep breath and talking it out instead of yelling during an argument.

Used in: Grade 4

Conflict Resolution¶

The process of resolving a disagreement between people in a way that is fair and respectful to everyone involved.

Example: Two classmates agreeing to take turns using the same art supplies after discussing the problem.

Used in: Grade 5

Conflict-Resolution Skill Evaluation¶

The process of assessing how well a particular approach to resolving a disagreement worked and what could be improved.

Example: Reflecting on whether compromising or apologizing led to a better outcome after an argument.

Used in: Grades 9-12

Conflict-Resolution Skills¶

Specific abilities, such as active listening and compromise, that help people resolve disagreements peacefully.

Example: Using "I" statements instead of blame during a disagreement.

Used in: Grades 6-8

A clear, voluntary, and informed agreement to participate in an activity or interaction with another person.

Example: Asking a friend if it's okay to borrow their pencil and waiting for them to say yes.

Used in: Grade 5, Grades 6-8, Grades 9-12

The ongoing practice of asking for and respecting agreement between partners before any shared activity, as a foundation of respectful relationships.

Example: Checking in with a partner before making plans that affect both people.

Used in: Grades 6-8

The difference between a freely given agreement and one that results from pressure, manipulation, or force.

Example: Saying yes because you want to is consent; saying yes because you're afraid of what will happen if you say no is coercion.

Used in: Grade 5, Grades 6-8

The social, emotional, and legal outcomes that can result from sending or forwarding sexual images or messages, especially involving minors.

Example: Forwarding a private photo without permission can lead to school discipline or legal charges.

Used in: Grades 6-8

Constructing A Health Position¶

The process of forming and supporting an opinion or stance on a health-related topic using evidence and reasoning.

Example: Writing a paragraph explaining why schools should offer more physical education time, backed by research.

Used in: Grade 4

Coping Strategies Without Substances¶

Healthy ways to manage stress or difficult emotions that do not involve using alcohol, tobacco, or other drugs.

Example: Going for a run or talking to a friend instead of using substances to deal with stress.

Used in: Grades 9-12

Coping Strategy¶

A method or action a person uses to deal with stress, difficult emotions, or challenging situations.

Example: Taking slow breaths when feeling frustrated.

Used in: Grade 2

Coping With Challenges¶

Using strategies to manage difficult or stressful situations in a healthy way.

Example: Talking to a parent about feeling overwhelmed by homework instead of giving up.

Used in: Grade 3

Correct Body Part Names¶

The accurate, proper terms for parts of the human body, including private body parts, rather than nicknames or slang.

Example: Using the word "stomach" instead of a made-up nickname when describing where it hurts.

Used in: Kindergarten

Covering Coughs¶

The practice of blocking a cough with a tissue or the inside of your elbow to prevent spreading germs to others.

Example: Coughing into your elbow instead of your hand during class.

Used in: Kindergarten

CPR Techniques¶

The steps used to help restart blood circulation and breathing in a person whose heart has stopped, including chest compressions and rescue breaths.

Example: Pushing hard and fast on the center of the chest while waiting for emergency responders to arrive.

Used in: Grades 9-12

Cultural And Historical Influences On Relationships¶

The ways that a society's traditions, history, and shared experiences shape how people form and behave in relationships.

Example: Historical family structures in a culture can influence how respect between generations is expressed today.

Used in: Grades 9-12

Cultural And Peer Influence On Health Practices¶

The effect that a person's cultural background and friend group have on the health choices and habits they adopt.

Example: A teen may choose to eat certain traditional foods because both family culture and friends value them.

Used in: Grades 9-12

Cultural Coping Practice¶

A method of managing stress or hardship that is rooted in a specific cultural tradition, such as a ceremony or shared activity.

Example: A family gathering for a traditional meal after a difficult event to support one another.

Used in: Grade 2

Cultural Coping Practices¶

Traditional methods, rituals, or shared activities from a specific culture that help individuals manage stress, grief, or hardship.

Example: Drumming circles used by some Indigenous communities to support emotional healing.

Used in: Grades 9-12

Cultural Food Tradition¶

A food, meal, or way of eating that is passed down within a family or cultural group and holds special meaning.

Example: A family making a special dish every year during a holiday celebration.

Used in: Kindergarten

Cultural Food Traditions¶

Practices around food preparation, sharing, and celebration that are passed down within cultural or ethnic groups.

Example: Many cultures have specific dishes prepared for harvest festivals or religious holidays.

Used in: Grades 9-12

Cultural Germ Prevention Practices¶

Traditional habits or customs from different cultures that help reduce the spread of illness, such as specific greetings or hygiene routines.

Example: Some cultures bow instead of shaking hands, which reduces the spread of germs.

Used in: Grade 3

Cultural Nutrient Approaches¶

Ways that different cultures combine foods to provide the nutrients people need, based on traditional cooking methods and ingredients.

Example: Combining rice and beans in many cultures provides a complete source of protein.

Used in: Grade 5

Cultural Physical Activity¶

A form of movement, dance, sport, or exercise that comes from and holds meaning within a specific cultural tradition.

Example: Traditional powwow dancing is a form of cultural physical activity.

Used in: Grade 2

Cultural Physical Activity Traditions¶

Long-standing movement practices, such as traditional dances or games, that are passed down within a culture and often tied to celebration or identity.

Example: Jump rope games passed down through generations in some communities.

Used in: Grade 4

Cultural Resilience Strategies¶

Approaches rooted in a community's cultural heritage that help its members recover from hardship and maintain well-being.

Example: Storytelling traditions that pass down lessons about overcoming difficult times.

Used in: Grades 9-12

Cultural Self-Regulation Practices¶

Techniques from a cultural tradition that help individuals manage their emotions and behavior, such as meditation or breathing exercises.

Example: A family practicing quiet reflection time rooted in their cultural or spiritual background.

Used in: Grade 4

Cultural Sleep Practices¶

Customs and routines related to sleep, such as bedtime rituals or sleeping arrangements, that vary across different cultures.

Example: Some families share a sleeping space as part of their cultural tradition.

Used in: Grades 6-8

Cultural Support Practices¶

Traditions or customs within a culture that provide comfort, help, or connection to people who need it.

Example: Neighbors bringing meals to a family after a difficult event, as is customary in some communities.

Used in: Grade 1

Cultural Teachings For Wellbeing¶

Lessons, values, or traditions passed down within a culture that guide people toward healthy, balanced living.

Example: Teachings about respecting elders and living in balance with nature that support overall wellbeing.

Used in: Grades 9-12

Cultural Teachings That Protect Youth¶

Traditional values, stories, or guidance passed down within a culture that help keep young people safe and healthy.

Example: Teachings that emphasize respect and responsibility can help guide teens away from risky behavior.

Used in: Grades 6-8

Cultural Values Of Respect And Balance¶

Shared beliefs within a culture that emphasize treating others and oneself with respect and maintaining harmony in life.

Example: A cultural teaching that stresses balance between work, rest, and community.

Used in: Grades 6-8

Cultural Wellness Perspectives¶

Different ways that cultures understand and define what it means to be healthy and well, beyond just physical health.

Example: Some cultures view wellness as a balance between mind, body, spirit, and community.

Used in: Grade 4

Culturally Appropriate Help¶

Support or assistance that respects and reflects a person's cultural background, values, and communication style.

Example: A counselor who understands and respects a family's cultural traditions when offering advice.

Used in: Grade 4

Culturally Safe Healthcare Providers¶

Medical professionals who understand, respect, and adapt their care to a patient's cultural background so patients feel comfortable and respected.

Example: A doctor who learns about a patient's cultural beliefs about medicine before recommending treatment.

Used in: Grades 9-12

Culturally Safe STI Care¶

Sexually transmitted infection testing and treatment services that are provided in a way that respects a patient's cultural identity and reduces stigma.

Example: A clinic that trains staff to discuss STI testing without judgment toward patients from different backgrounds.

Used in: Grades 9-12

Daily Active Play¶

Physical movement and games that children do regularly each day to stay active and healthy.

Example: Playing tag with friends after school every afternoon.

Used in: Grade 1

Daily Energy Needs¶

The amount of energy, measured in calories, that a person's body requires each day to function and grow.

Example: An active teenager typically needs more daily energy than someone who sits most of the day.

Used in: Grade 5

Daily Movement¶

Any physical activity done throughout the day, such as walking, playing, or stretching, that helps keep the body active.

Example: Walking to school and playing outside are both forms of daily movement.

Used in: Kindergarten

Dairy Group¶

The category of foods made from milk, such as cheese and yogurt, that provide calcium and other nutrients for strong bones.

Example: A glass of milk and a slice of cheese both belong to the dairy group.

Used in: Kindergarten

Decision Outcomes¶

The results or consequences that follow after a person makes a choice.

Example: Choosing to study led to a good grade on the test.

Used in: Grade 2

Decision Reflection¶

The process of thinking back on a choice you made to consider whether it was a good decision and what you might do differently.

Example: Thinking about why sharing a toy made a friend happy after the fact.

Used in: Grade 5

Decision-Making Process¶

A series of steps, such as identifying options and weighing consequences, used to reach a thoughtful choice.

Example: Listing the pros and cons of joining a club before deciding to sign up.

Used in: Grades 6-8

Delivering Health Messages To Audiences¶

The skill of communicating health information clearly and persuasively to a specific group of people.

Example: Creating a poster about handwashing designed to convince younger students to wash their hands.

Used in: Grades 6-8

Dementia¶

A general term for a decline in memory, thinking, and reasoning abilities severe enough to interfere with daily life, most common in older adults.

Example: A person with dementia may repeat the same question several times because they forget they already asked it.

Used in: Grades 6-8

Demonstrating Boundary-Setting¶

Showing, through words or actions, how to clearly communicate a personal limit to another person.

Example: Role-playing how to tell a friend "please stop" in a firm, clear voice.

Used in: Grade 5

Demonstrating Conflict Resolution¶

Showing, through words or actions, the steps used to work through a disagreement fairly.

Example: Acting out a scene where two students calmly talk through a disagreement and reach an agreement.

Used in: Grade 5

Demonstrating Refusal Skills¶

Showing, through words or actions, how to say no to unwanted or unsafe pressure from others.

Example: Practicing saying "no thanks, I don't want to" firmly when offered something unsafe.

Used in: Grade 4

Depression Symptoms And Causes¶

The emotional and physical signs of depression, such as persistent sadness or low energy, along with the factors that can contribute to it.

Example: Losing interest in activities you used to enjoy can be a symptom of depression.

Used in: Grades 9-12

Determining Need For Assistance¶

Recognizing when a situation requires help from another person, rather than being handled alone.

Example: Realizing that a deep cut needs an adult's help rather than just a bandage from a backpack.

Used in: Grade 3

Dietary Guidelines Across Cultures¶

Recommendations for healthy eating that can differ between cultures based on traditional foods, values, and available ingredients.

Example: Recommended daily grain intake may be met with rice in one culture and bread in another.

Used in: Grades 6-8

Digital Communication Effects On Relationships¶

The ways that texting, social media, and other online communication can positively or negatively affect friendships and relationships.

Example: Misunderstanding a friend's tone in a text message can lead to an unnecessary argument.

Used in: Grades 6-8

Digital Content Effects On Relationships¶

The impact that photos, videos, and messages shared online can have on trust, reputation, and connection between people.

Example: Sharing a private conversation publicly online can damage trust between friends.

Used in: Grades 9-12

Dignity And Compassion For All People¶

The practice of treating every person with respect and care, recognizing their inherent worth regardless of differences.

Example: Speaking respectfully to a person experiencing homelessness instead of ignoring them.

Used in: Grades 9-12

Disease Prevention Strategies¶

Actions, such as washing hands or getting vaccinated, that help reduce the chance of becoming sick.

Example: Washing your hands before eating helps prevent the spread of germs that cause illness.

Used in: Grade 4

Dressing For Weather¶

Choosing clothing that matches outdoor conditions, such as wearing a coat in the cold, to stay safe and comfortable.

Example: Putting on a raincoat and boots before going outside on a rainy day.

Used in: Grade 3

Drink Types¶

The different categories of beverages people consume, such as water, milk, juice, and soda.

Example: Water, milk, and juice are all different drink types found at lunch.

Used in: Grade 1

Effects Of Bullying And Exclusion¶

The emotional and social harm that can result when someone is bullied or intentionally left out of a group.

Example: A student who is repeatedly excluded from games may start to feel lonely and sad.

Used in: Grade 3

Effects Of Mental Health Challenges¶

The ways that conditions affecting emotions and thinking, such as anxiety, can impact a person's daily life, school work, and relationships.

Example: A student dealing with anxiety may find it hard to concentrate on schoolwork.

Used in: Grade 3

Effects Of Salty Foods¶

The impact that eating too much salt can have on the body, such as raising blood pressure over time.

Example: Eating a lot of salty chips regularly can make a person feel more thirsty and, over time, affect blood pressure.

Used in: Grade 4

Effects Of Sugary And Salty Foods¶

The health impacts, such as tooth decay, weight gain, or higher blood pressure, that can result from regularly eating foods high in sugar or salt.

Example: Frequently eating sugary candy and salty snacks can contribute to cavities and raised blood pressure over time.

Used in: Grades 6-8

Effects Of Sugary Foods¶

The impact that eating a lot of sugar can have on the body, such as cavities or quick spikes and drops in energy.

Example: Eating too much candy can lead to a sugar rush followed by feeling tired.

Used in: Grade 4

Effects Of Teasing¶

The emotional impact, such as embarrassment or hurt feelings, that can result from being made fun of by others.

Example: Being teased about clothing choices can make a student feel embarrassed and want to avoid school.

Used in: Grade 2

Emergency¶

A sudden, serious situation that requires immediate action to protect health or safety.

Example: A fire in the kitchen is an emergency that requires calling for help right away.

Used in: Kindergarten

Emergency Medication Use¶

The proper way to use medicine designed for urgent health situations, such as an inhaler for asthma or an auto-injector for severe allergies.

Example: Using an epinephrine auto-injector immediately after signs of a severe allergic reaction appear.

Used in: Grades 6-8

Emergency Risk Reduction¶

Steps taken ahead of time to lower the chance of an emergency happening or to lessen its impact if it does occur.

Example: Keeping a first aid kit and fire extinguisher at home in case of an emergency.

Used in: Grade 5

Emotion Management Strategies¶

Specific techniques, such as deep breathing or talking to someone, used to handle strong feelings in a healthy way.

Example: Counting to ten before responding when feeling angry.

Used in: Grades 6-8, Grades 9-12

Emotional Triggers¶

Specific situations, words, or events that cause a strong emotional reaction in a person.

Example: Being interrupted while speaking might be a trigger that makes someone feel frustrated.

Used in: Grade 5

Emotions Influence Behavior¶

The idea that how a person feels can affect the choices they make and how they act.

Example: Feeling nervous before a test might cause someone to avoid studying.

Used in: Grade 3, Grade 4

Emotions Shape Behavior¶

The concept that feelings play a role in guiding a person's actions and reactions in different situations.

Example: Feeling excited about a game might make someone rush through their homework to play sooner.

Used in: Grade 5

Emotions Vocabulary¶

Words used to describe and name different feelings, such as happy, sad, angry, or scared.

Example: Using the word "frustrated" instead of just saying "bad" to describe a feeling.

Used in: Kindergarten

Empathy¶

The ability to understand and share the feelings of another person.

Example: Feeling sad when you see a friend crying and wanting to comfort them.

Used in: Grade 3

Empathy In Friendships¶

Understanding and caring about a friend's feelings, and responding to them with kindness and support.

Example: Noticing a friend seems upset and asking if they want to talk about it.

Used in: Grade 3

Empathy In Relationships¶

The ongoing practice of understanding and responding to another person's emotions and perspective within a relationship.

Example: Comforting a partner who is stressed about school, even when you don't share the same worry.

Used in: Grades 6-8, Grades 9-12

Encouraging Safe Choices¶

Supporting or motivating others to make decisions that protect their health and safety.

Example: Reminding a friend to wear a helmet before biking.

Used in: Grade 2

Environmental Health Risk¶

A danger to health that comes from conditions in the surrounding environment, such as pollution or unsafe water.

Example: Breathing smoky air from a nearby fire is an environmental health risk.

Used in: Grade 2

Equity¶

Fairness in how resources, opportunities, and support are provided, taking into account that people may need different things to have equal outcomes.

Example: Giving a student who needs glasses a pair to see the board, even if other students don't need them, is equity.

Used in: Grade 5

Evaluating Barriers To Health Practices¶

Example: A child might feel excited before a birthday party and sad when a pet is sick.

Used in: Kindergarten, Grade 1

The money, relationships, opportunities, and reputation a person can lose as a result of using alcohol, tobacco, or other drugs.

Example: Buying vaping products regularly can drain a teen's savings while also straining friendships and trust with family.

Used in: Grades 9-12

Fitness Component¶

One of the specific parts of physical fitness, such as strength, endurance, flexibility, or heart health, that together describe overall fitness.

Example: Running builds cardiovascular endurance, while stretching improves flexibility.

Used in: Grade 5

Food And Water Safety Practices¶

Actions taken to keep food and drinking water free of germs and contamination so they are safe to consume.

Example: Boiling untreated water before drinking it is a food and water safety practice.

Used in: Grades 6-8

Food Energy¶

The fuel that food provides to the body, measured in calories, which powers movement, growth, and daily activities.

Example: Eating breakfast gives a student food energy to focus and play at school.

Used in: Grade 2

Food Group¶

One of the categories that foods are sorted into based on the nutrients they provide, such as fruits, vegetables, grains, protein, and dairy.

Example: An apple belongs to the fruits food group.

Used in: Kindergarten, Grade 1

Food Group Function¶

The specific way each food group helps the body, such as building muscles, giving energy, or supporting bone growth.

Example: The protein food group helps build and repair muscles.

Used in: Grade 2

Food Handling Safety¶

Practices used when preparing, touching, or serving food to prevent germs from spreading and making people sick.

Example: Washing hands before touching food is part of food handling safety.

Used in: Grade 2

Food Label Analysis¶

The process of reading and interpreting the information on a food package, such as ingredients, serving size, and nutrients, to make informed choices.

Example: Comparing the sugar content on two cereal labels is a form of food label analysis.

Used in: Grades 6-8, Grades 9-12

Food Preparation Methods¶

The different ways food can be made ready to eat, such as baking, boiling, grilling, or mixing raw ingredients.

Example: Steaming vegetables and frying them are two different food preparation methods.

Used in: Grade 3

Food Preparation Safety¶

Steps taken while making food to avoid injury or illness, such as using clean tools and cooking food to a safe temperature.

Example: Using a cutting board instead of holding food in your hand while slicing it supports food preparation safety.

Used in: Grade 1, Grade 2

Food Safety¶

The practice of handling, cooking, and storing food in ways that prevent illness caused by germs or contamination.

Example: Keeping raw chicken away from other foods is an example of food safety.

Used in: Grade 1

Food Safety Practices¶

Specific habits and actions, such as washing hands or checking expiration dates, used to keep food safe to eat.

Example: Checking that milk has not expired before drinking it is a food safety practice.

Used in: Grade 3

Food Sovereignty¶

The right and ability of a community or group of people to grow, gather, or choose their own healthy and culturally meaningful food.

Example: A tribal nation growing traditional crops on its own land is an act of food sovereignty.

Used in: Grades 6-8

Food Storage¶

The way food is kept, such as in a refrigerator, freezer, or pantry, to keep it fresh and safe.

Example: Storing milk in the refrigerator instead of leaving it on the counter helps it stay fresh.

Used in: Grade 1

Food Storage Safety¶

Practices for keeping food at the right temperature and location to prevent it from spoiling or growing harmful germs.

Example: Placing leftovers in the refrigerator within two hours of cooking is a food storage safety practice.

Used in: Grade 2

Food Systems And Chronic Disease Risk¶

The ways food is grown, processed, sold, and marketed in a society, and how these factors can increase or decrease a population's chances of developing long-term illnesses like diabetes or heart disease.

Example: Communities with limited access to fresh produce may see higher rates of chronic disease linked to processed food consumption.

Used in: Grades 9-12

Food Temperature Safety¶

Keeping food at temperatures that are cold enough or hot enough to prevent harmful germs from growing.

Example: Keeping cold cuts refrigerated until just before serving supports food temperature safety.

Used in: Grade 4

Foodborne Illness¶

A sickness caused by eating food that contains harmful germs, toxins, or chemicals.

Example: Eating undercooked chicken can cause a foodborne illness with symptoms like stomach cramps and vomiting.

Used in: Grade 5

Formulating Goal Strategies¶

Creating specific steps and methods to help reach a personal health goal.

Example: A student formulates a goal strategy by scheduling three workouts a week to build fitness.

Used in: Grades 9-12

Formulating Health Messages¶

Creating clear, accurate statements meant to inform or persuade others about a health topic.

Example: Designing a poster slogan that encourages classmates to wear helmets is formulating a health message.

Used in: Grades 9-12

Fruits Group¶

The category of foods that includes apples, bananas, berries, and other fruit, which provide vitamins and fiber.

Example: Oranges and grapes both belong to the fruits group.

Used in: Kindergarten

Germs¶

Tiny living things, too small to see, that can enter the body and sometimes cause sickness.

Example: Germs on unwashed hands can spread a cold to someone else.

Used in: Kindergarten, Grade 1, Grade 2

Getting Help For Tech Situations¶

Telling a trusted adult when something uncomfortable, confusing, or unsafe happens while using a computer, tablet, or phone.

Example: A student tells a parent after seeing a scary pop-up while playing an online game.

Used in: Grade 2

Goal Plan Construction¶

The process of building a detailed, step-by-step plan to achieve a health-related goal.

Example: Listing daily actions needed to improve sleep habits over a month is goal plan construction.

Used in: Grades 6-8

Goal Plan Development¶

Creating the specific steps, timeline, and resources needed to work toward a personal goal.

Example: Writing down when and how often to practice a new skill is part of goal plan development.

Used in: Grade 4

Goal Setting¶

The process of deciding on something a person wants to achieve and planning how to reach it.

Example: Deciding to read for twenty minutes each night is an act of goal setting.

Used in: Grade 2

Goal-Supporting Actions¶

Specific behaviors a person does regularly that help move them closer to achieving a goal.

Example: Packing gym shoes the night before is a goal-supporting action for a fitness goal.

Used in: Grade 2

Grains Group¶

The category of foods made from wheat, rice, oats, or corn, which provide energy and fiber.

Example: Bread and rice both belong to the grains group.

Used in: Kindergarten

Guiding A Peer To Help¶

Directing a friend or classmate toward the right kind of help, such as a trusted adult, when someone is in trouble.

Example: Telling a friend to get the school nurse when another student is hurt is guiding a peer to help.

Used in: Grade 5

Handling Relationship Conflict And Pressure¶

Using skills such as communication and boundary-setting to manage disagreements or unwanted pressure within a relationship.

Example: Calmly explaining why you disagree with a partner's request shows skill in handling relationship conflict and pressure.

Used in: Grades 9-12

Handwashing¶

Cleaning the hands with soap and water to remove germs and dirt.

Example: Handwashing before eating lunch helps prevent getting sick.

Used in: Kindergarten

Sending or forwarding pictures, videos, or messages online that are inappropriate, dangerous, or hurtful to others.

Example: Forwarding an embarrassing photo of a classmate without permission is harmful content sharing.

Used in: Grades 6-8

Harmful Technology Behavior¶

Actions taken online or with digital devices that can hurt oneself or others, such as bullying or sharing private information.

Example: Posting a mean comment about a classmate's photo is a harmful technology behavior.

Used in: Grade 4

Health¶

The overall condition of a person's body, mind, and relationships, including physical, mental, and social well-being.

Example: Eating well, managing stress, and having good friendships all contribute to a person's health.

Used in: Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grades 6-8, Grades 9-12

Health Behavior Influences¶

The people, environments, and messages that shape the choices a person makes about their health.

Example: A coach encouraging daily stretching is a health behavior influence.

Used in: Grade 5

Health Behavior Self-Assessment¶

Reflecting honestly on one's own habits and choices to judge how they affect personal health.

Example: A student reviews their sleep log and realizes they need to go to bed earlier.

Used in: Grades 6-8

Health Concern Reporting¶

Telling a trusted adult about a symptom, worry, or problem related to one's health or someone else's.

Example: Letting a school nurse know about a persistent headache is health concern reporting.

Used in: Grade 5

Health Decision¶

A choice a person makes that affects their physical, mental, or social well-being.

Example: Choosing to wear a bike helmet is a health decision.

Used in: Kindergarten, Grade 1

Health Decision Options¶

The different choices available to a person when facing a situation that affects their health.

Example: When feeling tired, health decision options include resting, drinking water, or talking to an adult.

Used in: Grade 2

Health Decision Options And Consequences¶

The possible choices available in a health-related situation along with the results, positive or negative, that could follow each choice.

Example: Choosing to skip breakfast may lead to the consequence of feeling tired and unfocused at school.

Used in: Grade 5

Health Decisions And Community Wellbeing¶

The connection between individual health choices and the overall health and well-being of a neighborhood or larger group of people.

Example: A community's choice to build safe walking paths supports better health decisions for everyone who lives there.

Used in: Grades 9-12

Health Decisions And Personal Wellbeing¶

The link between the choices a person makes and their own physical, mental, and social health outcomes.

Example: Consistently choosing to manage stress through exercise supports a person's overall wellbeing.

Used in: Grades 9-12

Differences in health outcomes between groups of people that result from unequal social factors such as income, housing, or access to care.

Example: A neighborhood without a nearby grocery store may show higher rates of diet-related illness, a health disparity linked to social conditions.

Used in: Grades 9-12

Health Goal Focus Area Evaluation¶

Reviewing and judging which areas of health, such as nutrition, sleep, or stress, most need attention when setting a personal goal.

Example: After reviewing several health habits, a student decides sleep is the focus area most in need of improvement.

Used in: Grades 9-12

Health Helper¶

A person, such as a school nurse, doctor, or trusted adult, whose job or role includes helping others with health needs.

Example: The school nurse is a health helper students can visit when they feel sick.

Used in: Grade 2

Health Message Delivery¶

The way health information is presented and communicated to an audience, such as through a poster, speech, or video.

Example: Presenting a short skit about handwashing to the class is a form of health message delivery.

Used in: Grade 5

Health Message Design¶

The process of planning the content, words, and images used to communicate a health idea effectively to an audience.

Example: Choosing bright colors and a short slogan for an anti-vaping poster is part of health message design.

Used in: Grades 6-8

Health Promotion Factors Across Levels¶

The individual, community, and societal elements that work together to support or improve people's health.

Example: A city building bike lanes while a school teaches nutrition class are health promotion factors acting at different levels.

Used in: Grades 9-12

Healthcare Access Barriers¶

Obstacles that make it harder for a person to get medical care, such as cost, transportation, or lack of nearby clinics.

Example: Living far from the nearest doctor's office is a healthcare access barrier.

Used in: Grades 6-8

Healthcare Services Supporting Sexual Health¶

Medical and counseling resources, such as clinics or health educators, that provide information, testing, and care related to sexual health.

Example: A community health clinic offering confidential testing is a healthcare service supporting sexual health.

Used in: Grades 9-12

Healthy Conflict Resolution¶

Working out a disagreement in a calm, respectful way that considers everyone's feelings.

Example: Taking turns talking and agreeing on a compromise are part of healthy conflict resolution.

Used in: Grade 2

Healthy Peer Traits¶

Qualities of classmates or friends that make relationships positive, such as honesty, kindness, and respect.

Example: A friend who keeps promises and listens well shows healthy peer traits.

Used in: Grade 1

Healthy Relationship Characteristics¶

The qualities, such as trust, honesty, and mutual respect, that make a relationship supportive and safe.

Example: Partners who communicate openly and support each other's goals show healthy relationship characteristics.

Used in: Grades 6-8, Grades 9-12

Healthy Relationships¶

Connections with others, such as friends or family, that are built on respect, trust, and kindness.

Example: Sharing toys and listening to a friend's ideas helps build a healthy relationship.

Used in: Grade 3

Healthy Stress Management Without Substances¶

Using safe strategies, such as exercise or talking to someone, to cope with stress instead of turning to alcohol or drugs.

Example: Going for a run after a hard day is a form of healthy stress management without substances.

Used in: Grades 6-8

Healthy Technology Use¶

Using computers, tablets, and phones in ways that are safe, balanced, and appropriate for one's age.

Example: Taking breaks from a video game to play outside is an example of healthy technology use.

Used in: Kindergarten, Grade 1

Heimlich Maneuver¶

A first-aid technique using abdominal thrusts to help someone who is choking clear their airway.

Example: A trained bystander performs the Heimlich maneuver on a person choking on food.

Used in: Grades 6-8

HIV¶

A virus that attacks the body's immune system, spread through certain body fluids, and can lead to serious illness if untreated.

Example: Using proper precautions during medical procedures helps prevent the spread of HIV.

Used in: Grades 6-8

How Germs Spread¶

The ways tiny disease-causing organisms move from one person or surface to another, such as through touch, coughing, or shared items.

Example: Sneezing without covering your mouth shows how germs spread through the air.

Used in: Grade 1, Grade 2, Grade 4

Hunger And Fullness Signals¶

The body's internal cues that indicate when a person needs to eat or has eaten enough.

Example: A growling stomach is a hunger signal, while feeling comfortably satisfied is a fullness signal.

Used in: Grade 3

Hunger Signal¶

A feeling or body cue, such as a growling stomach, that tells a person it is time to eat.

Example: Feeling a rumble in your stomach before lunch is a hunger signal.

Used in: Kindergarten

Hydration¶

Having enough water in the body to keep it working properly.

Example: Drinking water throughout the day helps maintain good hydration.

Used in: Kindergarten

Hydration Sugar And Caffeine Evidence¶

Research findings about how drinking water, sugary drinks, and caffeinated beverages affect the body's hydration and overall health.

Example: Studies showing that sugary sports drinks can be less hydrating than water are part of the hydration, sugar, and caffeine evidence.

Used in: Grades 9-12

Hygiene¶

Habits and practices, such as washing hands or brushing teeth, that keep the body clean and help prevent illness.

Example: Brushing your teeth every morning and night is part of good hygiene.

Used in: Grade 1

Hygiene As Disease Prevention¶

The idea that clean habits, such as handwashing and bathing, reduce the spread of germs and lower the chance of getting sick.

Example: Washing hands after using the restroom is hygiene practiced specifically to prevent disease.

Used in: Grades 6-8

I-Statement¶

A way of expressing a feeling or need by starting with "I" instead of blaming others, such as "I feel upset when..."

Example: Saying "I feel left out when I'm not invited" is an I-statement.

Used in: Grade 2, Grade 3

Identifying Needed Trusted Resources¶

Recognizing which trusted adults, organizations, or services can provide help for a specific health concern.

Example: Knowing that a school counselor is the right resource for a worry about friendships is identifying a needed trusted resource.

Used in: Grade 5

Identifying Relevant Health Topics¶

Recognizing which health subjects are important or applicable to oneself or one's community.

Example: Noticing that many classmates skip breakfast might lead a student to identify nutrition as a relevant health topic.

Used in: Grade 3

Identifying Supports And Barriers¶

Recognizing the people, resources, or obstacles that help or hinder progress toward a personal goal.

Example: A student notes that a supportive coach helps their fitness goal, while a busy schedule is a barrier.

Used in: Grade 4

Identifying Trusted Adults¶

Recognizing specific grown-ups, such as parents, teachers, or relatives, who can be relied on for help and guidance.

Example: A student lists a parent, teacher, and grandparent as trusted adults they can talk to.

Used in: Grade 3

Illegal Drug Effects On Developing Body And Brain¶

The harmful physical and mental changes that illegal drugs can cause in a child's or teen's still-growing body and brain.

Example: Using an illegal drug during adolescence can disrupt brain development linked to memory and decision-making.

Used in: Grades 6-8

Illegal Substance Consequences¶

The negative results, such as legal trouble, health harm, or damaged relationships, that can come from using illegal drugs.

Example: Getting suspended from school is one possible consequence of illegal substance use.

Used in: Grades 6-8

Illness Prevention Action¶

A specific step, such as washing hands or getting vaccinated, taken to reduce the chance of becoming sick.

Example: Covering a cough with your elbow is an illness prevention action.

Used in: Grade 1

Illness Prevention Practice¶

A regular habit that helps keep a person from becoming sick.

Example: Getting enough sleep every night is an illness prevention practice.

Used in: Grade 2

Impaired Driving Risk¶

The increased danger of crashing or hurting someone while driving under the influence of alcohol or drugs.

Example: Reaction time slows significantly, raising impaired driving risk after drinking alcohol.

Used in: Grades 6-8

Including And Supporting Others¶

Welcoming people into activities and helping them feel valued and cared for.

Example: Inviting a classmate who is sitting alone to join a game shows including and supporting others.

Used in: Grade 5

Including Others¶

Inviting or welcoming people to take part in an activity or group.

Example: Asking a new student to join a game at recess is including others.

Used in: Kindergarten

Inclusive Environment Design¶

Planning spaces, activities, or programs so that people of all abilities and backgrounds can fully participate.

Example: Adding ramps and sensory-friendly quiet spaces to a school event supports inclusive environment design.

Used in: Grades 9-12

Inclusive Environments¶

Settings where people of all backgrounds and abilities feel welcome and able to participate.

Example: A classroom with materials in multiple languages helps create an inclusive environment.

Used in: Grade 5

Indigenous And Traditional Healing Approaches¶

Methods of caring for health passed down within Indigenous or cultural communities, such as traditional medicines or ceremonies.

Example: Using a traditional herbal remedy passed down through generations is an Indigenous healing approach.

Used in: Grades 6-8

Indigenous Restorative Justice Approaches¶

Methods rooted in Indigenous traditions that focus on healing and repairing harm within a community rather than punishment alone.

Example: A talking circle that brings together the people affected by harm to reach understanding reflects Indigenous restorative justice.

Used in: Grades 9-12

Indigenous Views Of Health And Substance Use¶

Perspectives from Indigenous communities on wellness and substance use that often emphasize balance, connection to community, and cultural traditions.

Example: Viewing health as connected to community and land reflects an Indigenous view of health and substance use.

Used in: Grades 9-12

Individual And Interpersonal Factors In Health Practices¶

Personal traits and relationships with others that influence the health choices a person makes.

Example: A person's self-confidence and a supportive friend group are both individual and interpersonal factors shaping health practices.

Used in: Grades 9-12

Individual Goal-Setting Process¶

The steps a single person follows to define, plan, and work toward a personal health goal.

Example: Choosing a goal, writing a plan, and tracking progress make up the individual goal-setting process.

Used in: Grades 9-12

Individual Versus Collaborative Goal Setting¶

The difference between setting a health goal alone compared to setting one together with others, such as a team or family.

Example: Planning a personal running goal alone is individual goal setting, while planning a family walking challenge together is collaborative.

Used in: Grades 6-8

Infectious Disease¶

An illness caused by germs, such as bacteria or viruses, that can spread from person to person.

Example: The common cold is an infectious disease that can spread through coughing.

Used in: Grade 4

Infectious Disease Prevention Strategies¶

Methods used to reduce the spread of illnesses caused by germs, such as vaccination, handwashing, and isolation.

Example: Staying home when sick is an infectious disease prevention strategy.

Used in: Grades 9-12

Infectious Disease Transmission¶

The way a disease-causing germ moves from one person, animal, or surface to another person.

Example: Sharing a water bottle with someone who is sick can lead to infectious disease transmission.

Used in: Grades 6-8

Influence¶

A person, message, or experience that affects the way someone thinks, feels, or behaves.

Example: A television commercial can be an influence on what snack a child wants to eat.

Used in: Grade 1, Grade 2

Influences On Health Behavior¶

The various people, environments, and messages that shape the health-related choices a person makes.

Example: Family habits and friends' opinions are both influences on health behavior.

Used in: Grade 3, Grade 4

Injury Prevention¶

Actions taken to reduce the risk of getting hurt.

Example: Wearing a seatbelt in a car is a form of injury prevention.

Used in: Kindergarten, Grade 3

Justifying Health Choices¶

Explaining the reasons behind a health-related decision using facts or evidence.

Example: Explaining that eating vegetables supports the immune system is justifying a health choice.

Used in: Grades 9-12

Justifying Health Messages With Facts¶

Supporting a health-related statement or message with accurate evidence or research.

Example: Citing a study on sleep and memory to support a message about bedtime is justifying a health message with facts.

Used in: Grades 9-12

Kind Behavior¶

An action that shows care, helpfulness, or consideration toward another person.

Example: Sharing crayons with a classmate is kind behavior.

Used in: Kindergarten

Kindness¶

The quality of being caring, friendly, and generous toward others.

Example: Helping a classmate pick up dropped books shows kindness.

Used in: Kindergarten, Grade 1

Kindness And Belonging¶

The connection between treating others with care and helping everyone feel accepted as part of a group.

Example: Sitting with a new student at lunch shows kindness and helps them feel a sense of belonging.

Used in: Grade 1

Kindness And Respect For All Abilities¶

Treating people fairly and considerately regardless of physical, learning, or developmental differences.

Example: Including a classmate who uses a wheelchair in a game shows kindness and respect for all abilities.

Used in: Grade 3

Knowing When To Seek Help¶

Recognizing the signs that a situation requires the assistance of a trusted adult or professional.

Example: Realizing that a friend's sadness has lasted for weeks is knowing when to seek help.

Used in: Grade 5

The legal rules that define when agreement to an activity, such as a sexual relationship, is considered valid and voluntary.

Example: Laws setting an age of consent are part of the relationship between law and consent.

Used in: Grades 9-12

Laws On Impaired Driving¶

Legal rules that set limits on driving under the influence of alcohol or drugs and establish penalties for breaking them.

Example: A law setting a blood alcohol limit for drivers is a law on impaired driving.

Used in: Grades 6-8

Limiting Caffeinated Drinks¶

Reducing how much soda, coffee, or energy drinks a person consumes.

Example: Choosing water instead of an energy drink after practice is limiting caffeinated drinks.

Used in: Grade 3, Grade 4

Limiting Sugary Drinks¶

Reducing how much soda, juice, or other sweetened beverages a person consumes.

Example: Choosing milk instead of soda at lunch is limiting sugary drinks.

Used in: Grade 3, Grade 4

Locating Health Helpers¶

Identifying where and how to find people, such as a school nurse or doctor, who can provide health assistance.

Example: Knowing the nurse's office is next to the main office is locating a health helper.

Used in: Grade 2

Macronutrient¶

One of the three main nutrients the body needs in large amounts for energy: carbohydrates, proteins, and fats.

Example: Protein is a macronutrient the body uses to build and repair muscle.

Used in: Grade 4

Maintaining Boundaries While Helping Others¶

Supporting someone in need while still protecting one's own time, energy, and emotional well-being.

Example: Offering to listen to a friend's problem but setting a time limit shows maintaining boundaries while helping others.

Used in: Grades 9-12

Managing Emotions¶

Recognizing feelings and using healthy strategies to handle them appropriately.

Example: Taking deep breaths when feeling angry is a way of managing emotions.

Used in: Grade 4

Managing Health Influences¶

Recognizing and responding to the people, media, or environments that affect health choices in order to make good decisions.

Example: Choosing to ignore an advertisement for sugary cereal shows managing health influences.

Used in: Grade 5

Managing Personal Growth¶

Taking an active role in tracking and supporting one's own physical, emotional, and social development.

Example: Setting new goals as interests and abilities change is managing personal growth.

Used in: Grade 5

Managing Relationships¶

Using communication and problem-solving skills to keep connections with others positive and healthy.

Example: Talking through a disagreement calmly with a friend is managing relationships.

Used in: Grade 5

Managing Strong Emotions¶

Using strategies to calm down and think clearly when feeling intense feelings like anger or frustration.

Example: Counting to ten before responding when upset is a way of managing strong emotions.

Used in: Grade 2

Marketing Claims Analysis¶

Examining advertising statements about a product to judge whether they are accurate or misleading.

Example: Checking whether a cereal box claim of being "healthy" matches its actual sugar content is marketing claims analysis.

Used in: Grades 6-8

Meal And Snack Evaluation¶

Judging whether a meal or snack provides balanced nutrition based on the foods and portions included.

Example: Reviewing a lunch tray to see if it includes fruits, vegetables, protein, and grains is meal and snack evaluation.

Used in: Grades 9-12

Meal And Snack Planning¶

Deciding ahead of time what foods to eat for meals and snacks to meet nutritional needs.

Example: Packing a lunch with a sandwich, fruit, and water bottle is meal and snack planning.

Used in: Grades 6-8

Media And Technology Influence¶

The effect that television, social media, advertising, and digital devices have on a person's thoughts, feelings, or choices.

Example: Seeing fitness influencers online can be a media and technology influence on exercise habits.

Used in: Grade 4

Media Influence¶

The effect that television, advertising, or online content has on a person's opinions or choices.

Example: A commercial for sugary cereal is an example of media influence on food choices.

Used in: Grade 2

Media Representation Of Mental Health¶

The way mental health conditions and experiences are portrayed in movies, television, and social media.

Example: A TV show that shows a character seeking counseling in a realistic way is a positive media representation of mental health.

Used in: Grades 6-8

Medication Interaction Risks¶

The dangers that can occur when two or more medicines are taken together and affect the body in unexpected or harmful ways.

Example: Mixing certain cold medicine with another prescription can create a medication interaction risk.

Used in: Grades 9-12

Medication Storage And Disposal Safety¶

Safe practices for keeping medicines out of reach of children and properly getting rid of unused or expired medication.

Example: Locking medicine in a cabinet and returning unused pills to a pharmacy drop box supports medication storage and disposal safety.

Used in: Grades 6-8

Mental Health Awareness Campaigns¶

Organized efforts, such as events or media messages, designed to educate people and reduce stigma about mental health.

Example: A school hosting a mental health awareness week with posters and speakers is a mental health awareness campaign.

Used in: Grades 9-12

Mental Health Benefits Of Culture¶

The positive effects that traditions, community practices, and cultural identity can have on a person's emotional well-being.

Example: Participating in a family cultural celebration can provide a sense of belonging that supports mental health.

Used in: Grade 4

Mental Health Challenge¶

A difficulty involving a person's emotions, thoughts, or behavior that affects their well-being, such as anxiety or depression.

Example: Feeling persistently worried about many things can be a sign of a mental health challenge.

Used in: Grade 3

Mental Health Changes Over Time¶

The way a person's emotional and psychological well-being can shift as they grow, face new experiences, or encounter stress.

Example: A student may feel more anxious during a big life change, showing how mental health changes over time.

Used in: Grade 4

Mental Health Stigma Reduction¶

Efforts to lessen the shame, silence, or negative judgment often associated with mental health conditions.

Example: Talking openly about therapy in class discussions supports mental health stigma reduction.

Used in: Grades 9-12

Mental Health Treatment Options¶

The different kinds of professional support available for mental health conditions, such as counseling, therapy, or medication.

Example: Meeting weekly with a licensed counselor is one mental health treatment option.

Used in: Grades 9-12

Misusing Over-The-Counter Medications¶

Taking non-prescription medicine in a way not intended, such as too much or for a purpose other than directed.

Example: Taking extra cold medicine to feel a certain way is misusing an over-the-counter medication.

Used in: Grades 6-8

Misusing Prescription Medications¶

Taking medicine prescribed to oneself or someone else in a way not directed by a doctor.

Example: Taking a sibling's prescribed medication without a doctor's approval is misusing prescription medication.

Used in: Grades 6-8

Modeling Positive Health Choices¶

Showing others, through one's own actions, examples of healthy behavior worth following.

Example: A student choosing water over soda at lunch in front of friends is modeling a positive health choice.

Used in: Grade 2

Moderate And Vigorous Activity¶

Physical activity levels ranging from moderate, which raises heart rate somewhat, to vigorous, which raises it significantly and increases breathing rate.

Example: A brisk walk is moderate activity, while running is vigorous activity.

Used in: Grades 6-8

Multiple Perspectives On Health Decisions¶

The recognition that different people, cultures, or experiences can lead to different valid viewpoints about a health choice.

Example: Two families may have different views on food choices based on their cultural traditions, showing multiple perspectives on health decisions.

Used in: Grades 9-12

Muscle-Strengthening Activity¶

Physical activity that works the muscles against resistance to build strength, such as lifting weights or doing push-ups.

Example: Doing push-ups twice a week is a muscle-strengthening activity.

Used in: Grades 6-8

Mutual Respect In Health Decisions¶

Both people involved in a decision valuing each other's opinions, needs, and boundaries equally.

Example: Two partners discussing a health choice and honoring each other's concerns shows mutual respect in health decisions.

Used in: Grades 9-12

Naming Feelings¶

Putting a word to an emotion a person is experiencing, such as saying "I feel scared" or "I feel happy."

Example: Saying "I feel proud" after finishing a puzzle is naming a feeling.

Used in: Kindergarten

Negative Health Influence¶

A person, message, or situation that encourages an unhealthy choice or behavior.

Example: A friend who dares another child to skip washing their hands is a negative health influence.

Used in: Kindergarten

Negative Influence¶

A person, message, or situation that pushes someone toward an unhealthy or unsafe choice.

Example: A classmate encouraging another student to be unkind is a negative influence.

Used in: Grade 1

Negotiation Skills¶

The ability to talk through a disagreement and reach an outcome that works for everyone involved.

Example: Suggesting a compromise so both people get a turn on the swing uses negotiation skills.

Used in: Grades 9-12

Nicotine Effects On Developing Body And Brain¶

The harmful physical and mental changes nicotine can cause in the still-growing bodies and brains of children and teens.

Example: Nicotine use during adolescence can affect areas of the brain involved in attention and learning.

Used in: Grades 6-8

Nicotine Short- And Long-Term Effects¶

The immediate and lasting physical changes that nicotine use causes in the body.

Example: A short-term effect of nicotine is an increased heart rate, while a long-term effect can be addiction.

Used in: Grades 9-12

Non-Infectious Disease¶

An illness that is not caused by germs and cannot spread from person to person, such as diabetes or asthma.

Example: Asthma is a non-infectious disease that affects breathing but cannot be caught from someone else.

Used in: Grade 4

Nonverbal Communication¶

Sharing thoughts or feelings without words, using facial expressions, gestures, posture, or tone of voice.

Example: Crossing your arms and frowning is a form of nonverbal communication that can show frustration.

Used in: Grade 3

Nonviolent Conflict Resolution¶

Settling a disagreement using calm, respectful methods rather than physical or verbal aggression.

Example: Talking through a disagreement instead of yelling is nonviolent conflict resolution.

Used in: Grades 6-8, Grades 9-12

Nutrient Value Evaluation¶

Assessing how much of each important nutrient a food or meal provides compared to the body's needs.

Example: Comparing the vitamin and mineral content of two snacks is a nutrient value evaluation.

Used in: Grades 9-12

Nutrition Label¶

The printed information on packaged food that lists ingredients, serving size, calories, and nutrients.

Example: Checking the nutrition label shows how much sugar is in a granola bar.

Used in: Grade 3, Grade 4

Nutrition Label Comparison¶

Looking at the nutrition labels of two or more foods to decide which is the healthier choice.

Example: Comparing the fiber content on two bread labels is a nutrition label comparison.

Used in: Grade 5

Nutrition Plan Design¶

Creating a structured approach to eating that meets a person's nutritional needs and health goals.

Example: Building a weekly meal outline that includes all food groups is nutrition plan design.

Used in: Grades 9-12

Nutritious Meal Planning¶

Deciding ahead of time what balanced, healthy foods to include in a meal.

Example: Planning a dinner with vegetables, protein, and whole grains is nutritious meal planning.

Used in: Grade 5

Nutritious Snack Choices¶

Selecting foods for a snack that provide helpful nutrients rather than empty calories.

Example: Choosing an apple with peanut butter instead of candy is a nutritious snack choice.

Used in: Grade 5

Online Emergency Response¶

The correct actions to take when encountering a dangerous, threatening, or emergency situation while using the internet.

Example: Immediately reporting a threat of self-harm seen in an online chat to a trusted adult is an appropriate online emergency response.

Used in: Grades 9-12

Other Substance Short- And Long-Term Effects¶

The immediate and lasting physical or mental changes caused by using drugs other than nicotine or alcohol.

Example: A short-term effect of a stimulant drug might be a racing heartbeat, while a long-term effect could be heart damage.

Used in: Grades 9-12

Overdose Emergency Response¶

The steps to take when someone has taken a harmful or excessive amount of a substance, including calling for emergency help.

Example: Calling 911 and staying with the person are key parts of an overdose emergency response.

Used in: Grades 9-12

Ownership Of Health Behaviors¶

Taking personal responsibility for the choices that affect one's own physical, mental, and social well-being.

Example: Choosing to go to bed on time without being reminded shows ownership of health behaviors.

Used in: Grades 6-8

Ownership Of Personal Health¶

Taking responsibility for understanding and managing one's own body, habits, and well-being.

Example: Keeping track of your own water intake shows ownership of personal health.

Used in: Grade 5

Peer Actions During Emergencies¶

Helpful steps a friend or classmate can take to support someone during a sudden, urgent health situation.

Example: A classmate calling for a teacher when a friend falls and gets hurt is a peer action during an emergency.

Used in: Grade 5

Peer And Media Influence On Health Behavior¶

The combined effect that friends, classmates, and media messages have on the health choices a person makes.

Example: A student trying a new snack because friends and a social media post both promoted it shows peer and media influence.

Used in: Grades 6-8

Peer Influence On Decisions¶

The effect that friends or classmates have on the choices a person makes.

Example: Choosing to try a new sport because friends are playing it shows peer influence on decisions.

Used in: Grade 5

Peer Pressure¶

The feeling of being urged by friends or classmates to do something, whether helpful or harmful.

Example: A classmate insisting "everyone is doing it" to convince someone to skip homework is peer pressure.

Used in: Grade 4, Grades 6-8

Peer Relationship¶

A connection between people who are equals, such as classmates or friends of a similar age.

Example: Two classmates who play together at recess have a peer relationship.

Used in: Grade 1, Grade 2

Peer Roles In Relationships¶

The different parts friends or classmates play in supporting, influencing, or interacting with one another.

Example: Being a supportive listener when a friend is upset is one peer role in a relationship.

Used in: Grade 3

Permission¶

Agreement given by a person, often a trusted adult, allowing an action to take place.

Example: Asking a parent's permission before going to a friend's house is an example of seeking permission.

Used in: Grade 1

Personal Behaviors And Long-Term Health¶

The connection between the everyday habits a person practices and their health outcomes later in life.

Example: Exercising regularly as a young person is a personal behavior linked to better long-term health.

Used in: Grade 5

Personal Boundaries¶

The physical, emotional, or social limits a person sets to feel safe and comfortable in interactions with others.

Example: Telling a friend not to read your private messages is setting a personal boundary.

Used in: Grade 4

Personal Boundary Communication¶

Clearly expressing one's limits and needs to another person in a relationship.

Example: Saying "I need some time alone tonight" is personal boundary communication.

Used in: Grades 9-12

Personal Boundary-Setting¶

The act of deciding and expressing limits for how others may treat or interact with a person.

Example: Telling a friend you are not comfortable sharing personal photos is personal boundary-setting.

Used in: Grades 6-8

Personal Care Practice¶

A daily habit, such as brushing teeth or bathing, that keeps a person's body clean and healthy.

Example: Brushing your hair each morning is a personal care practice.

Used in: Kindergarten, Grade 1

Personal Choices And Wellbeing¶

The connection between the decisions a person makes and how those decisions affect their overall health and happiness.

Example: Choosing to spend time with supportive friends can improve a person's wellbeing.

Used in: Grade 3

Personal Health Goal¶

A specific health-related target a person sets for themselves to work toward.

Example: Deciding to drink more water each day is a personal health goal.

Used in: Kindergarten, Grade 3

Personal Health Goal Tracking¶

Recording progress over time toward a specific health-related target.

Example: Marking a calendar each day after completing twenty minutes of exercise is personal health goal tracking.

Used in: Grade 5

Personal Health Needs¶

The things a person's body and mind require to stay healthy, such as food, sleep, and safety.

Example: Getting enough sleep each night meets a personal health need.

Used in: Kindergarten

Personal Health Wants¶

Things a person would like to have or do for their health but that are not strictly necessary.

Example: Wanting a new pair of running shoes, though older shoes still work, is a personal health want.

Used in: Kindergarten

Personal Nutrition Needs Assessment¶

The process of evaluating an individual's specific dietary requirements based on factors like age, activity level, and health goals.

Example: An athlete calculating how much protein their training requires is conducting a personal nutrition needs assessment.

Used in: Grades 9-12

Personal Protective Equipment¶

Gear, such as gloves or masks, worn to reduce the risk of injury or exposure to germs.

Example: Wearing gloves while cleaning up a spill is using personal protective equipment.

Used in: Grades 6-8

Personal Space¶

The physical area around a person's body that they consider their own comfortable distance from others.

Example: Standing an arm's length away from someone while talking respects their personal space.

Used in: Grade 2

Personal Stressors¶

Specific situations, events, or pressures in an individual's own life that trigger a stress response, such as schoolwork, family conflict, or social pressure.

Example: An upcoming exam and a disagreement with a friend are both personal stressors a student might face in the same week.

Used in: Grades 6-8

Physical Activities By Fitness Component¶

Exercises grouped according to the specific area of fitness they primarily improve, such as strength, endurance, or flexibility.

Example: Jumping rope targets cardiovascular endurance, while stretching targets flexibility, showing physical activities by fitness component.

Used in: Grade 5

Physical Activity¶

Any movement of the body that uses energy, such as walking, running, or playing.

Example: Riding a bike to school is a form of physical activity.

Used in: Kindergarten, Grade 1, Grade 2

Physical Activity Access Across Communities¶

The differences in availability of safe places, programs, or resources for exercise between different neighborhoods or populations.

Example: A community without sidewalks or parks may have limited physical activity access compared to one with many trails.

Used in: Grades 9-12

Playful Interaction¶

A friendly, fun exchange between people, such as games or joking, that builds positive relationships.

Example: Playing tag with classmates at recess is a playful interaction.

Used in: Grade 2

Positive Health Influence¶

A person, message, or situation that encourages a healthy choice or behavior.

Example: A coach who encourages drinking water during practice is a positive health influence.

Used in: Kindergarten

Positive Influence¶

A person, message, or situation that encourages someone toward a healthy or safe choice.

Example: A friend who reminds you to wear a helmet is a positive influence.

Used in: Grade 1

The way differences in influence, authority, or control between people can affect whether agreement to an activity is truly free and voluntary.

Example: A supervisor asking an employee for a date raises concerns about power dynamics and consent.

Used in: Grades 9-12

Power Dynamics In Relationships¶

The way influence, control, or authority can be unevenly distributed between people in a relationship.

Example: An older student having more social influence than a younger one reflects a power dynamic in relationships.

Used in: Grades 6-8

Practicing Emergency Responses¶

Rehearsing the actions to take during a crisis, such as a fire, severe weather, or lockdown, so the correct steps become automatic when a real emergency happens.

Example: A class walks through the fire drill route and meeting spot before an actual alarm ever sounds.

Used in: Grades 6-8

Practicing Safety Procedures¶

Repeating the correct steps for staying safe, such as fire drills or seatbelt use, until they can be followed automatically in a real situation.

Example: Practicing how to stop, drop, and roll helps a student react quickly if clothing catches fire.

Used in: Grade 3

Prejudice¶

An unfair opinion or feeling about a person or group formed without enough knowledge or a good reason, often based on group membership rather than the individual.

Example: Assuming a new student isn't good at sports just because of where they moved from is a prejudice.

Used in: Grade 4

Preventing Fighting And Violence¶

Using calm communication, walking away, or getting adult help to stop a conflict from turning physical or harmful.

Example: Telling a teacher about a growing argument before it turns into a fight.

Used in: Grade 5

Preventing Pregnancy And STIs Through Boundaries¶

Setting and communicating personal limits, including abstinence, to reduce the risk of unintended pregnancy and sexually transmitted infections.

Used in: Grades 9-12

Preventing Unintended Pregnancy¶

Using knowledge, decision-making, and protective behaviors, including abstinence, to avoid a pregnancy that is not planned or wanted.

Used in: Grades 6-8

Priority Response Needs¶

Identifying which injuries or problems in an emergency require the fastest or most urgent action.

Example: Someone who has stopped breathing needs help before someone with a minor scrape.

Used in: Grades 6-8

Prolonged Sadness¶

Feeling unhappy for a long stretch of time instead of just a short while, which may be a sign that a child needs extra support.

Example: Feeling sad for many days after a pet dies, instead of just for an afternoon.

Used in: Kindergarten

Protecting Against STIs¶

Taking actions, such as abstinence or barrier methods, that lower the chance of getting or spreading a sexually transmitted infection.

Used in: Grades 6-8

Protein¶

A nutrient found in foods like meat, beans, and eggs that helps build and repair muscles and other body tissues.

Example: Eating chicken or beans after exercising helps muscles recover.

Used in: Grade 3, Grade 4

Protein Foods Group¶

The category of foods, including meat, beans, eggs, and nuts, that give the body protein for growth and repair.

Example: A peanut butter sandwich includes food from the protein foods group.

Used in: Kindergarten

Puberty¶

The stage of growth when a child's body starts changing and developing into an adult body.

Example: Growing taller and developing new body hair are changes that happen during puberty.

Used in: Grade 3

Puberty Across Cultures¶

The idea that different cultures view and mark the body changes of puberty in different ways, such as through traditions or celebrations.

Example: Some cultures hold a special ceremony to mark a young person reaching puberty.

Used in: Grade 4

Puberty As A Life Stage¶

Understanding puberty as one part of a person's overall growth and development, coming after childhood and before adulthood.

Used in: Grade 4

Public Health Policy Influence¶

Recognizing Unsafe Situations¶

Noticing signs that a place, activity, or interaction could lead to harm.

Example: Seeing ice on a pond and recognizing it is unsafe to walk on.

Used in: Grade 5

Reducing Healthcare Barriers¶

Lowering the obstacles, such as cost, transportation, or lack of information, that make it hard for people to get medical care.

Used in: Grades 6-8

Reflecting On Goal Progress¶

Thinking back on the steps taken toward a personal goal to decide what is working and what needs to change.

Example: Checking a chart of practiced skills to see how close you are to reaching a reading goal.

Used in: Grade 2

Reflecting On Health Message Effectiveness¶

Evaluating whether a health message, such as an advertisement or public service announcement, successfully informs or persuades its audience.

Used in: Grades 6-8

Refusal Skill¶

A way of saying no clearly and firmly to something that feels wrong, unsafe, or unwanted.

Example: Saying, "No thanks, I don't want to," when offered something that feels unsafe.

Used in: Grade 4

Refusal Skills¶

Communication strategies used to say no to pressure, such as offering an alternative, walking away, or repeating a firm no.

Used in: Grades 6-8

Refusal Skills Evaluation¶

Judging how well a refusal strategy worked in a real or practiced situation and identifying ways to improve it.

Used in: Grades 9-12

Relapse¶

A return to a substance or behavior after a period of stopping or recovery.

Used in: Grades 6-8

Relationship Structures¶

The different forms that close relationships can take, such as friendships, family bonds, or romantic partnerships, each with its own norms and expectations.

Used in: Grades 6-8, Grades 9-12

Reliability Of Health Information¶

How trustworthy and accurate a source of health information is, based on things like who created it and what evidence supports it.

Used in: Grade 3

Reliable Health Information¶

Health information that comes from a trustworthy, accurate, and up-to-date source, such as a doctor or recognized health organization.

Example: A pamphlet from a hospital is more reliable than a random social media post.

Used in: Grade 4

Reporting Online Harm¶

Telling a trusted adult or platform about something dangerous, mean, or upsetting that happened on the internet.

Used in: Grade 5

Reporting Safety Concerns¶

Telling an appropriate adult or authority about a situation that could put someone's safety at risk.

Used in: Grades 6-8

Reporting Unsafe Situations¶

Telling a trusted adult about a place, activity, or interaction that could cause harm.

Used in: Grade 5

Researching Health Topics¶

Gathering and reviewing information from multiple sources to learn accurate facts about a health issue.

Used in: Grades 6-8

Resilience¶

Used in: Grade 5

Restorative Stress-Management Practices¶

Habits and techniques, such as relaxation or physical activity, that help a person recover from and reduce the effects of stress.

Used in: Grades 6-8

Right To Personal Boundaries¶

Safety Rules¶

Guidelines that help keep people safe from injury or harm.

Example: "Look both ways before crossing the street" is a safety rule.

Used in: Kindergarten

Saying No¶

Clearly telling someone that you do not want to do something.

Example: Saying "No, I don't want to" when a friend asks you to do something unsafe.

Used in: Grade 1

Saying No Or Exiting¶

Refusing an unwanted request or leaving a situation that feels unsafe or uncomfortable.

Used in: Grade 2

Scene Safety Assessment¶

Seeking Support For Relationships¶

Asking a trusted adult or friend for advice or help with a friendship or relationship problem.

Used in: Grade 5

Self-Advocacy Skills¶

The ability to speak up for one's own needs, rights, and preferences.

Example: Asking a teacher for extra time when you need it to finish an assignment.

Used in: Grades 6-8

Self-Regulation¶

The ability to manage one's own emotions, thoughts, and behaviors in different situations.

Example: Taking deep breaths to calm down instead of yelling when frustrated.

Used in: Grade 4

Setting Boundaries¶

Clearly stating personal limits about what a person is and is not comfortable with.

Example: Telling a friend, "Please don't read my texts without asking."

Used in: Grade 4

Telling a parent, teacher, or other trusted grown-up about one's emotions in order to get support or advice.

Used in: Grade 2

The amount of sleep and downtime a person's body requires to function and feel well.

Used in: Grade 5

Sleep Pattern Influences¶

Factors, such as screen use or schedule changes, that affect how much and how well a person sleeps.

Used in: Grades 6-8

Sleep Supports Growth And Learning¶

The idea that getting enough sleep helps the body grow and helps the brain remember and learn new things.

Example: Getting a full night's sleep before a test helps you remember what you studied.

Used in: Grade 5

The ways that using social media can make it harder or easier to maintain personal limits, such as pressure to overshare or stay constantly connected.

Used in: Grades 9-12

Emotions that feel very big or intense, such as anger, excitement, or sadness.

Example: Feeling so excited about a birthday party that you can barely sit still.

Used in: Kindergarten

Substance Use Treatment Options¶

The different types of programs and care, such as counseling or medical treatment, available to help someone stop using a substance.

Used in: Grades 6-8

Unequal rates of substance use problems or unequal access to treatment that exist between different groups of people.

Used in: Grades 6-8, Grades 9-12

Sugar In Drinks¶

The sweet ingredient added to many beverages, which can contribute to health problems like tooth decay when consumed in large amounts.

Teasing¶

Making fun of someone in a way that can feel playful or hurtful depending on how it is done and received.

Used in: Grade 2

Technology Harm Prevention Strategies¶

Actions taken to reduce the risk of being hurt, scammed, or exposed to harmful content while using devices or the internet.

Used in: Grade 5

Technology Safety¶

Practices that protect a person from harm while using computers, phones, or other digital devices.

Used in: Grade 2

Telling A Trusted Adult¶

Sharing a problem, concern, or piece of information with a parent, teacher, or other reliable grown-up.

Used in: Grade 5

Tracking Health Behaviors¶

Recording actions related to health, such as exercise or sleep, over time to notice patterns and progress.

Used in: Grade 1, Grade 4

Traditional Health Knowledge¶

Health practices and beliefs that have been passed down within a culture or community over generations.

Used in: Grade 3

Traditional Medicine Use Considerations¶

Factors to think about, such as safety and effectiveness, when using healing practices passed down through cultural tradition.

Used in: Grades 9-12

The qualities that make each person different and special from everyone else.

Example: Having a unique way of laughing or a special talent for drawing.

Used in: Grade 1

Unkind Behavior¶

An action that hurts someone's feelings or treats them badly.

Example: Calling someone a mean name is unkind behavior.

Used in: Kindergarten

Unkindness¶

Words or actions that hurt someone's feelings or treat them badly.

Used in: Grade 1

Unsafe Behavior¶

An action that could lead to injury or harm.

Example: Running near a pool is an unsafe behavior.

Used in: Grade 1

Unsafe Chemicals And Water¶

Substances such as cleaning products or bodies of water that can cause harm if not handled or approached carefully.

Used in: Grade 2

Unsafe Food¶

Food that could make a person sick because it is spoiled, contaminated, or handled improperly.

Example: Milk that has passed its expiration date and smells sour is unsafe food.

Used in: Kindergarten

Unsafe Food Handling Practices¶

Ways of preparing, storing, or serving food that increase the risk of making people sick.

Example: Leaving raw chicken out on the counter for hours before cooking it.

Used in: Grade 5

Unsafe Technology Situation¶

An experience while using a device or the internet, such as talking to a stranger or seeing harmful content, that could put a person at risk.

Used in: Grade 2

Unsafe Touch¶

Physical contact that makes a person feel scared, confused, or hurt, or that touches private parts of the body inappropriately.

Used in: Grade 1

Unwanted Touch¶

Physical contact that a person does not want or has not agreed to.

Used in: Grade 2

Using Research For A Position¶

Gathering facts and evidence to support and explain an opinion or stance on a health topic.

Used in: Grade 4

Valid Health Information¶

Health information that is accurate, evidence-based, and can be trusted as true.

Used in: Grade 4

Valid Health Information Sources¶

Places to find health information, such as government health agencies or medical professionals, that are known to provide accurate, evidence-based content.

Used in: Grades 6-8

Validity And Reliability Of Health Information¶

The combined measure of whether health information is both accurate and consistently trustworthy across sources and over time.

Used in: Grades 9-12

Validity Of Health Information¶

Whether a piece of health information is accurate and based on facts or evidence.

Used in: Grade 3

Valuing Uniqueness¶

Appreciating the differences that make each person special instead of judging them.

Used in: Grade 1

Variety Of Foods¶

Eating many different kinds of foods from different food groups instead of the same foods every day.

Example: Eating apples one day and carrots the next instead of always eating the same snack.

Used in: Grade 1, Grade 2

Vegetables Group¶

The category of foods, including carrots, broccoli, and lettuce, that provide vitamins and fiber the body needs.

Example: Carrots and spinach both belong to the vegetables group.

Used in: Kindergarten

Verbal And Nonverbal Communication¶

Sharing messages through spoken or written words as well as through body language, facial expressions, and gestures.

Used in: Grades 6-8

Verbal And Nonverbal Communication Analysis¶

Examining both spoken words and body language in an interaction to understand the full meaning being communicated.

Used in: Grades 9-12

Verbal Communication¶

Sharing information or feelings using spoken or written words.

Example: Telling a friend "I'm happy for you" out loud is verbal communication.

Used in: Grade 3

Vitamins And Minerals¶

Nutrients found in foods that the body needs in small amounts to grow, function, and stay healthy.

Example: Vitamin C from oranges helps the body heal cuts.

Used in: Grade 4

Warning Sign¶

A signal that indicates danger or a problem may be present.

Example: A dog growling is a warning sign that it may bite.

Used in: Grade 4

Warning Signs Of Emotional Distress¶

Behaviors or statements that suggest a person is struggling emotionally and may need support.

Used in: Grades 6-8

Water And Hydration¶

The process of drinking enough water to keep the body's fluid levels healthy and functioning well.

Used in: Grade 4

Water As A Drink¶

Plain water chosen as a beverage instead of sugary or flavored drinks.

Used in: Grade 1

Water As The Healthy Drink Choice¶

The idea that plain water is generally the best beverage option for the body compared to sugary drinks.

Used in: Grade 5

Water Versus Sugary Drinks¶

The comparison between plain water, which has no added sugar, and beverages like soda, which contain large amounts of added sugar.

Used in: Grades 6-8

Who To Talk To¶

Knowing which trusted people, such as parents, teachers, or counselors, are appropriate to approach for different kinds of help.

Used in: Grade 3

Why Germ Prevention Practices Work¶

The reasons that habits like handwashing and covering coughs stop germs from spreading between people.

Example: Washing hands removes germs before they can be transferred to food or your face.

Used in: Grade 3

Taking back permission that was previously given for an activity, at any point, even after it has started.

Used in: Grades 9-12

Workout Plan Design¶

Creating a structured schedule of physical activities aimed at meeting specific fitness goals.

Used in: Grades 6-8

Youth-Friendly Provider Expectations¶

The standards young people can expect from healthcare providers, such as confidentiality and respectful, nonjudgmental care.

Used in: Grades 9-12

Glossary of Terms¶

Ability-Inclusive Kindness¶

Accessibility Of Health Resources¶

Active Listening¶

Adapting Health Behaviors¶

Addressing Exclusion And Bullying¶

Addressing Stereotyping And Discrimination¶

Adolescent Access To Health Care¶

Adolescent Healthcare Access Rights¶

AED Use¶

Alcohol Effects On Developing Body And Brain¶

Alcohol Misuse Consequences¶

Alcohol Short- And Long-Term Effects¶

Allergic Reaction¶

Allergic Reaction Signs¶

Allergy¶

Allergy Prevention And Management¶

Alzheimer's Disease¶

Alzheimer's Disease And Other Dementias¶

Anxiety Symptoms And Causes¶

Asking A Trusted Adult¶

Asking For Help¶

Asking For Help With Body Changes¶

Asking For Help With Choices¶

Balanced Meal Planning¶

Behavioral And Environmental Factors In Disease Risk¶

Belonging¶

Benefits Of Being Substance-Free¶

Benefits Of Physical Activity¶

Benefits Of Physical Activity On Mood¶

Beverage Choice Evaluation¶

Beverages For Physical Activity¶

Bias¶

Body Parts¶

Body Safety¶

Bone-Strengthening Activity¶

Boundary¶

Boundary-Setting¶

Boundary-Setting Strategies¶

Brain-Healthy Habits¶

Breakfast¶

Bullying¶

Bullying Effects On Mental Health¶

Bystander¶

Bystander Action Against Bullying¶

Caffeinated And Energy Drink Effects¶

Caffeine In Drinks¶

Cannabis Effects On Developing Body And Brain¶

Cannabis Short- And Long-Term Effects¶

Carbohydrates¶

Caring Relationships¶

Choosing The Healthier Food¶

Choosing The Healthiest Option¶

Chronic Condition¶

Chronic Disease Prevention Strategies¶

Coercion¶

Collaborative Goal-Setting Process¶

Commercial Tobacco Addiction¶

Commercial Tobacco Effects On Developing Body And Brain¶

Commercial Tobacco Short- And Long-Term Effects¶

Common Illness Symptoms¶

Communicating And Interpreting Consent¶

Communicating Boundaries And Consent¶

Communicating Feelings¶

Communicating Needs¶

Communication¶

Communication For Conflict Resolution¶

Communication In Decision-Making¶

Community And Cultural Recovery Supports¶

Community Food Access Initiatives¶

Community Health Practice¶

Community Integration Of Cultural Recovery Practices¶

Community Laws On Substance Use¶

Community Nutrition Initiatives¶

Community Safety Practice¶

Community Societal And Environmental Factors In Health Practices¶

Community Values¶

Community-Based Sexual Health Programs¶

Comparing Drink Choices¶

Comparing Water To Other Drinks¶