Curriculum Standards · California
California Health Education Standards — Curriculum Alignment
Aligned with all California Health Education Content Standards (Grades 9-12)
California Health Education Content Standards: https://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf
California Health Education Content Standards, High School (Grades Nine rough Twelve)::
Standard 1: Essential Health Concepts — All students will comprehend essential concepts related to enhancing health.
Standard 2: Analyzing Health Influences — All students will demonstrate the ability to analyze internal and external
influences that affect health.
Standard 3: Accessing Valid Health Information — All students will demonstrate the ability to access and analyze health
information, products, and services.
Standard 4: Interpersonal Communication — All students will demonstrate the ability to use interpersonal communication
skills to enhance health.
Standard 5: Decision Making — All students will demonstrate the ability to use decision-making skills to enhance health.
Standard 6: Goal Setting — All students will demonstrate the ability to use goal-setting skills to enhance health.
Standard 7: Practicing Health-Enhancing Behaviors — All students will demonstrate the ability to practice behaviors that
reduce risk and promote health.
Standard 8: Health Promotion — All students will demonstrate the ability to promote and support personal, family, and
community health.
California Health Education Content Areas:
Nutrition and Physical Activity; Growth, Development, and Sexual Health; Injury Prevention and Safety; Alcohol, Tobacco,
and Other Drugs; Mental, Emotional, and Social Health; Personal and Community Health
e Health Education Content Standards for California Public Schools were adopted by the California State Board of Education in
March 2008 and remain California's current adopted content standards; the 2019 Health Education Curriculum Framework provides
implementation guidance for teaching them.
Nutrition and Physical Activity
| Topic | California Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Standard 1: Essential Concepts | 1.1.N: Distinguish between facts and myths regarding nutrition practices, products, and physical performance. | Nutrition: Day 3-4 (Evaluating resources), Day 5-6 (Influencer claims, Healthwashing). |
| 1.2.N: Research and discuss the practical use of current research-based guidelines for a nutritionally balanced diet. | Nutrition: Day 1-2 (Macro/Micro functions), Day 5-6 (Recommended serving sizes analysis), Day 9-10 (SMART Power Plate meal/Plan design). | |
| 1.3.N: Explain the importance of variety and moderation in food selection and consumption. | Nutrition: Day 1-2 (Hunger cues), Day 5-6 (Balance survey, Sugar/Trans fats). | |
| 1.4.N: Describe dietary guidelines, food groups, nutrients, and serving sizes for healthy eating habits. | Nutrition: Day 1-2 (Macro/Micro functions), Day 5-6 (Recommended serving sizes analysis), Day 9-10 (SMART Power Plate meal/Plan design). | |
| 1.5.N: Describe the relationship between poor eating habits and chronic diseases such as heart disease, obesity, cancer, diabetes, hypertension, and osteoporosis. | Nutrition: Day 5-6 (Sugar/Trans fats), Day 7-8 (Blood sugar/Heart health). Diseases: Day 5 (Lifestyle/Chronic prevention). | |
| 1.6.N: Explain how to keep food safe through proper food purchasing, preparation, and storage practices. | Nutrition: Day 9-10 (Steaming/Grilling vs Frying) , Day 9-10 (Food safety practices). | |
| 1.8.N: Describe the prevalence, causes, and long-term consequences of unhealthy eating. | Nutrition: Day 1-2 (Diet Culture), Day 7-8 (Blood sugar/Heart health). Diseases: Day 5 (Lifestyle/Chronic prevention). | |
| 1.9.N: Analyze the relationship between physical activity and overall health. | Nutrition: Day 1-2 (Eat to Move lab) , Day 10 (Food log/MyFitnessPal expenditure tracking). Diseases: Day 5 (Lifestyle/Chronic prevention). | |
| 1.10.N: Evaluate various approaches to maintaining a healthy weight. | Nutrition: Day 1-2 (Diet Culture, Hunger cues), Day 3-4 (Mindful eating), Day 5-6 (Balance survey). | |
| 1.11.N: Identify the causes, symptoms, and harmful effects of eating disorders. | Nutrition: Day 3-4 (Clinical complexity of Anorexia/Bulimia, Thinness narrative harm). | |
| 1.12.N: Explain why people with eating disorders need professional help. | Nutrition: Day 3-4 (NEDA/Professional medical care, ED therapy). | |
| 1.15.N: Explain the physical, academic, mental, and social benefits of physical activity and the relationship between a sedentary lifestyle and chronic disease. | Nutrition: Day 1-2 (Eat to Move lab) , Day 7-8 (Energy check). Diseases: Day 5 (Lifestyle/Chronic prevention). | |
| Standard 2: Analyzing Influences | 2.1.N: Evaluate internal and external influences that affect food choices. | Nutrition: Day 1-2 (Diet Culture), Day 3-4 (Cultural honoring, Food Deserts), Day 5-6 (Influencer claims). |
| 2.2.N: Assess personal barriers to healthy eating and physical activity. | Nutrition: Day 1-2 (Eat to Move lab) , Day 5-6 (Identifying barriers), Day 9-10 (Economic access). | |
| 2.3.N: Distinguish between facts and myths regarding nutrition practices, products, and physical performance. | Nutrition: Day 3-4 (Evaluating resources), Day 5-6 (Influencer claims, Healthwashing). | |
| 2.5.N: Analyze the impact of various influences, including the environment, on eating habits and attitudes toward weight management. | Nutrition: Day 1-2 (Diet Culture), Day 3-4 (Food Deserts, Thinness narrative harm), Day 9-10 (Economic access). | |
| Standard 3: Accessing Valid Information | 3.1.N: Access sources of accurate information about safe and healthy weight management. | Nutrition: Day 3-4 (Evaluating resources, NEDA/Professional medical care), Day 5-6 (Registered Dietitians vs Influencers). |
| 3.2.N: Evaluate the accuracy of claims about food and dietary supplements. | Nutrition: Day 5-6 (Influencer claims, Healthwashing). Diseases: Day 4 (Media Literacy). | |
| 3.3.N: Describe how to use nutrition information on food labels to compare products. | Nutrition: Day 5-6 (Hidden Sugar Challenge, Recommended serving sizes analysis). End a Term: Day 1 (MC Question 27). | |
| 3.5.N: Describe community programs and services that help people gain access to affordable, healthy foods. | Nutrition: Day 3-4 (Food Deserts), Day 9-10 (Economic access, School Lunch Advocacy). | |
| Standard 4: Interpersonal Communication | 4.1.N: Analyze positive strategies to communicate healthy eating and physical activity needs at home, at school, and in the community. | Nutrition: Day 3-4 (Supporting Diego), Day 9-10 (School Lunch Advocacy). |
| 4.2.N: Practice how to refuse less-nutritious foods in social settings. | Nutrition: Day 7-8 (Packing snacks, Fuel-up goal). | |
| Standard 5: Decision Making | 5.1.N: Demonstrate how nutritional needs are affected by age, gender, activity level, pregnancy, and health status. | Nutrition: Day 1-2 (Macro/Micro functions) , Day 7-8 (Lifespan nutrition needs). |
| 5.2.N: Use a decision-making process to plan nutritionally adequate meals at home and away from home. | Nutrition: Day 3-4 (Intentional choice), Day 9-10 (SMART Power Plate meal/Plan design). | |
| 5.3.N: Demonstrate how to use safe food handling procedures when preparing meals and snacks. | Nutrition: Day 9-10 (Food safety practices). | |
| Standard 6: Goal Setting | 6.1.N: Assess one's personal nutrition needs and physical activity level. | Nutrition: Day 1-2 (Eat to Move lab) , Day 5-6 (Balance survey), Day 10 (Food log/MyFitnessPal expenditure tracking). |
| 6.2.N: Develop practical solutions for removing barriers to healthy eating and physical activity. | Nutrition: Day 3-4 (Cultural honoring), Day 5-6 (Identifying barriers), Day 7-8 (Packing snacks). | |
| 6.3.N: Create a personal nutrition and physical activity plan based on current guidelines. | Nutrition: Day 1-2 (Nourish & Move plan) , Day 9-10 (SMART goal plan). | |
| Standard 7: Practicing Health-Enhancing Behaviors | 7.1.N: Select healthy foods and beverages in a variety of settings. | Nutrition: Day 1-2 (Hydration swap), Day 5-6 (Hidden Sugar Challenge), Day 7-8 (Packing snacks). |
| 7.2.N: Critique one's personal diet for overall balance of key nutrients. | Nutrition: Day 5-6 (Balance survey), Day 7-8 (Energy check), Day 10 (Food log/MyFitnessPal expenditure tracking). | |
| 7.3.N: Identify strategies for eating more fruits and vegetables. | Nutrition: Day 7-8 (Antioxidants/Fiber), Day 9-10 (Nutrient preservation). | |
| 7.4.N: Describe how to take more personal responsibility for eating healthy foods. | Nutrition: Day 3-4 (Intentional choice, Mindful eating), Day 7-8 (Fuel-up goal). | |
| 7.5.N: Participate in school and community activities that promote fitness and health. | Nutrition: Day 1-2 (Eat to Move lab) , Day 9-10 (School Lunch Advocacy). | |
| Standard 8: Health Promotion | 8.1.N: Advocate enhanced nutritional options in the school and community. | Nutrition: Day 3-4 (PSA Project), Day 9-10 (School Lunch Advocacy). |
| 8.2.N: Educate family and peers about choosing healthy foods. | Nutrition: Day 3-4 (PSA Project, Supporting Diego), Day 9-10 (School Lunch Advocacy). |
Growth, Development, and Sexual Health
| Topic | California Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Standard 1: Essential Concepts | 1.1.G: Describe physical, social, and emotional changes associated with being a young adult. | Body Systems: Day 3 (Hormonal shifts). Sex Education: Day 5-6 (Physical/Social shifts). |
| 1.2.G: Explain how conception occurs, the stages of pregnancy, and the responsibilities of parenting. | Sex Education: Day 7-8 (Fertilization, Parenting/Financial effects). | |
| 1.3.G: Discuss the characteristics of healthy relationships, dating, committed relationships, and marriage. | Sex Education: Day 1-2 (Boundaries), Day 3-4 (Trust/Equality/Boundaries). Mental Health: Day 7-8 (Jealousy/Control). | |
| 1.4.G: Identify why abstinence is the most effective method for the prevention of HIV, other STDs, and pregnancy. | Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP), Day 9-10 (Abstinence proactive choice). | |
| 1.5.G: Summarize fertilization, fetal development, and childbirth. | Body Systems: Day 3 (Sperm/Egg production). Sex Education: Day 5-6 (Structures/Functions), Day 7-8 (Fertilization). | |
| 1.7.G: Describe the short- and long-term effects of HIV, AIDS, and other STDs. | Diseases: Day 4 (STI Stigma challenge). Sex Education: Day 7-8 (STI transmission). | |
| 1.8.G: Analyze STD rates among teens. | Sex Education: Day 7-8 (STI transmission, Testing bookmarks). | |
| 1.9.G: Explain laws related to sexual behavior and the involvement of minors. | Dangerous Decisions: Day 3 (Sexting laws). Sex Education: Day 9-10 (Confidentiality/Minor access laws). End a Term: Day 1 (Digital content legalities). | |
| 1.10.G: Recognize that there are individual differences in growth and development, physical appearance, gender roles, and sexual orientation. | Diversity: Day 3 (LGBTQ+ Affirmation). Body Systems: Day 3 (Gender identity norms). Sex Education: Day 5-6 (Development/Lifespan literacy). | |
| 1.11.G: Evaluate the benefits to mother, father, and child when teenagers wait until adulthood to become parents. | Sex Education: Day 7-8 (Parenting/Financial effects), Day 9-10 (Values check). | |
| 1.12.G: Evaluate the safety and effectiveness (including success and failure rates) of FDA-approved condoms and other contraceptives in preventing HIV, other STDs, and pregnancy. | Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP, Condom Demo/Steps). | |
| Standard 2: Analyzing Influences | 2.1.G: Determine personal, family, school, and community factors that can help reduce the risk of engaging in sexual activity. | Sex Education: Day 1-2 (Boundaries), Day 9-10 (Values check, Abstinence proactive choice). |
| 2.2.G: Evaluate how growth and development, relationships, and sexual behaviors are affected by internal and external influences. | Mental Health: Day 7-8 (Digital influence). Sex Education: Day 1-2 (Body image), Day 3-4 (Coercion distinction). | |
| 2.3.G: Assess the discrepancies between actual and perceived social norms related to sexual activity among teenagers. | Sex Education: Day 9-10 (45% of teens statistic). | |
| 2.4.G: Assess situations that could lead to pressure for sexual activity and to the risk of HIV, other STDs, and pregnancy. | Dangerous Decisions: Day 3 (Sexting/Digital footprint leaks). Sex Education: Day 3-4 (Coercion distinction, Clear "No" strategies). | |
| 2.5.G: Evaluate how culture, media, and other people influence perceptions about body image, gender roles, sexuality, attractiveness, relationships, and sexual orientation. | Self-Esteem: Day 4 (Internalized beauty, Instagram/TikTok). Diversity: Day 3 (LGBTQ+ Affirmation). Body Systems: Day 3 (Gender identity norms). Sex Education: Day 1-2 (Body image), Day 5-6 (Comparison culture). | |
| Standard 3: Accessing Valid Information | 3.1.G: Analyze the validity of health information, products, and services related to reproductive and sexual health. | Diseases: Day 4 (Media Literacy). Sex Education: Day 5-6 (CDC guides). |
| 3.2.G: Identify local resources concerning reproductive and sexual health, including all FDA-approved contraceptives, HIV/STD testing, and medical care. | Sex Education: Day 1-2 (Counselors), Day 7-8 (Testing bookmarks), Day 9-10 (Planned Parenthood). | |
| 3.3.G: Compare the success and failure rates of FDA-approved condoms and other contraceptives in preventing HIV, other STDs, and pregnancy. | Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP). | |
| 3.4.G: Evaluate laws related to sexual involvement with minors. | Dangerous Decisions: Day 3 (Sexting laws). Sex Education: Day 9-10 (Confidentiality/Minor access laws). | |
| Standard 4: Interpersonal Communication | 4.1.G: Analyze how interpersonal communication affects relationships. | Empathy: Day 2 (Active Listening). Conflict: Day 2 (Clarifying needs). Sex Education: Day 3-4 (Gaslighting vs respect). |
| 4.2.G: Use effective verbal and nonverbal communication skills to prevent sexual involvement, HIV, other STDs, and pregnancy. | Sex Education: Day 3-4 (Clear "No" strategies), Day 7-8 (Yes/No/Maybe map). | |
| 4.3.G: Demonstrate effective communication skills within healthy dating relationships. | Sex Education: Day 1-2 (Boundaries), Day 3-4 (Trust/Equality/Boundaries). | |
| Standard 5: Decision Making | 5.1.G: Use a decision-making process to evaluate the physical, emotional, and social benefits of abstinence, monogamy, and the avoidance of multiple sexual partners. | Sex Education: Day 7-8 (Decision Scenario), Day 9-10 (Abstinence proactive choice, Values check). |
| 5.2.G: Use a decision-making process to examine barriers to making healthy decisions about relationships and sexual health. | Sex Education: Day 3-4 (Coercion distinction), Day 7-8 (Decision Scenario). | |
| 5.3.G: Use a decision-making process to analyze when it is necessary to seek help with or leave an unhealthy situation. | Mental Health: Day 7-8 (Jealousy/Control). Violence: Day 5 (Crisis lines). Sex Education: Day 3-4 (Gaslighting vs respect). | |
| 5.4.G: Evaluate the risks and consequences associated with sexual activities, including HIV, other STDs, and pregnancy. | Sex Education: Day 7-8 (STI transmission, Parenting/Financial effects, Decision Scenario). | |
| 5.5.G: Use a decision-making process to analyze the benefits of respecting individual differences in growth and development, physical appearance, gender roles, and sexual orientation. | Diversity: Day 3 (LGBTQ+ Affirmation, Affirming language). Body Systems: Day 3 (Gender identity norms). | |
| 5.6.G: Use a decision-making process to evaluate the social, emotional, physical, and economic effects of teen pregnancy on the child, the teen parent, the family, and society. | Sex Education: Day 7-8 (Parenting/Financial effects), Day 9-10 (Values check). | |
| 5.7.G: Use a decision-making process to evaluate the use of FDA-approved condoms and other contraceptives for pregnancy and STD prevention. | Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP, Condom Demo/Steps, Decision Scenario). | |
| Standard 6: Goal Setting | 6.1.G: Evaluate how HIV, AIDS, other STDs, or pregnancy could impact life goals. | Sex Education: Day 7-8 (Parenting/Financial effects), Day 9-10 (Values check). End a Term: Day 1 (Long-term goal mapping). |
| 6.2.G: Identify short- and long-term goals related to abstinence and maintaining reproductive and sexual health, including the use of FDA-approved condoms and other contraceptives for pregnancy and STD prevention. | Body Systems: Day 3 (Reproductive wellness plan). Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP), Day 9-10 (Abstinence proactive choice). | |
| Standard 7: Practicing Health-Enhancing Behaviors | 7.1.G: Describe personal actions that can protect sexual and reproductive health (including one's ability to deliver a healthy baby in adulthood). | Body Systems: Day 3 (Reproductive wellness plan, UTIs/Hygiene). Sex Education: Day 5-6 (Self-exam guides/Cancer prevention). |
| Standard 8: Health Promotion | 8.1.G: Encourage and support safe, respectful, and responsible relationships. | Sex Education: Day 1-2 (Boundaries), Day 3-4 (Trust/Equality/Boundaries), Day 9-10 (Ownership/Rights). |
| 8.2.G: Advocate the respect for and the dignity of persons living with HIV or AIDS. | Diseases: Day 4 (STI Stigma challenge). Sex Education: Day 7-8 (Confidential testing advocacy). | |
| 8.3.G: Support others in making positive and healthful choices about sexual behavior. | Sex Education: Day 7-8 (Confidential testing advocacy), Day 9-10 (Ownership/Rights). |
Injury Prevention and Safety
| Topic | California Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Standard 1: Essential Concepts | 1.1.S: Discuss ways to reduce the risk of injuries that can occur during athletic and social activities. | Dangerous Decisions: Day 1 (Risky Choices), Day 2 (Water safety/blackouts). |
| 1.2.S: Recognize potentially harmful or abusive relationships, including dangerous dating situations. | Mental Health: Day 7-8 (Jealousy/Control). Sex Education: Day 3-4 (Gaslighting vs respect, Trust/Equality/Boundaries). | |
| 1.3.S: Analyze emergency preparedness plans for the home, the school, and the community. | First Aid: Day 1 (Family emergency plan), Day 5 (Disaster plans/Drills). | |
| 1.4.S: Examine ways that injuries are caused while traveling to and from school and in the community. | Dangerous Decisions: Day 1 (Risky driving), Day 3 (Distracted driving CDC data). | |
| 1.5.S: Describe rules and laws intended to prevent injuries. | Dangerous Decisions: Day 1 (Legal outcomes, Law Table Item 7), Day 2 (Good Samaritan laws). | |
| 1.6.S: Evaluate the risks and responsibilities associated with teen driving and auto accidents. | Dangerous Decisions: Day 1 (Risky driving), Day 3 (Distracted driving CDC data). | |
| 1.7.S: Discuss the characteristics of gang members. | Violence: Day 4 (Gangs/Belonging). | |
| 1.8.S: Describe California laws regarding bullying, sexual violence, and sexual harassment. | Mental Health: Day 7-8 (Cyberbullying/Digital footprints). Dangerous Decisions: Day 3 (Sexting laws). End a Term: Day 1 (Digital content legalities). | |
| 1.9.S: Explain the effects of violence on individuals, families, and communities. | Violence: Day 4 (Ripple effects). End a Term: Day 2 (Waves of impact). | |
| 1.10.S: Describe procedures for emergency care and lifesaving, including CPR, first aid, and control of bleeding. | First Aid: Day 1 (3 Ps), Day 2 (Hands-only CPR/AED sequence, Bleeding/Cardiac), Day 3 (Degree of burns). | |
| 1.11.S: Identify ways to stay safe during natural disasters and emergency situations (e.g., landslides, floods, earthquakes, wildfires, electrical storms, winter storms, and terrorist attacks). | First Aid: Day 1 (Family emergency plan), Day 5 (Disaster plans/Drills). | |
| Standard 2: Analyzing Influences | 2.1.S: Analyze internal and external influences on personal, family, and community safety. | Conflict: Day 1 (Conflict styles). Dangerous Decisions: Day 1 (Peer Pressure). First Aid: Day 1 (Willingness to act). |
| 2.2.S: Analyze the influence of alcohol and other drug use on personal, family, and community safety. | Dangerous Decisions: Day 2 (Substance impact, Water safety/blackouts). Alcohol: Day 2 (BAC limits). | |
| 2.3.S: Explain how one's behavior when traveling as a passenger in a vehicle influences the behavior of others. | Dangerous Decisions: Day 3 (Distracted driving CDC data, Refusal/Negotiation skills). | |
| 2.4.S: Analyze why it is risky to belong to a gang. | Dangerous Decisions: Day 3 (Groupthink). Violence: Day 4 (Gangs/Belonging). | |
| Standard 3: Accessing Valid Information | 3.1.S: Analyze sources of information and services concerning safety and violence prevention. | First Aid: Day 1 (911 Script). Violence: Day 5 (Crisis lines, Bystander/Confidential reporting). |
| 3.2.S: Analyze community resources for disaster preparedness. | First Aid: Day 3 (Kit research), Day 5 (Red Cross supplies). | |
| Standard 4: Interpersonal Communication | 4.1.S: Demonstrate effective negotiation skills for avoiding dangerous and risky situations. | Conflict: Day 1 (Negotiation). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Violence: Day 5 (NVC - Nonviolent Communication). |
| 4.2.S: Use effective communication skills for preventing and reporting sexual assault and molestation. | Begin a Term: Day 2 (Practicing consent). Sex Education: Day 3-4 (Clear "No" strategies). Violence: Day 5 (Bystander/Confidential reporting). | |
| Standard 5: Decision Making | 5.1.S: Apply a decision-making process to avoid potentially dangerous situations. | Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE), Day 3 (Pre-decision challenge). End a Term: Day 1 (Scene Safety Scenario). |
| 5.2.S: Analyze the laws regarding and detrimental effects of sexual harassment. | Dangerous Decisions: Day 3 (Sexting laws). Violence: Day 4 (Doxxing). Sex Education: Day 3-4 (Coercion distinction). | |
| 5.3.S: Analyze the consequences of gang involvement for self, family, and the community. | Dangerous Decisions: Day 1 (Legal outcomes), Day 3 (Groupthink). Violence: Day 4 (Gangs/Belonging). | |
| 5.4.S: Analyze the consequences of violence for self, family, and the community. | Dangerous Decisions: Day 1 (Legal outcomes). Violence: Day 4 (Ripple effects). End a Term: Day 2 (Waves of impact). | |
| Standard 6: Goal Setting | 6.1.S: Develop a plan to prevent injuries during emergencies and natural disasters. | First Aid: Day 1 (Family emergency plan) , Day 3 (Kit research) , Day 5 (Disaster plans/Drills). |
| Standard 7: Practicing Health-Enhancing Behaviors | 7.1.S: Practice injury prevention during athletic, social, and motor vehicle-related activities. | Dangerous Decisions: Day 1 (Risk Management Plan, Risky driving), Day 2 (Water safety/blackouts). |
| 7.2.S: Demonstrate conflict resolution skills to avoid potentially violent situations. | Conflict: Day 1 (Assertiveness/I-statements, Negotiation). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Violence: Day 5 (Nonviolent Communication). | |
| 7.3.S: Demonstrate first aid and CPR procedures. | First Aid: Day 2 (Hands-only CPR/AED sequence), Day 3 (R.I.C.E./FAST), Day 5 (Bleeding/Simulations). | |
| 7.4.S: Apply strategies to avoid and report dangerous situations, including conflicts involving weapons and gangs. | Dangerous Decisions: Day 3 (Refusal/Negotiation skills, Digital safety). Violence: Day 5 (Bystander/Confidential reporting). | |
| 7.5.S: Assess characteristics of harmful or abusive relationships. | Mental Health: Day 7-8 (Jealousy/Control). Sex Education: Day 3-4 (Gaslighting vs respect, Trust/Equality/Boundaries). | |
| Standard 8: Health Promotion | 8.1.S: Identify and support changes in the home, at school, and in the community that promote safety. | Violence: Day 4 (Breaking Silence), Day 5 (Protective Factors). First Aid: Day 5 (Emergency leadership). |
| 8.3.S: Encourage actions to promote safe driving experiences. | Dangerous Decisions: Day 3 (PSA - challenging "cool" risk, Distracted driving CDC data). |
Alcohol, Tobacco, and Other Drugs
| Topic | California Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Standard 1: Essential Concepts | 1.1.A: Describe the health benefits of abstaining from or discontinuing use of alcohol, tobacco, and other drugs. | Dangerous Decisions: Day 2 (Substance impact). Alcohol: Day 4 (Future you letter). End a Term: Day 1 (Long-term goal mapping). |
| 1.2.A: Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain function, and behavior. | Dangerous Decisions: Day 2 (Alcohol, Nicotine, Cannabis, Opioids). Alcohol: Day 1 (Ethanol depressant). Drugs: Day 1 (Dopamine interference). Tobacco: Day 1 (Prefrontal cortex effects). | |
| 1.4.A: Identify the social and legal implications of using and abusing alcohol, tobacco, and other drugs. | Dangerous Decisions: Day 1 (Legal outcomes). Alcohol: Day 2 (Minor in Possession/Treatment access), Day 3 (Criminal records). Drugs: Day 3 (Possession/Misuse consequences). | |
| 1.5.A: Describe the use and abuse of prescription and nonprescription medicines and illegal substances. | Dangerous Decisions: Day 2 (Alcohol, Nicotine, Cannabis, Opioids). Drugs: Day 1 (Stimulants/Opioids). End a Term: Day 1 (Synthetic Opioids MC 4). | |
| 1.7.A: Analyze the consequences of binge drinking and its relationship to cancer; to liver, pancreatic, and cardiovascular diseases; and to a variety of gastrointestinal problems, neurological disorders, and reproductive system disorders. | Dangerous Decisions: Day 2 (Water safety/blackouts, Tolerance/Dependence). Alcohol: Day 3 (AUD chronic nature). | |
| 1.8.A: Interpret school policies and community laws related to alcohol, tobacco, and illegal drug use, possession, and sale. | Alcohol: Day 2 (BAC limits, Minor in Possession/Treatment access). Drugs: Day 3 (Possession/Misuse consequences). End a Term: Day 1 (Legal consequences MC 7). | |
| 1.9.A: Explain the impact of alcohol and other drug use on vehicle crashes, injuries, violence, and risky sexual behavior. | Dangerous Decisions: Day 2 (Substance impact, Water safety/blackouts). Alcohol: Day 2 (BAC limits). | |
| 1.10.A: Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents. | Mental Health: Day 5-6 (Numbing myths). Dangerous Decisions: Day 2 (Substance quiz). Tobacco: Day 1 (Vape ad decoding). | |
| Standard 2: Analyzing Influences | 2.1.A: Evaluate strategies for managing the impact of internal and external influences on alcohol, tobacco, and other drug use. | Dangerous Decisions: Day 1 (Peer Pressure). Drugs: Day 2 (Industry marketing impact). Tobacco: Day 1 (Vape ad decoding). |
| 2.2.A: Analyze the role of individual, family, community, and cultural norms on the use of alcohol, tobacco, and other drugs. | Dangerous Decisions: Day 2 (Inequality). Alcohol: Day 4 (Family addiction roles). Drugs: Day 2 (Industry marketing impact). | |
| 2.3.A: Describe financial, political, social, and legal influences on the use of alcohol, tobacco, and other drugs. | Dangerous Decisions: Day 1 (Legal outcomes). Drugs: Day 2 (Industry marketing impact), Day 4 (Systemic inequities/Stigma). | |
| Standard 3: Accessing Valid Information | 3.1.A: Access information, products, and services related to the use of alcohol, tobacco, and other drugs. | Dangerous Decisions: Day 2 (911/Narcan). Alcohol: Day 2 (Minor in Possession/Treatment access). Drugs: Day 3 (Narcan administration). |
| 3.2.A: Evaluate prevention, intervention, and treatment resources and programs concerning alcohol, tobacco, and other drugs. | Dangerous Decisions: Day 2 (911/Narcan). Alcohol: Day 3 (Treatment points). Drugs: Day 4 (Medication-Assisted Treatment). | |
| Standard 4: Interpersonal Communication | 4.1.A: Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and other drugs. | Mental Health: Day 5-6 (Assertiveness). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). |
| 4.2.A: Use effective refusal and negotiation skills to avoid riding in a car or engaging in other risky behaviors with someone who has been using alcohol or other drugs. | Dangerous Decisions: Day 3 (Refusal/Negotiation skills). | |
| Standard 5: Decision Making | 5.1.A: Use a decision-making process to evaluate how the use of alcohol, tobacco, and other drugs affects individuals, families, and society. | Dangerous Decisions: Day 2 (Substance quiz). Alcohol: Day 4 (Family addiction roles). Drugs: Day 4 (Systemic inequities/Stigma). End a Term: Day 1 (MC 1-3). |
| 5.2.A: Explain healthy alternatives to alcohol, tobacco, and other drug use. | Mental Health: Day 3-4 (Adaptive coping). Dangerous Decisions: Day 2 (Coping, Texture walk). | |
| Standard 6: Goal Setting | 6.1.A: Predict how a drug-free lifestyle will support the achievement of short- and long-term goals. | Alcohol: Day 4 (Future you letter). End a Term: Day 1 (Long-term goal mapping). |
| Standard 7: Practicing Health-Enhancing Behaviors | 7.1.A: Use effective coping strategies when faced with various social situations involving the use of alcohol, tobacco, and other drugs. | Dangerous Decisions: Day 2 (Coping), Day 3 (Refusal/Negotiation skills). |
| Standard 8: Health Promotion | 8.1.A: Participate in activities in the school and community that help other individuals make positive choices regarding the use of alcohol, tobacco, and other drugs. | Alcohol: Day 4 (Safe community advocacy). Drugs: Day 3 (Harm reduction leadership). Tobacco: Day 2 (Tobacco-free advocacy). |
| 8.2.A: Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youths. | Alcohol: Day 4 (Safe community advocacy). Drugs: Day 3 (Harm reduction leadership). Tobacco: Day 2 (Tobacco-free advocacy). End a Term: Day 1 (Scenario 15). |
Mental, Emotional, and Social Health
| Topic | California Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Standard 1: Essential Concepts | 1.1.M: Describe the benefits of having positive relationships with trusted adults. | Begin a Term: Day 2 (School counselors/nurses). Mental Health: Day 5-6 (Seeking support). Stress: Day 3-4 (Valid points of help). |
| 1.2.M: Analyze the qualities of healthy peer and family relationships. | Empathy: Day 2 (Active Listening). Mental Health: Day 7-8 (Jealousy/Control). Conflict: Day 2 (Relationship wellness). Sex Education: Day 3-4 (Trust/Equality/Boundaries). | |
| 1.3.M: Describe healthy ways to express caring, friendship, affection, and love. | Empathy: Day 1 (Empathetic writing), Day 2 (Emotional vocabulary). Sex Education: Day 3-4 (Trust/Equality/Boundaries). | |
| 1.4.M: Describe qualities that contribute to a positive self-image. | Self-Esteem: Day 1 (Self-Esteem Survey), Day 2 (Internal validation), Day 5 (Values foundation). | |
| 1.5.M: Describe how social environments affect health and well-being. | Begin a Term: Day 2 (Social Determinants). Mental Health: Day 1-2 (Biopsychosocial), Day 9-10 (School climate). Diversity: Day 2 (Social Determinants/Barriers). | |
| 1.6.M: Describe the importance of recognizing signs of disordered eating and other common mental health conditions. | Mental Health: Day 1-2 (Wellness spectrum). Stress: Day 3-4 (Sadness vs Clinical Depression). Nutrition: Day 3-4 (Clinical complexity of Anorexia/Bulimia). | |
| 1.7.M: Analyze signs of depression, potential suicide, and other self-destructive behaviors. | Mental Health: Day 5-6 (Hopelessness). Stress: Day 3-4 (Sadness vs Clinical Depression), Day 5-6 (Sudden calm, Warning sign response). | |
| 1.8.M: Explain how witnesses and bystanders can help prevent violence by reporting dangerous situations. | Dangerous Decisions: Day 3 (Digital safety). Violence: Day 5 (Bystander/Confidential reporting). | |
| 1.9.M: Classify personal stressors at home, in school, and with peers. | Mental Health: Day 1-2 (Concentration issues). Stress: Day 1-2 (Survey), Day 3-4 (Reflection). | |
| 1.10.M: Identify warning signs for suicide. | Mental Health: Day 5-6 (Hopelessness). Stress: Day 5-6 (Sudden calm, Warning sign response). | |
| 1.11.M: Identify loss and grief. | Stress: Day 7-8 (Grief Map, Processing grief). | |
| Standard 2: Analyzing Influences | 2.1.M: Analyze the internal and external issues related to seeking mental health assistance. | Mental Health: Day 3-4 (Gender/Race), Day 5-6 (Seeking support). Stress: Day 3-4 (Systemic barriers), Day 5-6 (Stigma). |
| Standard 3: Accessing Valid Information | 3.1.M: Access school and community resources to help with mental, emotional, and social health concerns. | Begin a Term: Day 2 (School counselors/nurses). Mental Health: Day 1-2 (Counselors/Support groups), Day 5-6 (Crisis Text Line), Day 9-10 (Therapists/Peer support). Stress: Day 1-2 (Wellness centers), Day 3-4 (Valid points of help), Day 9-10 (Circle of Support Map). Nutrition: Day 3-4 (ED therapy). |
| 3.2.M: Evaluate the benefits of professional services for people with mental, emotional, or social health conditions. | Mental Health: Day 9-10 (Therapists/Peer support). Stress: Day 3-4 (Valid points of help). Nutrition: Day 3-4 (NEDA/Professional medical care, ED therapy). | |
| Standard 4: Interpersonal Communication | 4.1.M: Seek help from trusted adults for oneself or a friend with an emotional or social health problem. | Mental Health: Day 5-6 (Listening/Thanking them, Seeking support). Stress: Day 5-6 (Active listening/Refusing secrets), Day 7-8 (Help prompts). |
| 4.2.M: Discuss healthy ways to respond when you or someone you know is grieving. | Stress: Day 7-8 (Grief Map, Journaling/Art, Parent-Teen Communicator). | |
| Standard 5: Decision Making | 5.1.M: Monitor personal stressors and assess techniques for managing them. | Mental Health: Day 1-2 (Stress-Relief Jar). Stress: Day 1-2 (Reduction strategy), Day 9-10 (Toolkit). |
| 5.2.M: Compare various coping mechanisms for managing stress. | Mental Health: Day 3-4 (Adaptive coping). Stress: Day 1-2 (5-4-3-2-1), Day 7-8 (Journaling/Art), Day 9-10 (Problem-solving). | |
| 5.3.M: Analyze situations when it is important to seek help with stress, loss, an unrealistic body image, and depression. | Mental Health: Day 5-6 (Seeking support). Stress: Day 3-4 (Help-seeking). Nutrition: Day 3-4 (NEDA/Professional medical care). Sex Education: Day 1-2 (Body image). | |
| Standard 6: Goal Setting | 6.1.M: Evaluate how preventing and managing stress and getting help for mental and social problems can help a person achieve short- and long-term goals. | Mental Health: Day 5-6 (Support goal), Day 9-10 (Personal Mental Health Plan). Stress: Day 3-4 (Action timeline). |
| 6.2.M: Set a goal to reduce life stressors in a health-enhancing way. | Stress: Day 1-2 (Reduction strategy), Day 9-10 (Toolkit implementation). | |
| Standard 7: Practicing Health-Enhancing Behaviors | 7.1.M: Assess personal patterns of response to stress and use of resources. | Begin a Term: Day 2 (Fight/Flight/Freeze). Mental Health: Day 9-10 (Identifying burnout). Stress: Day 1-2 (Automatic reactions). |
| 7.2.M: Practice effective coping mechanisms and strategies for managing stress. | Mental Health: Day 1-2 (Mindful breathing), Day 3-4 (Mental Health Toolbox). Stress: Day 5-6 (Temperature Reset), Day 7-8 (Echo Release), Day 9-10 (Toolkit). | |
| 7.3.M: Discuss suicide-prevention strategies. | Mental Health: Day 5-6 (Crisis plan). Stress: Day 5-6 (Safety Plan, 988, ALGEE). First Aid: Day 4 (ALGEE model). | |
| 7.4.M: Practice respect for individual differences and diverse backgrounds. | Empathy: Day 3 (Challenging generalizations). Diversity: Day 1 (Circle activity), Day 2 (Cultural humility), Day 3 (Affirming language). | |
| 7.5.M: Participate in clubs, organizations, and activities in the school and in the community that offer opportunities for student and family involvement. | Empathy: Day 5 (Kindness project). Mental Health: Day 5-6 (Planning an initiative). | |
| 7.6.M: Practice setting personal boundaries in a variety of situations. | Empathy: Day 4 (Boundaries, Saying No). Self-Esteem: Day 3 (Boundary practice), Day 5 (People-pleasing boundaries). Sex Education: Day 1-2 (Boundaries). | |
| Standard 8: Health Promotion | 8.1.M: Support the needs and rights of others regarding mental and social health. | Empathy: Day 1 (Empathy-driven cause). Mental Health: Day 5-6 (Planning an initiative). Diversity: Day 1 (Inclusive support). |
| 8.2.M: Promote a positive and respectful environment at school and in the community. | Begin a Term: Day 2 (Correcting harmful jokes, Agreements). Empathy: Day 5 (Kindness project). Mental Health: Day 9-10 (Positive culture advocacy). Diversity: Day 2 (Advocating for Equity). | |
| 8.3.M: Object appropriately to teasing of peers and community members that is based on perceived personal characteristics and sexual orientation. | Begin a Term: Day 2 (Correcting harmful jokes). Empathy: Day 3 (Challenging generalizations). Mental Health: Day 7-8 (Responding to exclusion). Diversity: Day 3 (LGBTQ+ Affirmation). |
Personal and Community Health
| Topic | California Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Standard 1: Essential Concepts | 1.1.P: Discuss the value of actively managing personal health behaviors (e.g., getting adequate sleep, practicing ergonomics, and performing self-examinations). | Mental Health: Day 9-10 (Wellness Plan). Sex Education: Day 5-6 (Self-exam guides/Cancer prevention). |
| 1.2.P: Evaluate the importance of regular medical and dental checkups, vaccinations, and examinations. | Body Systems: Day 2 (Immune/Vaccine stats). Sex Education: Day 7-8 (Check-ups/Hygiene). | |
| 1.3.P: Identify symptoms that should prompt individuals to seek health care. | First Aid: Day 3 (R.I.C.E./FAST), Day 4 (Seizures/Asthma, Heat stroke). | |
| 1.4.P: Identify types of pathogens that cause disease. | Diseases: Day 4 (Pathogen types). | |
| 1.5.P: Investigate the causes and symptoms of communicable and noncommunicable diseases. | Diseases: Day 4 (NCD comparison), Day 5 (Physiological impact). | |
| 1.6.P: Describe the dangers of exposure to ultraviolet (UV) light, lead, asbestos, pesticides, and unclean air and water; and discuss strategies for avoiding exposure. | Environmental Health: Day 1 (Pesticides/Lead toxins, Air/Water pollution PSA). Diseases: Day 5 (Lifestyle/Chronic prevention). | |
| 1.8.P: Examine common types and symptoms of cancer. | Diseases: Day 4 (NCD comparison), Day 5 (Lifestyle/Chronic prevention). Sex Education: Day 5-6 (Self-exam guides/Cancer prevention). | |
| 1.9.P: Identify the importance of medical screenings (including breast, cervical, testicular, and prostate examinations, and other testing) necessary to maintain reproductive health. | Sex Education: Day 5-6 (Self-exam guides/Cancer prevention), Day 7-8 (Testing bookmarks), Day 9-10 (Planned Parenthood). | |
| 1.10.P: Explain how public health policies and government regulations influence health promotion and disease prevention. | Nutrition: Day 9-10 (School food rules/Federal law analysis). Community Health: Day 4 (Public Health Systems). | |
| 1.11.P: Examine ways to prevent and manage asthma. | First Aid: Day 4 (Seizures/Asthma). | |
| 1.12.P: Identify global environmental issues. | Environmental Health: Day 1 (Our Planet guide, Climate change impacts). | |
| 1.13.P: Describe the impact of air and water pollution on health. | Environmental Health: Day 1 (Air/Water pollution PSA). | |
| 1.14.P: Identify ways to reduce pollution and harmful health effects (e.g., by using alternative methods of transportation). | Environmental Health: Day 1 (Environmental advocacy). Community Health: Day 5 (Public transit advocacy). | |
| Standard 2: Analyzing Influences | 2.1.P: Discuss influences that affect positive health practices. | Begin a Term: Day 1 (Belief formation). Mental Health: Day 1-2 (Biopsychosocial). Nutrition: Day 1-2 (Diet Culture). |
| 2.2.P: Evaluate influences on the selection of personal health care products and services. | Nutrition: Day 5-6 (Registered Dietitians vs Influencers). Community Health: Day 5 (Health Literacy). | |
| 2.3.P: Analyze how environmental conditions affect personal and community health. | Stress: Day 9-10 (Poverty/Discrimination). Diseases: Day 5 (ZIP code). Environmental Health: Day 2 (Environmental justice/Redlining). | |
| 2.4.P: Discuss ways to stay informed about environmental issues. | Environmental Health: Day 1 (Our Planet guide), Day 2 (Environmental health literacy). | |
| 2.6.P: Evaluate the benefits of informed health choices. | Nutrition: Day 5-6 (Registered Dietitians vs Influencers). Diseases: Day 4 (Media Literacy). Community Health: Day 5 (Health Literacy). | |
| 2.7.P: Evaluate the need for rest, sleep, and exercise. | Nutrition: Day 1-2 (Eat to Move lab). Body Systems: Day 3 (Move/Sleep Smart). | |
| Standard 3: Accessing Valid Information | 3.1.P: Access valid information about personal health products and services available in the community. | Diseases: Day 4 (Media Literacy). Community Health: Day 5 (Health Literacy). |
| 3.2.P: Access valid information about common diseases. | Diseases: Day 4 (Media Literacy), Day 5 (Research domains). | |
| 3.3.P: Evaluate current research about the health consequences of poor environmental conditions. | Environmental Health: Day 1 (Air/Water pollution PSA), Day 2 (Environmental health literacy). | |
| 3.4.P: Identify government and community agencies that promote health and protect the environment. | Environmental Health: Day 2 (Youth-led action). Community Health: Day 4 (Public Health Systems). | |
| 3.5.P: Assess ways to be a responsible consumer of health products and services. | Nutrition: Day 5-6 (Registered Dietitians vs Influencers). Community Health: Day 5 (Health Literacy). | |
| Standard 4: Interpersonal Communication | 4.1.P: Use effective communication skills to ask for assistance from parents, guardians, and medical or dental health care professionals to enhance health. | Mental Health: Day 1-2 (Counselors/Support groups). Stress: Day 7-8 (Parent-Teen Communicator). Sex Education: Day 1-2 (Counselors). |
| Standard 5: Decision Making | 5.1.P: Apply a decision-making process to a personal health issue or problem. | Mental Health: Day 1-2 (Care choices). Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE). End a Term: Day 1 (Scenario 9/26). |
| 5.2.P: Explain how decisions regarding health behaviors have consequences for oneself and others. | Begin a Term: Day 2 (Vortex of Impact). Dangerous Decisions: Day 1 (Risky choice impact). End a Term: Day 2 (Waves of impact). | |
| 5.3.P: Apply a decision-making process to a community or environmental health issue. | Environmental Health: Day 1 (Analyze Your Environment). End a Term: Day 1 (SDOH Scenario 6). | |
| 5.4.P: Analyze how using alcohol, tobacco, and other drugs influences health and other behaviors. | Dangerous Decisions: Day 2 (Substance impact, Tolerance/Dependence). Drugs: Day 3 (Memory/Breathing impact). | |
| 5.5.P: Analyze the possible consequences of risky hygienic and health behaviors and fads (e.g., tattooing, body piercing, sun exposure, and sound volume). | Diseases: Day 5 (Lifestyle/Chronic prevention). Sex Education: Day 5-6 (Piercing risks). | |
| Standard 6: Goal Setting | 6.1.P: Develop a plan of preventive health management. | Mental Health: Day 9-10 (Personal Mental Health Plan, Wellness Plan). Body Systems: Day 3 (Reproductive wellness plan). Nutrition: Day 9-10 (SMART goal plan). |
| Standard 7: Practicing Health-Enhancing Behaviors | 7.1.P: Analyze environmental barriers to adopting positive personal health practices and strategies for overcoming the barriers. | Stress: Day 9-10 (Poverty/Discrimination). Diversity: Day 2 (Social Determinants/Barriers). Nutrition: Day 3-4 (Food Deserts), Day 9-10 (Economic access). |
| 7.2.P: Execute a plan for maintaining good personal hygiene (including oral hygiene) and getting adequate rest and sleep. | Body Systems: Day 3 (UTIs/Hygiene) , Day 3 (Move/Sleep Smart). | |
| 7.4.P: Describe the steps involved in breast or testicular self-exams. | Sex Education: Day 5-6 (Self-exam guides/Cancer prevention). | |
| Standard 8: Health Promotion | 8.1.P: Support personal or consumer health issues that promote community wellness. | Stress: Day 1-2 (Wellness advocacy project). Nutrition: Day 9-10 (School Lunch Advocacy). Community Health: Day 4 (Public Health Systems). |
| 8.2.P: Encourage societal and environmental conditions that benefit health. | Mental Health: Day 9-10 (Positive culture advocacy). Environmental Health: Day 1 (Environmental advocacy), Day 2 (Youth-led action). |
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