District of Columbia K–6 health standards

District of Columbia writes its own health standards. They are published as District of Columbia Health Education Standards, adopted 2016 and are not a version of a national framework. Every one is matched to a national standard.

Verified 2026-07-24 (retry). CSP's 280 rows were deferred at acquisition as unverifiable — the OSSE PDF was said to render in scrambled subset fonts. It does not: poppler pdftotext reads the 2016 standards cleanly (field notes §70). All 280 CSP rows match DC's own document verbatim; 5 standards the PDF publishes but CSP omitted (3-5.2.1.4, 3-5.6.2.7, 6-8.6.3.8, 6-8.6.4.10, 6-8.6.5.12) were extracted from the OSSE PDF and appended, giving 285 rows that reconcile exactly with the document's per-band code counts. Currency confirmed: the 2016 standards remain in force; a SHAPE-America-aligned revision began in SY 2024-25 but is not yet adopted.

Framework: District of Columbia Health Education Standards
Adopted: 2016
Source last checked: July 24, 2026

Read the official document

254 standards, kindergarten through 6th grade

K-2.1.1.1K–2
Identify basic emotions and positive and negative ways of dealing with emotions in a variety of situations.
K-2.1.1.2K–2
Explain the impact of different emotions on self and others.
K-2.1.1.3K–2
Describe what respect is and why it is important.
K-2.1.1.4K–2
Describe the difference between bullying and teasing.
K-2.1.2.5K–2
Identify positive and negative influences on mental and emotional health practices and behaviors.
K-2.1.3.6K–2
Identify trusted persons and how to get help if something is bothering you.
K-2.1.4.7K–2
Demonstrate how to express personal needs and wants appropriately.
K-2.1.7.8K–2
Describe positive and negative ways of acting on emotions.
K-2.1.8.9K–2
Encourage others to appreciate their differences.
K-2.1.8.10K–2
Explain ways children can model healthful behaviors for others.
K-2.2.1.1K–2
Explain that actions have consequences.
K-2.2.1.2K–2
Identify how rules promote safety and that following rules can prevent injuries.
K-2.2.1.3K–2
Recognize bullying, teasing, and aggressive behaviors as hurtful and potentially harmful.
K-2.2.1.4K–2
Explain the importance of respecting personal boundaries, space, and property.
K-2.2.1.5K–2
Recognize the difference between good and bad touch.
K-2.2.1.6K–2
Describe safety hazards, including those related to fire, water, dangerous objects and how to seek help in these situations.
K-2.2.1.7K–2
Identify items that could be considered a weapon and how to seek help if a weapon is found.
K-2.2.2.8K–2
Identify the influences of health and safety rules on home, school, and community environments.
K-2.2.2.9K–2
Identify community helpers and describe their role in keeping communities safe.
K-2.2.3.10K–2
Identify common signs, symbols, and warning labels and what they mean (e.g., a poison symbol on a container).
K-2.2.4.11K–2
Identify and demonstrate how to communicate to others the importance of respecting personal boundaries, space, and property.
K-2.2.4.12K–2
Demonstrate healthy ways to respond to disagreements or conflicts with others.
K-2.2.4.13K–2
Demonstrate ways to refuse and report inappropriate touch.
K-2.2.5.14K–2
Make appropriate decisions about safe behaviors around strangers (e.g., getting in cars or taking treats from strangers).
K-2.2.6.15K–2
Take steps to achieve a personal goal to avoid or reduce injury.
K-2.2.7.16K–2
Demonstrate how to ask for help and express needs in a productive manner.
K-2.2.7.17K–2
Identify a trusted person to talk to about being bullied, teased, or abused in any way.
K-2.2.7.18K–2
Demonstrate safe ways to respond to teasing, harassment, and bullying.
K-2.2.7.19K–2
Interpret the basic traffic, pedestrian, and public transportation signs and symbols.
K-2.2.7.20K–2
Explain what to do in an emergency at home or school (e.g. what to do if someone is choking or if there is a fire).
K-2.2.8.21K–2
Explain that all people, including children, have the right to tell others not to touch their body when they do not want to be touched.
K-2.3.1.1K–2
Name and locate the basic body organs, including the heart, brain, lungs, skin, and stomach and describe their functions.
K-2.3.1.2K–2
Describe how the skeletal and muscular systems help humans move and protect parts of the body.
K-2.3.1.3K–2
Explain biological differences between men and women.
K-2.3.1.4K–2
Identify different body types/sizes and how people's bodies change as they grow older.
K-2.3.1.5K–2
Describe the basic functions of the five senses.
K-2.3.1.6K–2
Identify different kinds of family structures.
K-2.3.2.7K–2
Explain why sleep and rest are important for proper growth and good health.
K-2.3.2.8K–2
Differentiate between healthy and unhealthy relationships.
K-2.3.8.9K–2
Describe how individual bodies are different and equally special.
K-2.4.1.1K–2
Identify the causes and common symptoms (e.g., runny nose, coughing, sneezing) of illness.
K-2.4.1.2K–2
Identify behaviors that promote health and prevent illness (e.g., proper hygiene, proper nutrition, adequate sleep, vaccinations, and exercise).
K-2.4.1.3K–2
Explain how clean school, home, and community environments prevent the spread of germs.
K-2.4.1.4K–2
Describe the different types of pollution (e.g., air, water, waste) and the effect they have on health.
K-2.4.2.5K–2
Identify ways that schools, family, and friends can influence positive health practices.
K-2.4.3.6K–2
Identify individuals who provide health information and promote healthy behavior in schools and the community.
K-2.4.7.7K–2
Demonstrate dental and personal hygiene practices (e.g., hand-washing; proper technique of brushing and flossing; and covering coughs).
K-2.4.7.8K–2
Practice habits that are good for the environment (e.g., picking up trash, conserving water, and recycling).
K-2.5.1.1K–2
Explain why healthy bodies require rest, exercise, and good nutrition.
K-2.5.1.2K–2
Categorize foods according to food sources and food groups (e.g., plant, animal, and processed).
K-2.5.1.3K–2
Explain the benefits of drinking water and making healthy beverage choices.
K-2.5.1.4K–2
Identify foods that should be limited (e.g. non-nutrient dense foods, or foods high in sugar, salt, or fat).
K-2.5.2.5K–2
Explain how culture, media, peers, family, and other factors influence eating behaviors.
K-2.5.2.6K–2
Recognize that not all products advertised or sold are good for growing bodies.
K-2.5.3.7K–2
Identify community members who grow or sell healthy food and the importance of consuming locally grown food.
K-2.5.3.8K–2
Identify members of the school community who are reliable sources of information about healthy foods.
K-2.5.4.9K–2
Describe criteria for making healthy vs. less healthy food choices.
K-2.5.5.10K–2
Identify healthy eating habits.
K-2.5.5.11K–2
Distinguish the feeling of hunger from the feeling of being satiated or full.
K-2.5.6.12K–2
Set a goal to choose healthy foods for snacks and meals.
K-2.5.7.13K–2
Understand the concept of variety in diet and explain why it is important to health (within and between food groups).
K-2.5.7.14K–2
Recognize a nutritious meal or snack.
K-2.5.8.15K–2
Practice how to ask for healthy food choices.
K-2.6.1.1K–2
Describe safe and responsible uses for medicines and household products.
K-2.6.1.2K–2
Describe the consequences of misusing medicines and household products.
K-2.6.2.3K–2
Identify trusted adults who can provide accurate information and guidance regarding medicines and common household products.
K-2.6.2.4K–2
Identify rules for taking medicines at school or at home.
K-2.6.3.5K–2
Compare and contrast characteristics of products that are safe and unsafe to consume.
K-2.6.4.6K–2
Use effective nonverbal and verbal communication skills to express needs, wants, and feelings (e.g., saying 'no').
3-5.1.1.13–5
Explain what it means to be emotionally and mentally healthy (e.g., positive selfesteem and self-respect).
3-5.1.1.23–5
Define stress (both good and bad); explain steps to manage stress; and ways to deal with stressful situations.
3-5.1.1.33–5
Identify the effects of stress/stressors on the body.
3-5.1.1.43–5
Explain why it is wrong and hurtful to tease or bully others (e.g., based on their body type or other personal characteristics).
3-5.1.1.53–5
Identify feelings and emotions associated with loss and grief.
3-5.1.2.63–5
Examine and classify personal stressors (e.g., at home, in school, and with peers) and describe how each contributes to your mental, emotional, and physical health.
3-5.1.2.73–5
Analyze ways that peers, families, and media influence feelings, behavior, and wellbeing.
3-5.1.2.83–5
Describe the characteristics of positive role models.
3-5.1.3.93–5
Identify trusted persons at home school, and in the community who can help with mental and emotional health concerns.
3-5.1.3.103–5
Identify resources for mental and emotional health information and evaluate when to utilize them.
3-5.1.4.113–5
Demonstrate the ability to use listening skills to support others and understand their feelings.
3-5.1.4.123–5
Use appropriate communication skills to express emotions and appreciation for self and others.
3-5.1.5.133–5
Demonstrate the ability to apply a decision making process to cope with fear, stress, anger, and trauma.
3-5.1.6.143–5
Develop a plan to implement positive stress management strategies.
3-5.1.7.153–5
Demonstrate self-esteem and self-respect by identifying personal strengths and assets.
3-5.1.8.163–5
Describe how to persuade others to take action when someone else is being teased, harassed, or bullied.
3-5.2.1.13–5
Explore the basic dynamics of personal relationships (e.g., conflict, forgiveness, trust, jealousy, and support).
3-5.2.1.23–5
Describe situations and behaviors that constitute abuse and bullying.
3-5.2.1.33–5
Compare and contrast the characteristics of safe and unsafe situations/activities.
3-5.2.1.43–5
Distinguish between positive and negative influences on community safety (e.g., civic groups and faith based organizations versus gangs and crews).
3-5.2.2.53–5
Describe the consequences of unresolved conflicts (in personal relationships and within communities) and influences thereof.
3-5.2.2.63–5
Analyze factors that cause individuals to join gangs or crews and identify alternatives.
3-5.2.3.73–5
Identify resources for those experiencing abuse, including identifying trusted adults to tell about abuse.
3-5.2.4.83–5
Demonstrate effective verbal and nonverbal communication skills to resolve conflict (e.g., using body language and tone of voice to say "no," and using "I" messages to express feelings).
3-5.2.5.93–5
Develop strategies to reduce the risk of injury.
3-5.2.6.103–5
Identify resources that help achieve a personal goal to reduce injuries and prevent violence.
3-5.2.6.113–5
Develop a plan to become a positive influence on the community (e.g., volunteering or helping a friend).
3-5.2.7.123–5
Identify and use appropriate protective gear while engaging in certain athletic activities. (e.g., helmets, gloves, knee pads, and dental mouth guards).
3-5.2.7.133–5
Differentiate between safe and risky behaviors.
3-5.2.7.143–5
Describe the characteristics of positive relationships (e.g., support and encouragement) and negative relationships (e.g., neglect and emotional/physical/verbal abuse).
3-5.2.8.153–5
Describe ways to encourage others to resolve conflicts without violence.
3-5.3.1.13–5
Describe the basic structure, functions, and systems of the human body (e.g., digestive, circulatory, nervous, and cardiovascular systems).
3-5.3.1.23–5
Describe and use the proper names for body parts, systems, and functions, including gender-specific anatomy.
3-5.3.2.73–5
Explain how the environment, nutrition, physical exercise, stress, and other influences impact each of the human body systems.
3-5.3.3.103–5
Identify characteristics of valid healthpromoting products and services.
3-5.3.3.113–5
Demonstrate ways to locate school and community organizations that provide health services to individuals and families (e.g., HMO, clinics, and substance abuse treatment centers).
3-5.3.4.133–5
Demonstrate ways to communicate boundaries and explain importance of showing respect to individuals around their boundaries.
3-5.3.4.143–5
Demonstrate the use of refusal and assertiveness skills when responding to peer pressure, disagreements, and conflicts (particularly in instances of uncomfortable touching).
3-5.3.8.173–5
Demonstrate ways students can work together to promote dignity and respect for all people in their school and community.
3-5.3.8.183–5
Describe how to seek advice and help from a trusted person about personal health issues.
3-5.4.1.13–5
Describe noncommunicable and communicable diseases ( including modes of transmission, e.g. air, water, touch, and body fluids), differentiate between the two, and list examples of each.
3-5.4.1.23–5
Describe how bacteria, viruses, and parasites cause infectious diseases.
3-5.4.1.33–5
Identify personal health strategies that reduce illness, including receiving vaccinations.
3-5.4.1.43–5
Explain the importance of oral health, causes of dental/gum decay, disease and strategies to prevent these conditions.
3-5.4.2.53–5
Describe the influence of culture, family, friends, technology, and media influences on health practices.
3-5.4.2.63–5
Describe the key types of primary care professionals, such as physicians, dentists, nurses, optometrists, and behavioral health personnel.
3-5.4.2.73–5
Describe the role of primary care medicine in reducing the lifetime impact of health conditions.
3-5.4.3.83–5
Identify valid sources of information for the evaluation of health products.
3-5.4.3.93–5
Explain the role of regular dental and health check-ups in the detection and treatment of health problems.
3-5.4.4.103–5
Demonstrate ability to communicate health concerns to a health-care professional or provider.
3-5.4.5.113–5
Apply a decision-making model to determine when a person may need to go to the doctor, hospital, or clinic.
3-5.4.6.123–5
Identify individuals who can assist with emergent and non-emergent health conditions.
3-5.4.6.133–5
Explain the importance of establishing a long-term relationship with a primary care provider and dentist as a critical component in maintaining one's health.
3-5.4.7.143–5
Demonstrate effective brushing and flossing techniques.
3-5.4.7.153–5
Demonstrate how to follow universal precautions (e.g., hand hygiene, cleaning, and disinfection) for preventing infection.
3-5.4.8.163–5
Demonstrate ways to support others in making positive health choices.
3-5.5.1.13–5
Describe the relationship between physical activity and the need for food and water.
3-5.5.1.23–5
Describe the food groups including recommended portions for each.
3-5.5.2.33–5
Analyze the influence of advertising and marketing techniques on food and beverage choices.
3-5.5.2.43–5
Identify internal and external influences that affect food choices.
3-5.5.3.53–5
Identify key components of the 'Nutrition Facts' label and ingredients list.
3-5.5.3.63–5
Identify sources of nutrition information and evaluate their reliability.
3-5.5.4.73–5
Develop a message about the benefits of growing food in gardens.
3-5.5.4.83–5
Demonstrate how to ask for nutritious foods.
3-5.5.5.93–5
Compare and contrast snacks, (which can contribute to or undermine healthy eating habits) and identify why some are better than others.
3-5.5.6.103–5
Set a short-term nutrition goal and track progress toward its achievement.
3-5.5.7.113–5
Demonstrate how to use 'Nutrition Facts' labels to select a healthy food or snack.
3-5.5.7.123–5
Plan or prepare a nutritious snack and justify its nutritional value.
3-5.5.8.133–5
Encourage and promote healthy eating opportunities at home, in school, and in the community.
3-5.6.1.13–5
Define, compare and contrast legal and illegal drugs, and give examples of each.
3-5.6.1.23–5
Analyze the relationship between drugs and behavior.
3-5.6.1.33–5
Define addiction (including its relationship to substance abuse); Explain that those who are addicted require assistance to stop addiction.
3-5.6.1.43–5
Describe the short and longterm effects of alcohol, drugs, and tobacco on the body and its organ systems.
3-5.6.2.53–5
Identify internal and external factors that protect a person from drug use or abuse.
3-5.6.2.63–5
Assess ways that alcohol, drugs, or tobacco may be marketed to attract youth.
3-5.6.2.73–5
Describe how second-hand and third-hand smoke (including smoke from cigarettes, marijuana, or other drugs) impacts the environment and the health of smokers and nonsmokers.
3-5.6.3.83–5
Use product safety labels on health-related and household products to obtain basic information and explain the effects of misusing the labels.
3-5.6.4.93–5
Develop and apply communication skills to refuse offers of alcohol, tobacco, and other drugs.
3-5.6.4.103–5
Express information and opinions to encourage others to make positive health choices to be alcohol and tobacco free.
3-5.6.5.113–5
Describe how using alcohol, tobacco, and other drugs can affect decision making abilities.
3-5.6.7.123–5
Identify alternatives to alcohol, tobacco, and other drugs (e.g., playing with friends, playing sports, and engaging in hobbies).
3-5.6.8.133–5
Analyze laws designed to prevent drug use, misuse, and abuse.
6-8.1.1.16
Define hormones and explain how brain development influences emotions during adolescence.
6-8.1.1.26
Define stress, anxiety, and depression. Identify the signs, symptoms and potential effects of each on the individual (e.g., suicidal thoughts, selfharm, and overeating).
6-8.1.1.36
Differentiate between sadness and depression.
6-8.1.1.46
Define trauma and recognize traumatic experiences.
6-8.1.1.56
Describe qualities that contribute to a positive self-image.
6-8.1.2.66
Analyze the role and impact of family, society, peers, and the media (particularly social media) on selfimage, behaviors, and health practices.
6-8.1.2.76
Analyze the potential impacts of loss and grief on daily activities.
6-8.1.2.86
Analyze the relationship between depression and suicide. Identify the risk factors and warning signs for suicide in adolescents.
6-8.1.3.96
Identify and evaluate the validity of sources of information and services for getting help for mental, emotional, and social health problems.
6-8.1.3.106
Explain how appropriate mental health care can help prevent, detect, and treat mental health concerns, such as anxiety disorders, mood disorders, and suicide.
6-8.1.3.116
Identify techniques and resources for managing mental and emotional health challenges (e.g., depression, grief, anxiety, and stress).
6-8.1.4.126
Demonstrate how to communicate about stress and anxiety productively.
6-8.1.4.136
Describe how sharing or posting information electronically about self or others on social media sites (e.g., texting, phone, email, and group-chats) can negatively impact mental and emotional health.
6-8.1.5.146
Identify appropriate responses to personal emotional triggers, including impulse control.
6-8.1.6.156
Set realistic short and long term goals for stress management and develop plans to achieve them.
6-8.1.7.166
Demonstrate healthy ways to express caring, friendship, affection, and love, both verbally and nonverbally.
6-8.1.7.176
Demonstrate ways to show support to a peer who is grieving, suffering from trauma, or dealing with depression/anxiety.
6-8.1.7.186
Demonstrate the ability to use stressrelieving techniques.
6-8.1.7.196
Identify what to do if you or a peer exhibits the warning signs for suicide by reaching out to a trusted person and/or a community/national resource.
6-8.1.8.206
Recommend ways to help a friend or family member deal with emotional or mental health challenges.
6-8.2.1.16
Identify dangerous/risky behaviors that might lead to injuries.
6-8.2.1.26
Compare and contrast the differences between harassment and flirting.
6-8.2.1.46
Describe firstaid for dental injuries (such as displacing a permanent tooth).
6-8.2.1.56
Contrast the characteristics of harmful or abusive relationships, including intimate partner violence, to those of healthy relationships.
6-8.2.2.66
Analyze how unhealthy social environments can influence personal health decisions.
6-8.2.2.76
Describe the impact that individual behavior can have on public safety.
6-8.2.2.86
Analyze the positive and negative effects peer influence can have on personal safety decisions.
6-8.2.3.96
Access sources of information in the event of an emergency or epidemic and evaluate which sources are accurate.
6-8.2.3.106
Identify the available emotional and physical abuse resources for support in schools and the community and describe when to use each.
6-8.2.4.116
Describe how refusal skills help youth avoid unsafe situations.
6-8.2.4.126
Demonstrate how to report situations that could lead to injury or violence.
6-8.2.4.136
Demonstrate how to manage personal information in electronic communication and when using social media (e.g., chat groups, email, texting, websites, phone, and tablet applications) to protect the personal safety of oneself and others.
6-8.2.5.146
Demonstrate ways to interact with different types of authorities.
6-8.2.5.156
Demonstrate the ability to use mediation and negotiation skills to resolve conflict.
6-8.2.6.166
Assess personal safety and injury prevention practices, including in relation to gun violence.
6-8.2.6.176
Develop and apply personal conflictresolution strategies to prevent, manage, or resolve interpersonal conflicts.
6-8.2.7.186
Demonstrate how to care for babies and young children in order to prevent injury.
6-8.2.7.196
Demonstrate first aid procedures and other lifesaving techniques (e.g., handsonly cardiopulmonary resuscitation, automated external defibrillator, epinephrine auto injector, and asthma rescue inhalers).
6-8.2.7.206
Describe when it is necessary to seek help or leave an abusive relationship.
6-8.2.8.216
Persuade others to make positive safety and violence/injury prevention choices.
6-8.3.1.16
Describe the function and interconnection of all the body systems and how they work together to ensure wellness. Explain physical, social, and emotional changes associated with adolescence.
6-8.3.2.126
Describe how heredity influences growth and development.
6-8.3.3.146
Identify programs, support services, and other resources for all students (e.g., LGBTQ, disabled, and immigrant populations).
6-8.3.4.156
Applying an assertive communication model to demonstrate effective ways to communicate personal boundaries within friendships and romantic relationships.
6-8.3.4.166
Explain the importance of positive self concept.
6-8.3.5.196
Examine how self-esteem impacts decision-making around personal health and relationships.
6-8.3.6.206
Design a personal health goal, analyze how family and peers might support or hinder its achievement, and evaluate progress toward its achievement.
6-8.3.7.226
Identify the characteristics of committed relationships (e.g., love, respectfulness, generosity, kindness, and forgiveness).
6-8.3.7.236
Compare and contrast models of healthy relationships for family, friends, and romantic relationships.
6-8.3.8.306
Demonstrate how to report abuse to a trusted adult or to the Child and Family Services Agency (CFSA).
6-8.4.1.16
Explain the importance of practicing healthpromoting behaviors.
6-8.4.1.26
Describe how exposure to environmental factors can impact health.
6-8.4.1.36
Describe strategies for proper food-handling and storage to prevent the spread of foodborne illness.
6-8.4.2.46
Analyze how local sources of pollution can influence both personal and community health.
6-8.4.2.56
Analyze the effects of social norms, cultures, values, attitudes and behaviors on personal and community health.
6-8.4.2.66
Analyze the relationship between the health of a community and global environment.
6-8.4.2.76
Analyze behavioral, genetic, environmental, and other risk factors that contribute to or prevent major diseases.
6-8.4.3.86
Describe situations that may require professional health services, including instances of food poisoning or other foodborne illnesses.
6-8.4.3.96
Compare and contrast global influences on personal and community health.
6-8.4.3.106
Examine barriers to accessing appropriate health care.
6-8.4.3.116
Identify health messages made in the media.
6-8.4.5.126
Explain how sanitation, waste disposal, proper food handling/storage, and environmental controls prevent diseases and improve health conditions.
6-8.4.5.136
Explain the risks of neglecting oral health, including potential effects on overall health and family's health.
6-8.4.5.146
Explain why it is important to seek treatment for common infectious and chronic diseases.
6-8.4.5.186
Demonstrate the ability to advocate for healthpromoting opportunities for self and others, including assertive consumerism.
6-8.4.6.156
Set a short-term goal for practicing positive health practices.
6-8.4.7.166
Recognize the importance of regular visits to a medical home and the maintenance of personal health records (e.g., records regarding vaccinations and wellness visits).
6-8.4.8.176
Propose modes of transportation that benefit the environment and promote health.
6-8.5.1.16
Differentiate amongst portion size, serving size, and recommended amounts of each food group using the USDA food guidance (e.g., MyPlate) system for different age groups.
6-8.5.1.26
Compare the nutritional needs associated with life stages (e.g., prenatal through late adulthood).
6-8.5.1.36
Describe how age, physical activity, and gender affect nutritional requirements.
6-8.5.1.46
Describe the relationship between diet and chronic disease (e.g., high blood pressure, tooth decay, and obesity) and other health problems (e.g., food allergies and eating disorders).
6-8.5.1.56
Examine factors that contribute to individual differences in body weight, size, shape, and physical ability.
6-8.5.2.66
Analyze how internal and external influences (e.g., culture, food costs, poverty, environment, peers, and family) affect food choices.
6-8.5.2.76
Differentiate between research-based diets and 'fad' diets.
6-8.5.3.86
Access valid sources of nutrition information online.
6-8.5.3.96
Evaluate the validity of nutritional information, products, and services and how they influence food choices.
6-8.5.3.106
Identify and evaluate ways to measure body composition.
6-8.5.3.116
Access and use services that provide information and services for individuals with an eating disorder.
6-8.5.4.126
Use communication skills to deal with influences from peers and media regarding food choices and physical activity.
6-8.5.5.136
Demonstrate the ability to apply a decision-making model to make healthy food choices at home and away from home.
6-8.5.5.146
Utilize the USDA Food Guidance System to evaluate personal eating patterns and habits.
6-8.5.6.156
Develop a decision making process to select nutritious foods and beverages.
6-8.5.7.166
Analyze the concepts of variety, moderation, caloric intake and energy expenditure.
6-8.5.8.176
Demonstrate effective ways to influence, promote, and support positive health behaviors (e.g., supporting others to choose healthy food).
6-8.6.1.16
Describe the types of over-the-counter substances that may be marketed in drug and grocery stores, as well as the effects that they can have on the human body.
6-8.6.1.26
Analyze the short term and long term effects of all drugs (e.g., stimulants, depressants, hallucinogens, marijuana, tobacco, alcohol, prescription, over the counter drugs, and club/designer drugs) on the brain and body of developing adolescents.
6-8.6.1.36
Describe the stages of addiction and describe methods for the prevention, treatment, and recovery of addiction.
6-8.6.1.46
Explain the signs and symptoms of substance abuse, factors that contribute to the abuse and stages that lead to dependency.
6-8.6.1.56
Explain the consequences of driving under the influence of alcohol and other drugs.
6-8.6.2.66
Analyze how culture and media depict the use of alcohol, tobacco, tobacco products and other drugs (e.g., how products may be marketed to attract youth).
6-8.6.2.76
Describe ways that family and friends can support tobacco-free and drug-free lifestyles.
6-8.6.3.86
Access and evaluate school and community resources for information on alcohol, tobacco, tobacco products, and over the counter and prescription drugs.
6-8.6.3.96
Access, use and evaluate community resources for the prevention, treatment and recovery of addiction.
6-8.6.4.106
Develop and apply skills to refuse alcohol, tobacco, and other drugs with peers.
6-8.6.4.116
Communicate w/ peers on how to ask for assistance regarding prevention, treatment, and recovery of substance abuse.
6-8.6.5.126
Analyze the benefits of being alcohol, tobacco, and drug free.
6-8.6.5.136
Describe healthy alternatives to the use of alcohol, tobacco, or other drugs.
6-8.6.5.146
Apply problemsolving skills to protect one from risky situations involving alcohol, tobacco, and other drugs.
6-8.6.6.166
Develop a personal plan for abstaining from the use of alcohol, tobacco, and other drugs.
6-8.6.7.176
Explain the physical, legal, financial, social and physiological cost of the use, sale, and possession of alcohol, tobacco, and other drugs.
6-8.6.7.186
Differentiate between alcohol and drug use, misuse, abuse, and dependence.
6-8.6.8.206
Explain school policies and local laws related to the possession, use, sale, and distribution of alcohol, tobacco, and other drugs.

District of Columbia K–6 health standards

District of Columbia’s other subjects