Common Planner
K–12 Standards

Grade 6

Other Michigan Health sets

Nutrition and Physical Activity

  • 1:

    Core Concepts

    1. 1.1

      Analyze the benefits of healthy eating and being physically active.

    2. 1.2

      Identify the causes of food-borne illness.

    3. 1.3

      Explain how weight management is influenced by healthy eating and being physically active.

    4. 1.9

      Describe the relationship of self perception, body image, body weight, and physical activity.

  • 3:

    Health Behaviors

    1. 1.4

      Describe the federal dietary guidelines and the amount of physical activity recommended for one's age in order to achieve health benefits.

    2. 1.5

      Describe strategies for dealing with personal preferences, restrictions, and barriers related to healthy eating, adequate sleep, and physical activity.

    3. 1.6

      Describe environmental influences that encourage or discourage physical activity.

    4. 1.7

      Develop a dietary and physical activity plan for a week that is consistent with the dietary guidelines.

    5. 1.8

      Demonstrate the ability to support others to choose healthy foods and be physically active.

  • 4:

    Influences

    1. 1.10

      Analyze how one's own perception of weight influences healthy eating and being physically active.

Alcohol, Tobacco, and Other Drugs

  • 1:

    Core Concepts

    1. 2.1

      Explain the short- and long-term effects of alcohol and marijuana use.

    2. 2.2

      Explain school policies and Michigan laws related to the sale and use of tobacco products.

    3. 2.3

      Analyze data that supports that most young people in middle school do not use tobacco, alcohol, or other drugs.

    4. 2.4

      Articulate the benefits of remaining alcohol, tobacco, and drug free.

    5. 2.5

      Analyze how impaired judgment and other effects of alcohol or marijuana use impact personal safety, relationships with friends and families, school success, and attainment of present and future goals.

    6. 2.13

      Describe the negative health effects of caffeine, tobacco, and diet pills on rest, stress, athletic performance, and weight management.

  • 2:

    Access Information

    1. 2.6

      Demonstrate the ability to locate school and community resources to assist with problems related to alcohol and other drug use; and assess the validity of the resources.

  • 3:

    Health Behaviors

    1. 2.7

      Make a commitment to be alcohol, tobacco and drug free.

    2. 2.8

      Recognize behaviors that may indicate alcohol or drug impairment in order to avoid riding with an impaired driver.

    3. 2.9

      Describe strategies to avoid riding with an impaired driver, and demonstrate the ability to use them.

  • 4:

    Influences

    1. 2.10

      Analyze family, peer, societal, and media influences on tobacco, alcohol, and other drug use.

    2. 2.14

      Analyze possible reasons why individuals choose to use, or not use, alcohol or marijuana.

    3. 2.15

      Demonstrate the ability to support friends and family members who are trying to stop using alcohol, tobacco, and other drugs.

  • 7:

    Social Skills

    1. 2.11

      Develop personal strategies to resist influences to use tobacco, alcohol, and other drugs.

    2. 2.12

      Demonstrate verbal and non-verbal ways to refuse alcohol, tobacco, and other drugs.

  • 8:

    Advocacy

    1. 2.16

      Apply effective persuasion skills for encouraging others not to use tobacco, alcohol, and other drugs.

Safety

  • 1:

    Core Concepts

    1. 3.1

      Explain how safety belts help passengers to stay safe.

    2. 3.2

      Describe safety hazards related to using the Internet.

    3. 3.3

      Describe appropriate and inappropriate touch.

    4. 3.4

      Explain the importance of respecting personal space and boundaries.

    5. 3.5

      Explain that a child is not at fault if someone touches him or her in an inappropriate way.

  • 2:

    Access Information

    1. 3.6

      Demonstrate the ability to ask a trusted adult for help when feeling personally threatened or unsafe, including while using the Internet.

  • 3:

    Health Behaviors

    1. 3.7

      Analyze environments and situations, including those where weapons may be present, to determine whether they are safe.

    2. 3.8

      Describe strategies to avoid unsafe situations.

    3. 3.9

      Demonstrate strategies to escape when weapons/dangerous objects are present.

    4. 3.10

      Describe the procedure for reporting the presence of weapons at school.

    5. 3.11

      Demonstrate the ability to escape safety hazards in public places.

    6. 3.12

      Apply school rules and procedures to hypothetical school crisis situations.

    7. 3.13

      Demonstrate strategies to get away in hypothetical cases of inappropriate touching or abduction.

    8. 3.14

      Apply strategies to stay safe when using the Internet.

  • 4:

    Influences

    1. 3.15

      Explain how one's behavior, when an occupant of a vehicle, influences the behavior of others.

  • 8:

    Advocacy

    1. 3.16

      Advocate for others to practice safe behavior, including the proper use of safety belts, when riding in a car.

    2. 3.17

      Advocate for others to stay safe when using the Internet.

    3. 3.16

      Advocate for others to practice safe behavior, including the proper use of safety belts, when riding in a car.

    4. 3.17

      Advocate for others to stay safe when using the Internet.

Social and Emotional Health

  • 1:

    Core Concepts

    1. 4.1

      Describe some common causes of stress, and the health effects of stress.

    2. 4.12

      Analyze how friendships may involve positive and negative risks.

    3. 4.13

      Explain the difference between angry feelings and angry behavior.

  • 2:

    Access Information

    1. 4.2

      Analyze the importance of getting help from an adult when it is needed.

    2. 4.3

      Identify criteria to determine whether another person is able to help one make healthy decisions and solve problems; and apply these criteria to identify people who can provide help.

  • 3:

    Health Behaviors

    1. 4.4

      Demonstrate the ability to use practical strategies to manage strong feelings.

  • 5:

    Goal Setting

    1. 4.5

      Use practical strategies to develop a personal plan for stress management.

  • 6:

    Decision Making

    1. 4.6

      Describe the decision making and problem solving steps.

    2. 4.7

      Demonstrate the ability to make a decision or solve a problem using criteria to evaluate solutions.

  • 7:

    Social Skills

    1.  

      Describe the characteristics of conflicts that can be resolved and the steps of effective conflict resolution.

    2. 4.9

      Demonstrate the ability to use the steps of conflict resolution.

    3. 4.10

      Demonstrate effective listening strategies.

    4. 4.11

      Demonstrate the ability to use assertive communication skills appropriately.

    5. 4.14

      Demonstrate the ability to express appreciation.

Personal Health and Wellness

  • 3:

    Health Behaviors

    1. 5.1

      Demonstrate skills throughout the day to reduce the spread of germs.

Growth and Development

  • 1:

    Core Concepts

    1. 7.1

      Describe the changes in friendships that one might experience as a result of puberty, and evaluate what it means to be a boyfriend or girlfriend.

    2. 7.2

      Identify changes in physical maturation during puberty as it relates to the physical capacity for human reproduction.

    3. 7.3

      Describe the basic process of human reproduction, using scientific names for reproductive anatomy.

    4. 7.4

      Define abstinence from sex.

    5. 7.5

      Analyze reasons for young people to remain abstinent, concluding that abstinence is the only 100% effective method of protection from HIV, other serious communicable disease, and pregnancy.

  • 2:

    Access Information

    1. 7.6

      Locate adult resources (e.g., parent, teacher, medical professional, counselor, other adult) who can provide accurate information about friendships, dating, puberty, and human reproduction.

  • 3:

    Health Behaviors

    1. 7.7

      Recognize situations or behaviors that may lead to engaging in sexually risky behaviors.

    2. 7.8

      Set personal boundaries and limits related to physical intimacy and sexual behavior.

  • 4:

    Influences

    1. 7.9

      Evaluate a variety of external influences (e.g., media, parents, culture, peers, and society) and internal influences (e.g., values, curiosity, interests, desires, and fears) and their potential to impact relationships and behavior.

  • 5:

    Goal Setting

    1. 7.10

      Develop personal short- and long-term goals that support abstinence.

  • 7:

    Social Skills

    1. 7.11

      Demonstrate how to communicate one's level of readiness to be a boy friend or girl friend.

    2. 7.12

      Identify ways to show respect for other's boundaries and limits related to physical intimacy and sexual behavior.

    3. 7.13

      Demonstrate the ability to use verbal and non-verbal ways to refuse participation in sexual behavior.

Frequently asked questions

What grade levels do these standards cover?
Grade 6
When were these standards adopted?
2007

Keep exploring

Keep exploring Health standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.