Maryland Comprehensive
Health Education Framework:
Pre-Kindergarten Through High School
June 2021
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 2
Table of Contents
Acknowledgments.................................................................................................................................... 3
Framework Writing Committee ..................................................................................................................... 3
Contributors and Reviewers .......................................................................................................................... 4
Introduction ............................................................................................................................................. 6
Comprehensive Health Education Standards Pre-K-12 ............................................................................... 7
Standard 1a: Mental and Emotional Health (E1) ........................................................................................... 8
Standard 1a: Mental and Emotional Health (E2) ......................................................................................... 10
Standard 1a: Mental and Emotional Health (MS) ........................................................................................ 13
Standard 1a: Mental and Emotional Health (HS) ......................................................................................... 17
Standard 1b: Substance Abuse Prevention (E1) .......................................................................................... 20
Standard 1b: Substance Abuse Prevention (E2) .......................................................................................... 21
Standard 1b: Substance Abuse Prevention (MS) ......................................................................................... 23
Standard 1b: Substance Abuse Prevention (HS) .......................................................................................... 25
Standard 1c: Family Life and Human Sexuality (E1) ..................................................................................... 28
Standard 1c: Family Life and Human Sexuality (E2) ..................................................................................... 30
Standard 1c: Family Life and Human Sexuality (MS) ................................................................................... 32
Standard 1c: Family Life and Human Sexuality (HS) .................................................................................... 36
Standard 1d: Safety and Violence Prevention (E1) ...................................................................................... 39
Standard 1d: Safety and Violence Prevention (E2) ...................................................................................... 43
Standard 1d: Safety and Violence Prevention (MS) ..................................................................................... 46
Standard 1d: Safety and Violence Prevention (HS) ...................................................................................... 51
Standard 1e: Healthy Eating (E1) ................................................................................................................. 54
Standard 1e: Healthy Eating (E2) ................................................................................................................. 56
Standard 1e: Healthy Eating (MS) ................................................................................................................ 57
Standard 1e: Healthy Eating (HS) ................................................................................................................. 59
Standard 1f: Disease Prevention and Control (E1) ....................................................................................... 60
Standard 1f: Disease Prevention and Control (E2) ....................................................................................... 62
Standard 1f: Disease Prevention and Control (MS) ..................................................................................... 64
Standard 1f: Disease Prevention and Control (HS) ...................................................................................... 66
Standard 2: Analyzing Influences ................................................................................................................. 68
Standard 3: Accessing Information .............................................................................................................. 70
Standard 4: Interpersonal Communication .................................................................................................. 71
S
tandard 5: Decision-Making ....................................................................................................................... 72
Standard 6: Goal-Setting .............................................................................................................................. 73
Standard 7: Self-Management ..................................................................................................................... 74
Standard 8: Advocacy ................................................................................................................................... 75
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Maryland State Department of Education | 3
Acknowledgements
The Maryland Comprehensive Health Education Framework: Pre-Kindergarten through High School would not
have been possible without the efforts the task force comprised of the framework writing committee,
contributors, reviewers, and MSDE staff. Thank you for providing your time and expertise to improve the
health and well-being of Maryland students.
Framework Writing Committee
Tempe Beall, Health Education Instructional Facilitator
Howard County Public Schools
Nana Donkor, Instructional Supervisor, Health Education
Prince Georges County Public Schools
Brittany Echols, Education Specialist, Health and Physical Education
Baltimore City Public Schools
Brian Griffith, Secondary Health and Physical Education Curriculum Specialist
Fredrick County Public Schools
Maureen Grizio, Health Education Teacher Specialist
Anne Arundel County Public Schools
Ivy Hodges, Vice Principal
Charles County Public Schools
Lea Jaspers, Health Education Program Specialist
Maryland State Department of Education
Kirsten Roller, Supervisor, Health Education
Baltimore County Public Schools
Teresa Shatzer, Content Specialist, PreK-12, Health Education
Montgomery County Public Schools
Christine Tobias, Assistant Supervisor of Health Education
Carroll County Public Schools
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Contributors and Reviewers
Rebecca Aiken, Nurse Manager, School Health Services
Garrett County Public Schools
Noreen Badwi, Student Member
Maryland State Board of Education
Deborah Basler, Supervisor of High School Physical Education, Health, and Athletics
Harford County Public Schools
Nicole Beard, Health Education Teacher
Anne Arundel County Public Schools
Dawn Berkowitz, MPH, CHES, Director, Center for Tobacco Prevention and Control
Maryland Department of Health
Erin Boguski, MS, Rape and Sexual Assault Prevention Coordinator
Maryland Department of Health
Sara Booker, MPH, RD, Education Program Coordinator, Nutrition Education and Training
Maryland State Department of Education
Kristin Bowser, Health Education Teacher
Anne Arundel County Public Schools
Reggie Burke, M.S., Director, Youth Development Branch
Maryland State Department of Education
Kate Clemmer, LCSW-C, Clinical Outreach Coordinator
Eating Recovery Center
Caitlin Fregelette, Health and Physical Education Teacher
Calvert County Public Schools
Sarah Ganginis, MS, RD, LDN, Eating Disorder Treatment Specialist
Maryland Public Schools Parent, S-GANGINIS, LLC
Nora Gelperin, M.Ed., Director of Sexuality Education and Training
Advocates for Youth
Dr. Cara Grant, C.A.P.E., Supervisor of PreK-12 Adapted PE, Health, and Physical Education
Montgomery County Public Schools
William Gray, Supervisor of Special Programs
Somerset County Public Schools
Erin Hager, PhD, Associate Professor Department of Pediatrics, Growth and Nutrition Division
University of Maryland School of Medicine
Joseph Harbert, Supervisor of Elementary & Middle School Health & Physical Education
Harford County Public Schools
James Hitchner, Curriculum Specialist Elementary Health and Physical Education
Fredrick County Public Schools
Bill Keswick, PE/Health Supervisor
Talbot County Public Schools
Tracy Leonard, Assistant Supervisor of Health, Physical Education, Athletics, and Mental Health
Allegany County Public Schools
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Bruce Lesh, Director of Social Studies, Science, Environmental Literacy, and Disciplinary Literacy
Maryland State Department of Education
Beth Marshall, DrPH, MPH, Associate Director, Center for Adolescent Health
Assistant Scientist, Department of Population, Family and Reproductive Health
Johns Hopkins Bloomberg School of Public Health
Geoffrey Meehle, Coordinator of Health and Physical Education
Baltimore City Public Schools
Eric Michael, Supervisor of Athletics, Health, and Physical Education
Washington County Public Schools
Tyrone Mills, Coordinator of Health, Physical Education, and Athletics
Worcester County Public Schools
Lynne Muller, Ph.D., NCC, LCPC, Section Chief, Student Services and School Counseling
Maryland State Department of Education
Michael Page, Supervisor of Instruction
Queen Anne’s County Public Schools
Michelle Proser, Coordinator of Health and Physical Education
Baltimore County Public Schools
Rachel Riedel-Prabhakar, PH.D., Assistant Professor, Physical Education Teacher Education Program
Coordinator
Towson University
Douglas Robertson, Management Associate
Maryland State Department of Education
Andrew Roper, CMAA, Ph.D., Retired Supervisor of Physical Education, Health Education, and Athletics
St. Mary’s County Public Schools
Jason Semanoff, Physical Education Program Specialist
Maryland State Department of Education
Britta Sparks, Supervisor of Health and Physical Education
Calvert County Public Schools
Susan Spinnato, Director of Instructional Programs
Maryland State Department of Education
Dr. Oscar Taube, Chair, Committee on Adolescence Maryland Chapter
American Academy of Pediatrics
Kennedra Tucker, Former Coordinator of Health and Physical Education
Baltimore City Public Schools
Jonathan Turner, Lead Specialist, Student Support and Academic Enrichment
Maryland State Department of Education
Rachel Valenti, Student Intern
Towson University
Christiana Walsh, Coordinator of Health, Physical Education, and Dance
Anne Arundel County Public Schools
Michael Watson, Director of Facilities, Health, PE, and Athletics
St. Mary’s County Public School
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Introduction
The statutory authority for health education is Education Art. §7-401. Other statutes require instruction in
schools regarding dating violence, Ed. §7-411; diabetes and oral health education, Ed. §7-411.1; awareness
and prevention of sexual abuse and assault, Ed. §7-439; anti-bullying, harassment and intimidation, Ed. §7-
424; and instruction on the meaning of consent and respect for personal boundaries, Ed. §7-445.
Comprehensive health education has been a feature of Maryland education regulation since 1970. The most
recent revisions to the health education regulation were adopted by the Maryland State Board of Education
on October 22, 2019, and are located at COMAR 13A.04.18. Among the essential concepts for promotion of
health and disease prevention in the regulations are: mental and emotional health; substance abuse
prevention; family life and human sexuality; safety and violence prevention; healthy eating; and disease
prevention and control.
Under the regulation standards, students will analyze the influence that family, peers, culture, and media
technology have on health behaviors, and demonstrate the ability to access valid information, products, and
services to enhance health. Students will learn to advocate for personal, family, and community health.
To implement the regulation, the Maryland State Department of Education (MSDE) updated the Maryland
Comprehensive Health Education Framework in 2020. The framework is based on the requirements of the
health education and equity education (COMAR 13A.01.06) regulations and reflect statutory changes in
health education, anti-bullying and harassment, and ensuring educational equity. The framework was
developed with the input of a task force including MSDE, the Maryland Department of Health, local education
agency health education supervisors, teachers, students, national subject matter experts, and stakeholders.
MSDE updates the framework as required by changes in legislation and regulation.
The family life and human sexuality component of the regulation and framework represents all students
regardless of ability, sexual orientation, gender identity, and gender expression. Concepts and skills related to
family life and human sexuality must be age appropriate and taught by teachers who have had additional
preparation in content and teaching methods of the material. The framework is not instructional material for
classroom use; it is intended to guide educational professionals in developing curricula that is adopted by the
local boards. Local educational professionals should ensure that lessons and content are age appropriate and
reflect educational equity.
Local education agencies develop the curricula to implement the regulations and is aligned with the
framework. In developing their family life and human sexuality curricula, local education agencies must
establish a joint committee of educators and representatives of the community to review and comment on
instruction materials. Parents and guardians must have the opportunity to view instructional materials to be
used in teaching objectives.
Moreover, local education agencies must establish policies, guidelines, and procedures for parents to opt-out
their students from family life and human sexuality instruction in all grades, except for HIV and AIDS
prevention. The opt-out provision reflects the State Board’s and MSDE’s respect for individual parents’ values
and beliefs concerning family life and human sexuality instruction. Each local education agency establishes a
procedure for providing opt-out students with appropriate alternative learning objectives and/or
assessments in health education.
The laws, regulations, and MSDE framework ensure students have access to scientifically and medically
accurate information and that all students are treated equitably and with dignity and respect. Students have
the right to educational environments that are safe, appropriate for academic achievement, and free from
any form of harassment. Local education agencies must be mindful of balancing the needs of diverse
constituents so that public schools remain welcoming to all, and create and maintain environments that are
equitable, fair, safe, diverse, and inclusive.
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Comprehensive Health Education Standards Pre-K-12
1. Students will comprehend concepts related to health promotion and disease prevention to enhance
health, including:
a) Mental and emotional health;
b) Substance abuse prevention;
c) Family life and human sexuality;
d) Safety and violence prevention;
e) Healthy eating; and
f) Disease prevention and control.
2. Students will analyze the influence of family, peers, culture, media, technology, and other factors on
health behaviors.
3. Students will demonstrate the ability to access valid information, products, and services to enhance
health.
4. Students will demonstrate the ability to use interpersonal communication skills to enhance health
and avoid or reduce health risks.
5. Students will demonstrate the ability to use decision-making skills to enhance health.
6. Students will demonstrate the ability to use goal-setting skills to enhance health.
7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce
health risks.
8. Students will demonstrate the ability to advocate for personal, family, and community health.
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Standard 1a: Mental and Emotional Health (E1)
TOPIC PREKINDERGARTEN KINDERGARTEN GRADE 1 GRADE 2
Emotions Identify different
emotions. 1a.P.1
Identify appropriate
ways to express
emotions. 1a.K.1
Explain the
relationship
between emotions
and behavior.
1a.1.1
Demonstrate a
variety of strategies
to express and
manage emotions.
1a.2.1
State that anger
and other big or
strong emotions are
common. 1a.P.2
Identify big or
strong emotions
and safe and unsafe
ways of expressing
one’s emotions.
1a.K.2
Describe
appropriate ways
to express one’s
emotions and
practice positive
coping skills. 1a.1.2
Self and
social
awareness
Demonstrate
awareness of
personal emotions.
1a.P.3
Demonstrate
awareness of
personal emotions
and how they may
be the same or
different from
others. 1a.K.3
Identify a variety of
own emotions and
ways the body
signals these
emotions. 1a.1.3
Describe a variety
of personal
emotions and the
ways the body
signals these
emotions. 1a.2.2
Recognize the
feelings of another
child. 1a.P.4
Recognize the
feelings of another
child and how to
respond in a
healthy way. 1a.K.4
Identify how others
may be feeling
based on verbal
and nonverbal cues
and respond in a
healthy way. 1a.1.4
Describe how
others may be
feeling based on
verbal and
nonverbal cues and
respond in a
healthy way. 1a.2.3
Recognize personal
strengths. 1a.P.5
Identify personal
strengths. 1a.K.5
Identify and
describe skills and
activities that are
done well and
those that require
help. 1a.1.5
Recognize personal
strengths in the
context of different
roles or
relationships. 1a.2.4
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TOPIC PREKINDERGARTEN KINDERGARTEN GRADE 1 GRADE 2
Relationships Identify the
characteristics of a
friend. 1a.P.6
Identify a variety of
relationships.
1a.K.6
Describe healthy
ways to express
affection, love,
friendship, and
concern. 1a.1.6
Describe healthy
and rewarding
social interactions.
1a.2.5
Teasing,
bullying, and
harassment
Describe how
people are unique.
1a.P.7
Identify the
benefits of people’s
uniqueness. 1a.K.7
Identify why it is
hurtful to tease or
bully others. 1a.1.7
Explain why it is
hurtful to tease or
bully others and
what to do if
someone is bullied.
1a.2.6
Trusted adult Identify trusted
adults who can help
with emotions.
1a.P.8
Identify the
importance of
talking with parents
and other trusted
adults about
emotions. 1a.K.8
Describe the
importance of
talking with trusted
adults about
emotions and
concerns. 1a.1.8
Explain the
importance of
talking with trusted
adults about
emotions and
concerns. 1a.2.7
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Standard 1a: Mental and Emotional Health (E2)
TOPIC GRADE 3 GRADE 4 GRADE 5
Emotions Identify characteristics of
positive emotional health.
1a.3.1
Identify role models who
demonstrate positive
emotional health. 1a.4.1
Explain what it means to be
emotionally healthy. 1a.5.1
Practice appropriate ways
to express emotions. 1a.3.2
Describe situations that
trigger strong emotions and
safe and unsafe ways to
respond. 1a.4.2
Evaluate appropriate ways
to express emotions. 1a.5.2
Describe your physical
responses to strong
emotions. 1a.3.3
Demonstrate helpful ways
to manage strong
emotions. 1a.5.3
Self and social
awareness
Recognize and label a
variety of complex emotions
in self and others. 1a.3.4
Identify respectful ways to
show empathy to others.
1a.4.3
Demonstrate respectful
ways to show empathy to
others. 1a.5.4
Identify how personal
choices and behaviors
impact self-worth. 1a.3.5
Describe how personal
choices and behaviors
impact self-worth. 1a.4.4
Describe how to recognize
and build on personal
strengths. 1a.5.5
Identify how to recognize
and build on personal
strengths. 1a.4.5
Identify reasons for making
positive contributions to
others. 1a.5.6
Relationships Identify characteristics of
healthy relationships. 1a.3.6
Describe the benefits of
healthy peer relationships.
1a.4.6
Describe the value of
others’ talents and
strengths. 1a.5.7
Relationships Identify how relationships
and interactions with others
affect emotions. 1a.3.7
Describe how relationships
and interactions with others
affect emotions. 1a.4.7
Describe the characteristics
of healthy and unhealthy
relationships among
friends and with family
members. 1a.5.8
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TOPIC GRADE 3 GRADE 4 GRADE 5
Trusted Adults Identify the benefits of
talking with trusted adults
about emotions. 1a.3.8
Identify ways trusted adults
can help you or someone
else deal with difficult
emotions or situations.
1a.4.8
Explain how a trusted adult
can support you or
someone else with difficult
emotions or situations.
1a.5.9
Stress and
anxiety
Identify personal stressors.
1a.3.9
Explain physical and
emotional reactions to
stress. 1a.4.9
Differentiate between
positive and negative ways
of dealing with stress and
anxiety. 1a.5.10
Depression
awareness
Identify the need to discuss
long-lasting troublesome
feelings with a trusted
adult. 1a.4.10
Explain that long-lasting
troublesome feelings
should be discussed with a
trusted adult. 1a.5.11
Suicide
prevention
Identify troublesome
feelings and signals for
support for which someone
should seek help. 1a.4.11
Demonstrate how to tell a
trusted adult if someone is
in danger of hurting
themselves or others.
1a.5.12
Explain the importance of
telling a trusted adult if
someone is in danger of
hurting themselves or
others. 1a.4.12
Teasing,
bullying,
harassment,
discrimination,
and violence
Describe the difference
between bullying, teasing,
and conflict. 1a.3.10
Identify when to report
aggression, bullying, or
violence. 1a.4.13
Explain why it is wrong to
tease or bully others based
on personal characteristics
such as body type, race,
gender, sexuality,
appearance, mannerisms,
and the way one dresses or
acts. 1a.5.13
Describe what to do if you
or someone else is being
bullied. 1a.3.11
Demonstrate what to do if
you or someone else is
being bullied. 1a.4.14
Demonstrate how to be a
positive bystander in
situations of conflict.
1a.5.14
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TOPIC GRADE 3 GRADE 4 GRADE 5
Teasing,
bullying,
harassment,
discrimination,
and violence
Identify the impact of
conflict, discrimination, and
violence on mental and
emotional health. 1a.3.12
Describe the impact of
conflict, discrimination, and
violence on mental and
emotional health. 1a.4.15
Explain the impact of
conflict, discrimination, and
violence on mental and
emotional health. 1a.5.15
Teasing,
bullying,
harassment,
discrimination,
and violence
Identify nonviolent ways to
manage anger. 1a.3.13
Describe how to use non-
violent means to solve
interpersonal conflict.
1a.4.16
Practice using non-violent
means to solve
interpersonal conflict.
1a.5.16
Body Image Identify body image and
how peers, media, family,
society, and culture
influence ideas about body.
1a.3.14
Describe how peers, media,
family, society, and culture
influence ideas about body.
1a.4.17
Explain how peers, media,
family, society, and culture
influence ideas about body.
1a.5.17
Grief and loss Identify feelings and
emotions associated with
loss and grief. 1a.3.15
Describe feelings and
emotions associated with
loss and grief. 1a.4.18
Identify that all people in a
wide-range of situations
commonly experience
feelings and emotions
associated with loss and
grief. 1a.5.18
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Standard 1a: Mental and Emotional Health (MS)
TOPIC GRADE 6 GRADE 7 GRADE 8
Wellness Describe the components of
wellness. 1a.6.1
Explain how role models
display wellness. 1a.7.1
Evaluate one’s personal
wellness. 1a.8.1
Describe role models that
demonstrate positive
mental and emotional
health. 1a.6.2
Explain the interrelationship
of the components of
wellness. 1a.7.2
Identify strategies to
improve dimensions of
wellness. 1a.8.2
Emotions,
feelings, and
relationships
Examine the importance of
being aware of one’s own
feelings and being sensitive
to the feelings of others.
1a.6.3
Describe how mental and
emotional health can affect
health-related behaviors.
1a.7.3
Explain how the expression
of emotions or feelings can
help or hurt oneself and
others. 1a.8.3
Discuss how emotions
change during adolescence.
1a.6.4
Blank
Self and social
awareness
Identify triggers of strong
emotions and apply healthy
coping strategies. 1a.6.5
Demonstrate how to
support others by practicing
empathy. 1a.7.4
Demonstrate empathy to
others who have different
feelings, thoughts, and
experiences. 1a.8.4
Self and social
awareness
Identify strengths in self in
order to prioritize personal
skills and allow interests to
develop. 1a.6.6
Describe strategies for
developing strengths and
overcoming
disappointments. 1a.7.5
Reframe a challenge or
setback as an opportunity.
1a.8.5
Self and social
awareness
Blank Blank Describe how personal
responsibility for one’s
choices is linked to self-
worth and growth. 1a.8.6
Trusted adults Describe the qualities of a
trusted adult with whom
you could talk about your
overall wellness. 1a.6.7
Identify strategies for
communicating your overall
wellness with a trusted
adult. 1a.7.6
Demonstrate
communication with a
trusted adult about your
overall wellness. 1a.8.7
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TOPIC GRADE 6 GRADE 7 GRADE 8
Trusted adults Identify the importance of
telling a trusted adult if you
or someone else is
experiencing mental or
emotional health
challenges. 1a.6.8
Identify the importance of
telling a trusted adult if you
or someone else is
experiencing mental or
emotional health
challenges. 1a.7.7
Blank
Stress and
anxiety
Explain the body’s physical
and psychological responses
to stressful situations.
1a.6.9
Describe personal stressors
at home, in school, and with
friends. 1a.7.8
Explain the causes and
effects of stress. 1a.8.8
Stress and
anxiety
Blank Describe a variety of
appropriate ways to
respond to stress when
angry or upset. 1a.7.9
Explain positive and
negative ways of dealing
with stress. 1a.8.9
Stress and
anxiety
Blank Blank Explain the causes,
symptoms, and effects of
anxiety. 1a.8.10
anxiety Blank Blank Analyze the risks of
impulsive behaviors.
1a.8.11
Depression
awareness
Identify depression as
prolonged sadness with no
identifiable cause. 1a.6.10
Describe the connection
between depression and
brain chemistry. 1a.7.10
Blank
Depression
awareness
Blank Explain the causes,
symptoms, and effects of
depression. 1a.7.11
Blank
Suicide
prevention
Identify warning signs of
people who are in danger of
hurting themselves or
others and demonstrate
how to tell a trusted adult.
1a.6.11
Describe the signs and
symptoms of people who
are in danger of hurting
themselves or others and
demonstrate how to tell a
trusted adult. 1a.7.12
Explain the signs and
symptoms of people who
are in danger of hurting
themselves or others and
demonstrate how to tell a
trusted adult. 1a.8.12
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TOPIC GRADE 6 GRADE 7 GRADE 8
Suicide
prevention
Blank Explain the causes,
symptoms, and effects of
depression and suicide.
1a.7.13
Describe the signs and
symptoms of people who
are in danger of hurting
themselves or others.
1a.8.13
Suicide
prevention
Blank Blank Explain the importance of
telling an adult if there are
people who are in danger of
hurting themselves or
others. 1a.8.14
Teasing,
bullying,
harassment,
and violence
Explain why it is wrong to
tease, bully or discriminate
against others based on
personal characteristics.
1a.6.12
Describe how power and
control differences in
relationships can contribute
to aggression and violence.
1a.7.14
Explain why it is important
to understand the
perspectives of others in
resolving interpersonal
conflicts. 1a.8.15
Teasing, bullying,
harassment, and
violence
Blank Blank Explain how intolerance can
affect others. 1a.8.16
Teasing,
bullying,
harassment, and
violence
Blank Blank Describe ways to manage
interpersonal conflict
nonviolently. 1a.8.17
Social media Identify sharing or posting
personal information
electronically about self or
others on social media sites
can impact mental and
emotional health. 1a.6.13
Describe how sharing or
posting personal
information electronically
about self or others on
social media sites can
negatively impact mental
and emotional health.
1a.7.15
Evaluate how sharing or
posting personal
information electronically
about self or others on
social media sites can
impact mental and
emotional health. 1a.8.18
Body image Define the concept of a
positive body image and its
implications for mental and
physical wellness. 1a.6.14
Explain the importance of a
positive body image and its
implications for mental and
physical wellness. 1a.7.16
Analyze strategies to
cultivate a positive body
image. 1a.8.19
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TOPIC GRADE 6 GRADE 7 GRADE 8
Disordered
eating
Recognize signs of
disordered eating. 1a.6.15
Identify the signs of
disordered eating. 1a.7.17
Explain the signs of
disordered eating. 1a.8.20
Disordered
eating
Identify the potential
mental and physical
consequences of disordered
eating and why it is
important to seek
professional help. 1a.6.16
Explain the potential mental
and physical consequences
of disordered eating and
why it is important to seek
professional help. 1a.7.18
Summarize the potential
mental and physical
consequences of disordered
eating and why it is
important to seek
professional help. 1a.8.21
Loss and grief Explain feelings and
emotions associated with
loss and grief. 1a.6.17
Summarize feelings and
emotions associated with
loss and grief. 1a.7.19
Justify feelings and
emotions associated with
loss and grief as a normal
part of development.
1a.8.22
Stigma Recognize the negative
effects of stigma
surrounding mental health
conditions. 1a.6.18
Identify the negative impact
of stigma on health seeking
behavior. 1a.7.20
Summarize the negative
impact of stigma on health-
seeking behavior. 1a.8.23
Addiction Recognize when a behavior
or habit has a negative
consequence on self or
others. 1a.6.19
Identify factors that
contribute to addiction.
1a.7.21
Identify addiction as long-
term compulsive behavior
despite negative
consequences. 1a.8.24
Self-harm Recognize self-harming
behaviors. 1a.6.20
Summarize how to get help
for someone who is self-
harming. 1a.7.22
Blank
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Standard 1a: Mental and Emotional Health (HS)
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Wellness Analyze how mental and emotional health
can affect health-related behaviors.
1a.HS1.1
Analyze how pro-social behaviors can
benefit overall health. 1a.HS2.1
Wellness Analyze the interrelationship of physical,
mental, emotional, social, environmental,
and spiritual health. 1a.HS1.2
Evaluate the interrelationship of physical,
mental, emotional, social, environmental,
and spiritual health. 1a.HS2.2
Wellness blank Evaluate a variety of strategies to improve
personal wellness. 1a.HS2.3
Wellness blank Apply strategies to improve personal
wellness. 1a.HS2.4
Emotions,
feelings, and
relationships
Analyze strategies for managing and
reducing interpersonal conflicts. 1a.HS1.3
Evaluate the impact of racism, power and
control, and social inequities on emotions
and relationships. 1a.HS2.5
Emotions,
feelings, and
relationships
Analyze characteristics of a mentally and
emotionally healthy person. 1a.HS1.4
Blank
Self and social
awareness
Demonstrate respect for others who have
different views and beliefs. 1a.HS1.5
Explore the impact of empathy on mental
and emotional health. 1a.HS2.6
Self and social
awareness
Identify how reflecting on personal
interests, qualities, strengths, and beliefs
can increase self-awareness, satisfaction,
and empathy. 1a.HSI.6
Describe how reflecting on personal
interests, qualities, strengths, and beliefs
can increase self-awareness, satisfaction,
and empathy. 1a.HS2.7
Self and social
awareness
Identify strategies which lead to personal
growth and persistence through challenges.
1a.HS1.7
Develop strategies to promote personal
growth, increased self-awareness, and
persistence through challenges. 1a.HS2.8
Trusted adults Identify trusted adults and resources
specific to a variety of needs. 1a.HS1.8
Identify strategies for supporting another
person in seeking professional guidance or
help from a trusted adult. 1a.HS2.9
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TOPIC HIGH SCHOOL I HIGH SCHOOL II
Trusted adults Summarize the benefits of seeking a
trusted adult or professional guidance
related to one’s dimensions of wellness.
1a.HS1.9
Blank
Stress and
anxiety
Analyze personal stressors at home, in
school, and with friends. 1a.HS1.10
Evaluate internal stressors at home, in
school, and with friends. 1a.HS2.10
Stress and
anxiety
Determine effective strategies for dealing
with stress, anxiety, and anger. 1a.HS1.11
Evaluate external stressors at home, in
school, and with friends including poverty,
violence, and racism. 1a.HS2.11
Stress and
anxiety
Analyze impulsive behaviors and strategies
for managing them. 1a.HS1.12
Analyze the causes, symptoms, and effects
of anxiety. 1a.HS2.12
Stress and
anxiety
Evaluate effective strategies for dealing
with stress, anxiety, and anger. 1a.HS2.13
Stress and
anxiety
Blank Evaluate impulsive behaviors and strategies
for managing them. 1a.HS2.14
Depression
awareness
Analyze the causes, symptoms, and effects
of depression. 1a.HS1.13
Evaluate causes, symptoms, and effects of
depression. 1a.HS2.15
Suicide
prevention
Summarize the signs and symptoms of
people who are in danger of hurting
themselves or others and demonstrate how
to tell a trusted adult. 1a.HS1.14
Summarize the signs and symptoms of
people who are in danger of hurting
themselves or others and demonstrate how
to tell a trusted adult. 1a.HS2.16
Suicide
prevention
Defend the importance of telling an adult if
there are people who are in danger of
hurting themselves or others. 1a.HS1.15
Blank
Social media Analyze positive and negative effects of
social media. 1a.HS1.16
Analyze the impact of social media on the
dimensions of wellness. 1a.HS2.17
Body image Summarize the importance of a positive
body image and its implications on mental
and physical wellness. 1a.HS1.17
Blank
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TOPIC HIGH SCHOOL I HIGH SCHOOL II
Disordered
eating
Blank Explain the effects of eating disorders on
health. 1a.HS2.18
Disordered
eating
Blank Differentiate between a positive and
negative body image. 1a.HS2.19
Disordered
eating
Blank Evaluate the potential mental and physical
consequences of disordered eating and
why it is important to seek professional
help. 1a.HS2.20
Grief and loss Blank Summarize stages of grief and loss and
explore coping strategies for self and
others. 1a.HS2.21
Stigma Summarize the negative impact of stigma
on health-seeking behaviors. 1a.HS1.18
Investigate the relationship between
health-seeking behaviors and mistrust in
communities. 1a.HS2.22
Addiction Identify the effects of addiction on self and
others. 1a.HS1.19
Evaluate the effects of addiction on self,
community, and others. 1a.HS2.23
Addiction Identify sources of support for people who
suffer from addiction. 1a.HS1.20
Evaluate sources of support for people who
suffer from addiction. 1a.HS2.24
Addiction Identify community services for addiction
treatment. 1a.HS1.21
Evaluate community services for addiction
treatment. 1a.HS2.25
Self-harm Recognize the indicators of self-harm and
identify triggers that may lead to self-harm.
1a.HS1.22
Identify local and community resources and
services to help someone who is self-
harming. 1a.HS2.26
Help seeking
behaviors
Determine when to seek help for mental
and emotional health challenges. 1a.HS1.23
Summarize local and community facilities
and services for assistance with mental and
emotional health challenges. 1a.HS2.27
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Maryland State Department of Education | 20
Standard 1b: Substance Abuse Prevention (E1)
The term “abuse” used throughout does not indicate a disorder. This section contains information about legal
substances, substances legal over the age of 21, and substances that are illegal. For example, any use of
alcohol under the age of 21 is considered abuse of alcohol.
TOPIC PREKINDERGARTEN KINDERGARTEN GRADE 1 GRADE 2
Medicine Define medicine.
1b.P.1
Define medicine.
1b.K.1
Describe how to use
medicine safely.
1b.1.1k
Explain how to use
medicine correctly.
1b.2.1
Medicine Identify family rules
about medicine use.
1b.P.2
Identify school rules
about use of
medicine. 1b.K.2
Explain the harmful
effects of medicine
when used
incorrectly. 1b.1.2
Describe the
harmful effects of
using medicine
incorrectly. 1b.2.2
Medicine Blank Recognize that
medicine can be
harmful if used
incorrectly. 1b.K.3
Household
products
Blank Identify products
that can be harmful
if inhaled, absorbed,
or ingested. 1b.K.4
Describe how
products can be
harmful if inhaled,
absorbed, or
ingested. 1b.1.3
Blank
Alcohol and
nicotine
Blank Blank Blank Identify alcohol,
nicotine, and
electronic smoking
devices. 1b.2.3
Alcohol and
nicotine
Blank Blank Blank Identify family and
school rules about
alcohol, nicotine
use, and electronic
smoking devices.
1b.2.4
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Maryland State Department of Education | 21
Standard 1b: Substance Abuse Prevention (E2)
The term “abuse” used throughout does not indicate a disorder. This section contains information about legal
substances, substances legal over the age of 21, and substances that are illegal. For example, any use of
alcohol under the age of 21 is considered abuse of alcohol.
TOPIC GRADE 3 GRADE 4 GRADE 5
Medicines Summarize how to use
medicines correctly. 1b.3.1
Explain the benefits of
medicines when used
correctly. 1b.4.1
Analyze the potential risks
associated with
inappropriate use and
abuse of prescription
medicines including
addiction. 1b.5.1
Medicines Blank Describe potential risks
associated with
inappropriate use of over-
the-counter and
prescription medicines
including addiction. 1b.4.2
Blank
Medicines Blank Explain the difference
between medicines, legal
drugs, and illegal drugs.
1b.4.3
Blank
Household
products
Blank Recognize that products
can be harmful to self and
others if absorbed, inhaled,
or ingested. 1b.4.4
Review why products are
harmful to self and others if
absorbed, inhaled, or
ingested. 1b.5.2
Alcohol,
nicotine
products,
caffeine, and
marijuana
products
Explain the harmful effects
of alcohol and nicotine
products, including
electronic smoking devices.
1b.3.2
Identify short and long-
term effects of alcohol,
nicotine, and caffeine.
1b.4.5
Review short and long-term
effects of alcohol, nicotine,
caffeine, and other
products. 1b.5.3
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Maryland State Department of Education | 22
TOPIC GRADE 3 GRADE 4 GRADE 5
Alcohol,
nicotine
products,
caffeine, and
marijuana
products
Blank Blank Identify short and long-
term effects of using
marijuana products. 1b.5.4
Alcohol,
nicotine
products,
caffeine, and
marijuana
products
Blank Blank Identify the negative
consequences of using
alcohol, nicotine products,
marijuana products, opioids
(including the lethal effects
of fentanyl), and other
drugs. 1b.5.5
Alcohol, nicotine
products, caffeine,
and marijuana
products caffeine,
and marijuana
products
Blank Blank Identify the benefits of
being free from alcohol,
opioid, nicotine products,
marijuana products, and
other drugs. 1b.5.6
Environmental
literacy
Blank Identify the environmental
impact of alcohol and
nicotine products. 1b.4.6
Blank
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 23
Standard 1b: Substance Abuse Prevention (MS)
The term “abuse” used throughout does not indicate a disorder. This section contains information about legal
substances, substances legal over the age of 21, and substances that are illegal. For example, any use of
alcohol under the age of 21 is considered abuse of alcohol.
TOPIC GRADE 6 GRADE 7 GRADE 8
Medicines Differentiate between
proper use and abuse of
prescription medicines.
1b.6.1
Identify the negative effects
of incorrect use of
prescription drugs and over-
the-counter medicines.
1b.7.1
Blank
Medicines Distinguish between proper
use and abuse of over-the-
counter medicines. 1b.6.2
Blank Blank
Household
products
Explain why products can
be harmful to self and
others if ingested, inhaled,
or absorbed. 1b.6.3
Blank Blank
Alcohol,
opioids,
nicotine
products,
marijuana
products,
fentanyl, and
other drugs
Describe situations that
could lead to the use of
alcohol, opioids, nicotine
products, marijuana
products, and other
trending drugs or
substances. 1b.6.4
Identify the physical effects
of alcohol, opioids, nicotine
products, marijuana
products, and other drugs.
1b.7.2
Summarize the negative
consequences of using
alcohol, nicotine products,
marijuana products, opioids
(including the lethal effects
of fentanyl), and other
trending drugs or
substances. 1b.8.1
Alcohol,
opioids,
nicotine
products,
marijuana
products,
fentanyl, and
other drugs
Determine the reasons why
people choose to use or not
to use alcohol, opioids,
nicotine products,
marijuana products, and
other trending drugs or
substances. 1b.6.5
Describe the negative
consequences of using
alcohol, nicotine products,
marijuana products, opioids
(including the lethal effects
of fentanyl), and other
drugs. 1b.7.3
Blank
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 24
TOPIC GRADE 6 GRADE 7 GRADE 8
Alcohol,
opioids,
nicotine
products,
marijuana
products,
fentanyl, and
other drugs
Blank Describe the positive
alternatives to using
alcohol, opioids, nicotine
products, marijuana
products, and other
trending drugs or
substances. 1b.7.4
Describe the relationship
between substance use and
health risks including
unintentional injuries,
violence, suicide, and sexual
risk behaviors. 1b.8.2
Alcohol,
opioids,
nicotine
products,
marijuana
products,
fentanyl, and
other drugs
Blank Explain why using alcohol,
opioids, nicotine products,
marijuana products, and
other trending drugs or
substances is an unhealthy
way to manage stress,
anxiety, and depression.
1b.7.5
Describe the health risks of
using performance-
enhancing or weight loss
drugs. 1b.8.3
Alcohol,
opioids,
nicotine
products,
marijuana
products,
fentanyl, and
other drugs
Blank Determine the benefits of
being free from alcohol,
opioids, nicotine products,
marijuana products, and
other drugs. 1b.7.6
Defend the benefits of
being free from alcohol,
opioids, nicotine products,
marijuana products, and
other trending drug or
substances. 1b.8.4
Environmental
literacy
Blank Blank Identify the negative
environmental effects of
alcohol, opioids, nicotine
products, marijuana
products, and other drugs.
1b.8.5
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 25
Standard 1b: Substance Abuse Prevention (HS)
The term “abuse” used throughout does not indicate a disorder. This section contains information about legal
substances, substances legal over the age of 21, and substances that are illegal. For example, any use of
alcohol under the age of 21 is considered abuse of alcohol.
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Medicines Differentiate between proper use and
abuse of over-the-counter and prescription
medicines. 1b.HS1.1
Alcohol,
opioids,
nicotine
products,
marijuana
products,
performance-
enhancing
substances,
and other
trending drugs
or substances
Analyze situations that could lead to the
use of alcohol, opioids, nicotine products,
marijuana products, performance-
enhancing substances, and other trending
drugs or substances. 1b.HS1.2
Evaluate situations that could lead to the
use of alcohol, opioids, nicotine products,
marijuana products, performance-
enhancing substances, and other trending
drugs or substances. 1b.HS2.1
Alcohol, opioids,
nicotine products,
marijuana products,
performance-
enhancing
substances, and
other trending drugs
or substances
Recognize the dangers of riding with a
driver who has been using alcohol, opioids,
nicotine products, marijuana products,
performance-enhancing substances, and
other trending drugs or substances.
1b.HS1.3
Analyze the risks associated with and
dangers of driving while under the
influence of alcohol, opioids, marijuana
products, performance-enhancing
substances, and other trending drugs or
substances. 1b.HS2.2
Alcohol, opioids, nicotine
products, marijuana
products, performance-
enhancing substances,
and other trending drugs
or substances
Describe the dangers of using drugs or
substances in combination. 1b.HS1.4
Explain the risks associated with using
alcohol, opioids, marijuana products,
performance-enhancing substances, or
other trending drugs or substance while
driving a motor vehicle. 1b.HS2.3
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 26
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Alcohol,
opioids,
nicotine
products,
marijuana
products,
performance-
enhancing
substances,
and other
trending drugs
or substances
Summarize the harmful short- and long-
term physical, psychological, and social
effects of using alcohol, nicotine products,
marijuana products, performance-
enhancing substances, opioids (including
the lethal effects of fentanyl), and other
trending drugs or substances. 1b.HS1.5
Analyze the dangers of using drugs or
substances in combination. 1b.HS2.4
Alcohol, opioids,
nicotine products,
marijuana products,
performance-
enhancing
substances, and
other trending drugs
or substances
Describe the effects of using alcohol,
opioids, nicotine products, marijuana
products, and other trending drugs or
substances on school performance, job
performance, job absenteeism, and job
loss. 1b.HS1.6
Analyze the harmful short- and long-term
physical, psychological, and social effects of
using alcohol, nicotine products, marijuana
products, performance enhancing
substances, opioids (including the lethal
effects of fentanyl), and other trending
drugs or substances. 1b.HS2.5
Alcohol, opioids, nicotine
products, marijuana
products, performance-
enhancing substances,
and other trending drugs
or substances
Blank Describe the legal issues related to using
drugs and substances including the
disproportionate rates of incarceration of
specific racial and ethnic groups. 1b.HS2.6
Alcohol, opioids, nicotine
products, marijuana
products, performance-
enhancing substances,
and other trending drugs
or substances
Blank Explain the effects of using alcohol, opioids,
nicotine products, marijuana products,
performance-enhancing substances, and
other drugs and substances during
pregnancy. 1b.HS2.7
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 27
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Alcohol,
opioids,
nicotine
products,
marijuana
products,
performance-
enhancing
substances,
and other
trending drugs
or substances
Blank Analyze the relationship between using
alcohol, opioids, nicotine products,
marijuana products, performance-
enhancing substances, and other drugs and
substances with other health risks, such as
unintentional injuries, violence, suicide,
and sexual risk behaviors. 1b.HS2.8
Local support
services
Identify community resources for
substance use/abuse and how to help a
person who is addicted. 1b.HS1.7
Compare and contrast community
resources for substance use/abuse to meet
the needs of individuals and families
affected by addiction. 1b.HS2.9
Local support
services
BLANK Examine historical practices that increase
the likelihood of substance use within
communities. 1b.HS2.10
Environmental
Literacy
Investigate the safe disposal and negative
environmental impact of medicines,
nicotine products, and other drugs.
1b.HS2.11
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 28
Standard 1c: Family Life and Human Sexuality (E1)
The local school system shall establish policies, guidelines, and/or procedures for student opt-out regarding
instruction related to family life and human sexuality objectives COMAR 13A.04.18.01D(2)(e)(i)
.
TOPIC PREKINDERGARTEN KINDERGARTEN GRADE 1 GRADE 2
Healthy
relationships
and consent
Identify what is
special about your
family. 1c.P.1
Identify that family
is a group of people
that support each
other. 1c.K.1
Describe differences
in families. (e.g.,
single-parent, same-
gender,
intergenerational,
cohabitating,
adoptive, foster,
etc.). 1c.1.1
Explain why it is
important to
respect different
kinds of families
(e.g., single-parent,
same-gender,
intergenerational,
cohabitating,
adoptive, foster).
1c.2.1
Healthy
relationships
and consent
Recognize that
family is a group of
people that support
each other. 1c.P.2
Identify different
types of families
(e.g., single-parent,
same-gender,
intergenerational,
cohabitating,
adoptive, foster,
etc.). 1c.K.2
Identify healthy
family and peer
relationships. 1c.1.2
Describe healthy
family and peer
relationships. 1c.2.2
Healthy
relationships
and consent
Recognize that
there are different
types of families
(e.g., single- parent,
same-gender,
intergenerational,
blended, interracial,
adoptive, foster,
etc.). 1c.P.3
Recognize pro-social
behaviors (e.g.,
helping others,
being respectful of
others, cooperation,
and consideration).
1c.K.3
Demonstrate how to
communicate
respect for
someone’s personal
boundaries. 1c.1.3
Demonstrate
appropriate actions
when someone says
or does something
that does not
respect your
personal
boundaries. 1c.2.3
Healthy
relationships
and consent
Describe the
characteristics of a
friend. 1c.P.4
Recognize that
individuals have
personal boundaries
and bodily
autonomy. 1c.K.4
Blank Practice
communicating
personal
boundaries. 1c.2.4
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 29
TOPIC PREKINDERGARTEN KINDERGARTEN GRADE 1 GRADE 2
Healthy
relationships
and consent
Recognize that
individuals have
personal boundaries
and bodily
autonomy. 1c.P.5
Blank Blank Blank
Gender
identity and
expression
Recognize and
respect that people
express themselves
in many different
ways. 1c.P.6
Recognize a range
of ways people
identify and express
their gender. 1c.K.5
Identify a range of
ways people identify
and express gender.
1c.1.4
Demonstrate ways
to treat people of all
gender identities
and expressions
with dignity and
respect. 1c.2.5
Gender
identity and
expression
Blank Recognize it is
important to treat
people of all gender
identities and
expressions with
dignity and respect.
1c.K.6
Identify ways to
treat people of all
gender identities
and expressions
with dignity and
respect. 1c.1.5
Blank
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 30
Standard 1c: Family Life and Human Sexuality (E2)
The local school system shall establish policies, guidelines, and/or procedures for student opt-out regarding
instruction related to family life and human sexuality objectives COMAR 13A.04.18.01D(2)(e)(i)
.
All grade 4 and 5 content must be taught by the end of grade 5.
TOPIC GRADE 3 GRADE 4 GRADE 5
Healthy
relationships
and consent
Define consent as people of
all ages and abilities having
the right to tell others not
to touch their body when
they do not want to be
touched. 1c.3.1
Identify parents, caregivers,
or other trusted adults (e.g.,
counselors and other health
care professionals) that
students can talk with
about relationships,
puberty, and health. 1c.4.1
Explain the importance of
talking with parents and
other trusted adults about
issues related to
relationships, growth and
development, and sexual
health. 1c.5.1
Healthy
relationships
and consent
Blank Explain the relationship
between consent, personal
boundaries, and bodily
autonomy. 1c.4.2
Analyze the relationship
between consent and
personal boundaries. 1c.5.2
Gender
identity and
expression
Demonstrate ways to treat
people of all gender
identities and expressions
with dignity and respect.
1c.3.2
Blank Blank
Sexual
orientation
and identity
Blank Identify sexual orientation
as a person’s physical
and/or romantic attraction
to an individual of the same
and/or different gender.
1c.4.3
Blank
Puberty and
adolescent
sexual
development
Blank Identify the physical, social,
and emotional changes that
occur during puberty. 1c.4.4
Describe the physical,
social, and emotional
changes that occur during
puberty. 1c.5.3
Puberty and
adolescent
sexual
development
Blank Explain how the onset and
progression of puberty
varies considerably. 1c.4.5
Summarize that the onset
and progression of puberty
varies considerably. 1c.5.4
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Maryland State Department of Education | 31
TOPIC GRADE 3 GRADE 4 GRADE 5
Puberty and
adolescent
sexual
development
Blank Identify human
reproductive systems
including medically
accurate names for internal
and external genitalia and
their functions. 1c.4.6
Describe human
reproductive systems
including medically
accurate names for internal
and external genitalia and
their functions. 1c.5.5
Puberty and
adolescent
sexual
development
Blank Blank Describe how puberty
prepares human bodies for
the potential to reproduce.
1c.5.6
Puberty and
adolescent
sexual
development
Blank Blank Identify that reproduction
requires that a sperm and
egg join and implant. 1c.5.7
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Maryland State Department of Education | 32
Standard 1c: Family Life and Human Sexuality (MS)
The local school system shall establish policies, guidelines, and/or procedures for student opt-out regarding
instruction related to family life and human sexuality objectives COMAR 13A.04.18.01D(2)(e)(i)
.
TOPIC GRADE 6 GRADE 7 GRADE 8
Healthy
relationships
and consent
Describe characteristics of
healthy relationships. 1c.6.1
Explain the characteristics
of a healthy dating
relationship. 1c.7.1
Distinguish healthy
relationships from
unhealthy ones. 1c.8.1
Healthy
relationships
and consent
Describe healthy ways to
express affection, love, and
friendship. 1c.6.2
Evaluate the impact of
technology (e.g., use of
smartphones and digital
monitoring) and social
media on communication
and consent in
relationships. 1c.7.2
Analyze how peers, family,
media, society, culture, and
a person's intersecting
identities can influence
attitudes, beliefs, and
expectations about
relationships. 1c.8.2
Healthy
relationships
and consent
Identify why individuals
have the right to refuse
sexual contact. 1c.6.3
Explain why individuals
have the right to refuse
sexual contact. 1c.7.3
Describe strategies a
student might use to end an
unhealthy relationship,
including involving a trusted
adult who can help. 1c.8.3
Healthy
relationships
and consent
Blank Discuss what does and does
not constitute sexual
consent. 1c.7.4
Summarize why individuals
have the right to refuse
sexual contact. 1c.8.4
Healthy
relationships
and consent
Blank Blank Analyze factors, including
alcohol and other
substances that can affect
the ability to give or
perceive consent to sexual
activity. 1c.8.5
Healthy
relationships
and consent
Blank Blank Explain the importance of
setting personal limits to
avoid sexual risk behaviors.
1c.8.6
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
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TOPIC GRADE 6 GRADE 7 GRADE 8
Gender
identity and
expression
Define sex assigned at birth,
gender identity, and gender
expression. 1c.6.4
Compare sex assigned at
birth and gender identity
and explain how they may
or may not differ. 1c.7.5
Explain sex assigned at birth
and gender identity and
explain how they may or
may not differ. 1c.8.7
Sexual
orientation
and identity
Explain sexual orientation.
1c.6.5
Define sexual identity and
explain a range of identities
related to sexual
orientation. 1c.7.6
Describe sexual identity and
explain a range of identities
related to sexual
orientation. 1c.8.8
Harassment,
teasing, and
bullying
Describe ways to show
courtesy and respect for
others when aspects of
their sexuality (such as
sexual activity, sexual
abstinence, sexual
orientation, gender
expression, and gender
identity) are different from
one’s own. 1c.6.6
Explain why it is wrong to
tease or bully others based
on aspects of their sexuality
(such as sexual activity,
sexual abstinence, sexual
orientation, gender
expression, and gender
identify). 1c.7.7
Describe how intolerance
can affect others when
aspects of their sexuality
are different from one’s
own. 1c.8.9
Harassment,
teasing, and
bullying
Blank Identify strategies for
respecting individual
differences in sexual growth
and development, or
physical appearance. 1c.7.8
Blank
Anatomy and
physiology
Identify human
reproductive systems
including medically accurate
names for internal and
external genitalia and their
functions. 1c.6.7
Describe human
reproductive systems
including medically accurate
names for internal and
external genitalia and their
functions. 1c.7.9
Summarize human
reproductive systems
including medically accurate
names for internal and
external genitalia and their
functions. 1c.8.10
Anatomy and
physiology
Describe conception and its
relationship to the
menstrual cycle and vaginal
sex. 1c.6.8
Describe menstruation,
fertilization, and
implantation. 1c.7.10
Explain menstruation,
fertilization, and
implantation. 1c.8.11
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 34
TOPIC GRADE 6 GRADE 7 GRADE 8
Sexual health Blank Identify ways to prevent
pregnancy, including not
having sex and effective use
of contraceptives, including
condoms. 1c.7.11
Describe ways sexually
active people can reduce
the risk of pregnancy.
1c.8.12
Sexual health Blank Describe ways sexually
active people can reduce
the risk of HIV, and other
STIs. 1c.7.12
Explain ways sexually active
people can reduce the risk
of HIV, and other STIs
including condoms and
preventative medications.
1c.8.13
Sexual health Blank Identify solo, vaginal, anal,
and oral sex along with
possible outcomes of each.
1c.7.13
Identify proper steps to
using barrier methods
correctly. 1c.8.14
Sexual health Blank Describe how the
effectiveness of condoms
can reduce the risk of HIV,
and other STIs. 1c.7.14
Describe the state and
federal laws related to
minors’ access to sexual
healthcare services,
including pregnancy and
STI/HIV prevention, testing,
care, and treatment.
1c.8.15
Sexual health Blank Describe the relationship
between substance use and
sexual risk behaviors.
1c.7.15
Describe the factors that
contribute to engaging in
sexual risk behaviors
including substance use.
1c.8.16
Sexual health Blank Recognize racism and
intersectionality and
describe their impacts on
sexual health 1c.7.16
Identify racism and
intersectionality and
describe their impacts on
sexual health 1c.8.17
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 35
TOPIC GRADE 6 GRADE 7 GRADE 8
Sexually
explicit media
Identify the impact sexually
explicit media can have on
one’s body image,
expectations about sex,
relationships, and self-
esteem. 1c.6.9
Explain the impact sexually
explicit media can have on
one’s body image,
expectations about sex,
relationships, and self-
esteem. 1c.7.17
Describe the state and
federal laws that impact
young people's sexual
health and rights, ability to
give and receive sexual
consent, and engagement
with sexually explicit media.
1c.8.18
Sexually
explicit media
cont.
Explain the negative
consequences of sending
sexually explicit pictures or
messages by e-mail or cell
phone or posting sexually
explicit pictures on social
media sites. 1c.6.10
Summarize the negative
consequences of sending
sexually explicit pictures or
messages by e-mail or cell
phone or posting sexually
explicit pictures on social
media sites. 1c.7.18
Analyze the negative
consequences of sending
sexually explicit pictures or
messages by e-mail or cell
phone or posting sexually
explicit pictures on social
media sites. 1c.8.19
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 36
Standard 1c: Family Life and Human Sexuality (HS)
The local school system shall establish policies, guidelines, and/or procedures for student opt-out regarding
instruction related to family life and human sexuality objectives COMAR 13A.04.18.01D(2)(e)(i)
.
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Healthy
relationships
and consent
Compare and contrast characteristics of
healthy and unhealthy relationships.
1c.HS1.1
Analyze how peers, media, family, society,
culture, and a person’s intersecting
identities can influence self-concept, body
image, and self-esteem. 1c.HS2.1
Healthy
relationships
and consent
Summarize the importance of talking with
parents and other trusted adults about
issues related to relationships, growth and
development, sexual decision-making, and
sexual health. 1c.HS1.2
Describe effective ways to communicate
consent, personal boundaries, and
preferences as they relate to sexual
behavior. 1c.HS2.2
Healthy
relationships
and consent
Justify the benefits of respecting individual
differences in aspects of sexuality, growth
and development, and physical
appearance. 1c.HS1.3
Evaluate the potentially positive and
negative roles of technology and social
media in relationships. 1c.HS2.3
Healthy
relationships
and consent
Describe what constitutes sexual consent,
its importance, and legal consequences of
sexual behavior without consent. 1c.HS1.4
Analyze factors that can influence the
ability to give and receive sexual consent.
1c.HS2.4
Healthy
relationships
and consent
Identify factors that can influence the
ability to give and receive sexual consent.
1c.HS1.5
blank
Gender
identity and
expression
Differentiate between sex assigned at birth,
gender identity, and gender expression.
1c.HS1.6
Examine the impact of gender expression
and gender identity on members of
marginalized communities and analyze the
intersectionality of race, culture, and
gender for members of those communities.
1c.HS2.5
Sexual
orientation
and identity
Define sexual identity and explain a range
of identities related to sexual orientation.
1c.HS1.7
Differentiate between sexual orientation,
sexual behavior, and sexual identity.
1c.HS2.6
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 37
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Sexual
orientation
and identity
Identify how school and community
programs and policies can promote dignity
and respect for people of all sexual
orientations and gender identities and
expressions. 1c.HS1.8
Analyze how school and community
programs and policies can promote dignity
and respect for people of all sexual
orientations and gender identities and
expressions. 1c.HS2.7
Anatomy and
physiology
Summarize human reproductive systems
including medically accurate names for
internal and external genitalia and their
functions. 1c.HS1.9
Summarize human reproductive systems
including medically accurate names for
internal and external genitalia and their
functions. 1c.HS2.8
Anatomy and
physiology
Summarize the relationship between the
menstrual cycle and conception. 1c.HS1.10
Blank
Sexual health Identify sexual behaviors, including solo,
vaginal, oral, and anal sex, that impact the
risk of unintended pregnancy and potential
transmission of STIs, including
HIV.1c.HS1.11
Analyze ways systemic oppression and
intersectionality impact the sexual agency
of communities of color and other
marginalized groups. 1c.HS2.9
Sexual health Identify how systemic oppression and
intersectionality impact the sexual health
of communities of color and other
marginalized groups. 1c.HS1.12
Summarize common symptoms, or lack
thereof, of and treatments for STIs,
including HIV. 1c.HS2.10
Sexual Health Describe common symptoms, or lack
thereof, of and treatments for STIs,
including HIV. 1c.HS1.13
Demonstrate the steps to using barrier
methods correctly (e.g., external and
internal condoms and dental dams).
1c.HS2.11
Sexual health Explain the steps to using barrier methods
correctly (e.g., external and internal
condoms and dental dams). 1c.HS1.14
Identify the efficacy of biomedical
approaches to prevent STIs, including HIV
(e.g., hepatitis B vaccine, HPV vaccine, and
PrEP, PEP). 1c.HS2.12
Sexual health Compare and contrast types of
contraceptive and disease-prevention
methods. 1c.HS1.15
Summarize community services and
resources related to sexual and
reproductive health. 1c.HS2.13
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 38
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Sexual health Evaluate community services and resources
related to sexual and reproductive health.
1c.HS1.16
Explain the laws related to reproductive
and sexual health care services (e.g.,
contraception, pregnancy options, safe
surrender policies, prenatal care).
1c.HS2.14
Sexual health Identify the laws related to reproductive
and sexual health care services (e.g.,
contraception, pregnancy options, safe
surrender policies, prenatal care).
1c.HS1.17
Blank
Sexually
explicit media
Explain the impact sexually explicit media
can have on one's perceptions of, and
expectations for, a healthy relationship.
1c.HS1.18
Evaluate the impact sexually explicit media
can have on one's perceptions of, and
expectations for, a healthy relationship.
1c.HS2.15
Sexually
explicit media
Explain federal and state laws that prohibit
the creation, sharing, and viewing of
sexually explicit media that includes
minors. 1c.HS1.19
Analyze the federal and state laws that
impact young people’s sexual health rights,
ability to give and receive sexual consent,
and engagement with sexually explicit
media. 1c.HS2.16
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 39
Standard 1d: Safety and Violence Prevention (E1)
TOPIC PREKINDERGARTEN KINDERGARTEN GRADE 1 GRADE 2
Physical
safety
Identify people who
can help when
someone is injured
or suddenly ill.
1d.P.1
Explain what to do if
someone is injured
or suddenly ill and
how to call 911.
1d.K.1
Recognize and
follow basic safety
rules related to
sharp objects, bodily
fluids, playgrounds,
water, and
electricity. 1d.1.1
Identify ways to
reduce injuries from
firearms, falls, and
fire. 1d.2.1
Physical
safety
Identify safety rules
in the home. 1d.P.2
Identify proper
safety for activities
including biking,
skateboarding, and
riding in a car.
1d.K.2
Describe the
function of safety
equipment (e.g.,
helmets, knee pads,
and elbow pads.)
1d.1.2
Describe how to
safely ride a bike, a
skateboard, a
scooter, and inline
skates. 1d.2.2
Physical
safety
Blank Identify escape
routes at home and
school. 1d.K.3
Identify safety
hazards in the
community. 1d.1.3
Identify ways to
reduce the risk of
injuries while riding
in a motor vehicle.
1d.2.3
Physical
safety
Blank Identify ways to stay
safe when riding in a
vehicle or bus.
1d.K.4
Blank Identify ways to
reduce injuries as a
pedestrian 1s.2.4
Physical
safety
Blank Blank Blank Identify safety
procedures to
follow if in the
presence of a
firearm. 1d.2.5
Physical
safety
Blank Blank Blank Model actions that
help one to stay safe
around strangers.
1d.2.6
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 40
TOPIC PREKINDERGARTEN KINDERGARTEN GRADE 1 GRADE 2
Physical
safety
Blank Blank Blank Describe actions
that help one to stay
safe around familiar
people. 1d.2.7
Relationships Describe healthy
families, healthy
family
environments, and
healthy
relationships. 1d.P.3
Identify appropriate
displays of affection
between people and
in a variety of
situations, including
physical touch and
verbal interactions.
1d.K.5
Identify words and
actions that
appropriately
express affection or
other positive
feelings toward
trusted adults and
other important
people. 1d.1.4
Identify words and
actions that
appropriately
express
affection/positive
feelings toward
trusted adults and
other important
people. 1d.2.8
Safety around
people
Identify rules about
strangers. 1d.P.4
Explain actions that
help one to stay safe
around strangers.
1d.K.6
Practice actions that
help one to stay safe
around strangers.
1d.1.5
Model ways to tell
someone when
feeling unsafe.
1d.2.9
Safety around
people
Blank Identify how to
respond when asked
to keep an
uncomfortable
secret. 1d.K.7
Identify how
familiar people or
people in authority
can help or harm
children. 1d.1.6
Explain how familiar
people or people in
authority can help
or harm children.
1d.2.10
Safety around
people
Blank Blank Demonstrate refusal
skills and other ways
to take action if
someone is making
you feel
uncomfortable,
unsafe, or
disrespected. 1d.1.7
Identify appropriate
interactions with
community helpers
(e.g., nurses,
teachers, police
officers, and
crossing guards) in
roles that help
children. 1d.2.11
Safety around
people
Blank Blank Explain the
difference between
secrets and
surprises. 1d.1.8
Demonstrate what
to do when asked to
keep an
uncomfortable
secret. 1d.2.12
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 41
TOPIC PREKINDERGARTEN KINDERGARTEN GRADE 1 GRADE 2
Trusted adults Identify trusted
adults or helpers
who can provide
help with feelings
and solving
problems. 1d.P.5
Demonstrate the
ability to seek help
from trusted adults.
1d.K.8
Identify and access
adults who can help
children. 1d.1.9
Explain the
importance of
sharing all
information with
parents, guardians,
or trusted adults.
1d.2.13
Trusted adults Blank Practice talking to
adults about
personal safety and
feelings. 1d.K.9
Explain the
importance of
sharing all
information with
parents/guardians/t
rusted adults.
1d.1.10
Practice telling
trusted adults about
feelings. 1d.2.14
Technology
safety
Identify personal
information and
when to share it
with other people.
1d.P.6
Identify personal
information and
when to share it
with other people.
1d.K.10
Identify appropriate
boundaries when
using technology
and the internet.
1d.1.11
Explain appropriate
boundaries when
using technology
and the internet.
1d.2.15
Boundaries
and consent
Identify personal
boundaries. 1d.P.7
Identify age-
appropriate privacy
as well as setting
and respecting
healthy boundaries.
1d.K.11
Analyze age-
appropriate privacy
as well as setting
and respecting
healthy boundaries
online and face-to-
face. 1d.1.12
Demonstrate age-
appropriate privacy
as well as setting
and respecting
healthy boundaries
while using
technology and
face-to-face. 1d.2.16
Boundaries
and consent
Identify everyone
has the right to tell
others not to touch
their body when
they do not want to
be touched. 1d.P.8
Blank Explain that
everyone has the
right to tell others
not to touch their
body when they do
not want to be
touched and to have
those boundaries
respected by others.
1d.1.13
Blank
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 42
TOPIC PREKINDERGARTEN KINDERGARTEN GRADE 1 GRADE 2
Private parts Identify parts of the
body that are
private of self or
others. 1d.P.9
Identify parts of the
body that are
private of self or
others. 1d.K.12
Identify parts of the
body that are
private on self or
others. 1d.1.14
Identify parts of the
body that are
private on self or
others. 1d.2.17
Compassion
for victims
Blank Blank Explain that it is
never a person’s
fault if someone
causes them to feel
unsafe. 1d.1.15
Explain that it is
never a person’s
fault if someone
causes them to feel
unsafe. 1d.2.18
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 43
Standard 1d: Safety and Violence Prevention (E2)
TOPIC GRADE 3 GRADE 4 GRADE 5
Safety and
injuries
Identify examples of
dangerous or risky
behaviors that might lead
to injuries. 1d.3.1
List ways to prevent
injuries in the community.
1d.4.1
Summarize safety rules for
the home, vehicles, and
community. 1d.5.1
Safety and
injuries
Explain what to do if
someone is injured or
suddenly ill. 1d.3.2
Identify ways to reduce
injuries from animals and
insect bites and stings.
1d.4.2
List examples of dangerous
or risky behaviors that
might lead to injuries.
1d.5.2
Safety and
injuries
List ways to prevent
injuries at home. 1d.3.3
Identify safety precautions
for playing and working
outdoors in different kinds
of weather and climates.
1d.4.3
Identify ways to reduce risk
of injuries around water.
1d.5.3
Safety and
injuries
Blank Blank Identify ways to protect
vision and hearing from
injury. 1d.5.4
Accessing
trusted adults
Explain the importance of
sharing all information
with parents, guardians, or
trusted adults. 1d.3.4
Explain the importance of
sharing all information
with parents, guardians, or
trusted adults. 1d.4.4
Explain the importance of
sharing all information with
parents, guardians, or
trusted adults. 1d.5.5
Accessing
trusted adults
Identify words and actions
that appropriately express
affection or other positive
feelings toward trusted
adults and other important
people or people of
authority. 1d.3.5
Create a list of trusted
people/community
resources to notify or
contact if sexual
mistreatment, grooming,
harassment, abuse,
assault, and/or exploitation
occur. 1d.4.5
Create a list of trusted
people/community
resources to notify or
contact if assault or abuse
occurs. 1d.5.6
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 44
TOPIC GRADE 3 GRADE 4 GRADE 5
Accessing
trusted adults
Blank Demonstrate verbal and
nonverbal ways to ask
trusted adults for help,
including how to report
unsafe, scary or harmful
situations in the home,
school, or community.
1d.4.6
Blank
Accessing
trusted adults
Blank Identify words and actions
that appropriately express
affection or other positive
feelings toward trusted
adults and other important
people. 1d.4.7
Blank
Discrimination
and violence
Explain strategies to avoid
physical fighting and
violence. 1d.3.12
Identify how participation
in gangs and hate groups
can lead to violence.
1d.4.13
Describe how participation
in gangs and hate groups
can lead to violence.
1d.5.12
Discrimination
and violence
Blank Identify that a gang is a
group of people involved in
wrongful or delinquent
activities. 1d.4.14
Blank
Discrimination
and violence
Blank Identify that a hate group
is a type of gang that
claims their identity is
superior to that of others
and does not value the
human rights of all people.
1d.4.15
Blank
Discrimination
and violence
Blank Describe safety procedures
to follow if in the presence
of a firearm. 1d.4.16
Blank
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 45
TOPIC GRADE 3 GRADE 4 GRADE 5
Safety, abuse
and assault
Describe strategies to
follow when approached
by a stranger in a variety of
situations. 1d.3.13
Blank Demonstrate refusal skills
and other ways to take
action if someone is talking
to you or touching you in a
way that makes you feel
uncomfortable, unsafe, or
disrespected. 1d.5.13
Safety, abuse
and assault
cont.
Explain how familiar
people or people in
authority can help or harm
children. 1d.3.14
Blank Define sexual
mistreatment, grooming,
harassment, abuse, assault,
and exploitation. 1d.5.14
Safety, abuse
and assault
Identify behaviors that
constitute sexual
mistreatment, grooming,
harassment, abuse,
assault, and exploitation.
1d.3.15
Blank Identify strategies to
respond to sexual
mistreatment, grooming,
harassment, abuse, assault,
and exploitation. 1d.5.15
Bystander
intervention
and compassion
for victims
Demonstrate how a
positive bystander is able
to access help from a
police officer, teacher,
nurse, school counselor,
parent, guardian, or
another trusted adult to
help a friend who is feeling
unsafe, uncomfortable, or
disrespected. 1d.3.16
Demonstrate what to say
and do when witnessing or
experiencing something
that feels uncomfortable,
unsafe, or disrespectful.
1d.4.17
Demonstrate what to say
and do when witnessing or
experiencing potentially
harmful or unsafe
situations. 1d.5.16
Bystander
intervention
and compassion
for victims
Explain that it is never a
person’s fault if someone
causes them to feel unsafe.
1d.3.17
Explain that it is never a
person’s fault if someone
causes them to feel unsafe.
1d.4.18
Explain that sexual
mistreatment, grooming,
harassment, abuse, assault,
and exploitation are never
the fault of the victim.
1d.5.17
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 46
Standard 1d: Safety and Violence Prevention (MS)
TOPIC GRADE 6 GRADE 7 GRADE 8
Safety and injuries Blank Blank Describe first response
procedures needed to
treat injuries and other
emergencies. 1d.8.1
Safety and injuries Blank Blank Identify ways to reduce
the risk of injury in a
motor vehicle (substance
use, distracted driving,
seat belts, etc.). 1d.8.2
Technology safety Describe how sharing or
posting personal
information
electronically about self
or others on social
media sites can
negatively impact
personal safety of self
or others. 1d.6.1
Analyze the impact of
media influences on
harassing and
intimidating behaviors.
1d.7.1
Identify how to use
technology and social
media safely and
respectfully and laws
pertaining to the
dissemination of intimate
images. 1d.8.3
Technology safety Describe the positive
and negative ways in
which technology and
social media can impact
physical and emotional
safety. 1d.6.2
Recognize the
inappropriate use of
technology as it relates
to harassment, stalking,
and other intimidating
behaviors. 1d.7.2
Blank
Boundaries and consent Demonstrate effective
ways to express needs,
wants, and feelings,
including the setting of
and respecting of
personal limits and
boundaries. 1d.6.3
Explain why individuals
have the right to refuse
sexual contact. 1d.7.3
Distinguish between
appropriate and
inappropriate verbal
and/or non-verbal
interactions. 1d.8.4
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
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Grade June 2021
Maryland State Department of Education | 47
TOPIC GRADE 6 GRADE 7 GRADE 8
Boundaries and consent Identify individuals have
the right to refuse
sexual contact. 1d.6.4
Blank Explain the importance
of setting and respecting
personal
limits/boundaries. 1d.8.5
Boundaries and consent Blank Blank Describe why individuals
have the right to refuse
sexual contact. 1d.8.6
Boundaries and consent Blank Blank Define affirmative
consent. 1d.8.7
Boundaries and consent Blank Blank Explain that no one has
the right to touch anyone
else in a sexual manner if
they do not want to be
touched. 1d.8.8
Discrimination and
violence
Determine the benefits
of using non-violence to
solve interpersonal
conflict. 1d.6.5
Describe helping
behaviors that prevent
violence. 1d.7.4
Summarize how
participation in gangs
and hate groups can lead
to violence. 1d.8.9
Discrimination and
violence
Examine and model
appropriate, respectful,
and healthy ways to
express affection, love,
and friendship between
people and in various
situations. 1d.6.6
Analyze the influence of
peer groups as they
relate to harassing and
intimidating behaviors.
1d.7.5
Explain how intolerance
can lead to violence.
1d.8.10
Discrimination and
violence
Describe ways to reduce
risk of injuries from
firearms. 1d.6.7
Analyze how situations
and/or impulsive
behaviors can lead to
violence. 1d.7.6
Blank
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TOPIC GRADE 6 GRADE 7 GRADE 8
Discrimination and
violence
Defend against teasing
others based on
personal characteristics
such as body type, race,
gender, appearance,
mannerisms, and the
way one dresses or acts.
1d.6.8
Identify a variety of
non-violent ways to
respond to stress when
angry or upset. 1d.7.7
Blank
Discrimination and
violence
Blank Analyze techniques that
are used to coerce or
pressure someone to
use violence. 1d.7.8
Blank
Discrimination and
violence
Blank Describe how prejudice,
discrimination, and bias
can lead to violence and
identify strategies for
intervention. 1d.7.9
Blank
Abuse and assault Identify and describe
healthy relationships
between children and
others (e.g., persons in
authority, coaches,
teachers, and clergy).
1d.6.9
Identify power
differences in
relationships between
potential abusers and
their victims. 1d.7.10
Identify situations
including domestic
violence where physical,
emotional, verbal, or
sexual abuse occurs in a
person’s family. 1d.8.11
Abuse and assault Identify verbal and/or
non-verbal actions that
constitute sexual
mistreatment,
grooming, harassment,
abuse, assault, and
exploitation. 1d.6.10
Identify a source of
support that a student
can go to if they or
someone they know is
being sexually
mistreated, groomed,
harassed, abused,
assaulted, or exploited.
1d.7.11
Describe situations and
behaviors that constitute
sexual mistreatment
grooming, harassment,
abuse, assault,
exploitation, and
boundary violations.
1d.8.12
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TOPIC GRADE 6 GRADE 7 GRADE 8
Abuse and assault Blank Analyze laws, policies,
and consequences
related to sexual
mistreatment,
grooming, harassment,
abuse, assault,
exploitation, and human
trafficking that are
designed to protect
young people. 1d.7.12
Blank
Trusted adults and
responding to safety
threats
Blank Identify the process of
reporting incidents of
harassment, stalking,
and other intimidating
behaviors. 1d.7.13
List qualities of an adult
whom a student can rely
upon for support.
1d.8.13
Blank Blank Identify a source of
support that a student
can go to if they or
someone they know is
being abused or
assaulted. 1d.8.14
Trusted adults and
responding to safety
threats
Blank Blank Demonstrate the ability
to recognize and respond
to situations that
threaten sexual health
safety. 1d.8.15
Bystander intervention
and compassion for
victims
Explain the role of
bystanders in escalating,
preventing or stopping
bullying, fighting,
discrimination, and
violence. 1d.6.11
Demonstrate ways to be
a positive bystander by
responding or reporting
if someone is being
sexually mistreated,
groomed, harassed,
abused, assaulted, or
exploited. 1d.7.14
Explain why a person
who has been sexually
mistreated, groomed,
harassed, abused,
assaulted, or exploited is
not at fault. 1d.8.16
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TOPIC GRADE 6 GRADE 7 GRADE 8
Bystander intervention
and compassion for
victims
Explain that it is never
the fault of a person if
they are made to feel
unsafe. 1d.6.12
Explain why a person
who has been sexually
mistreated, groomed,
harassed, abused,
assaulted, or exploited
is not at fault. 1d.7.15
Defend the need to
empower and support
people who experience
racism, harassment, or
abuse. 1d.8.17
Bystander intervention
and compassion for
victims
Blank Identify the need to
empower and support
people who experience
racism, harassment, or
abuse. 1d.7.16
Blank
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Standard 1d: Safety and Violence Prevention (HS)
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Responding to
emergencies
Explain accepted procedures for basic first
aid and emergency care. 1d.HS1.1
Examine the ways in which emergency
response varies based on sociocultural and
socio-political factors such as race, income,
ethnicity, gender, community type (rural,
urban & suburban). 1d.HS2.1
Responding to
emergencies
Practice hands-only cardiopulmonary
resuscitation and the use of automated
external defibrillators. 1d.HS1.2
Blank
Technology
safety
Describe strategies to use social media and
technology safely and respectfully.
1d.HS1.3
Analyze the impact of media influences on
discrimination, implicit bias, racism,
intimidating behaviors, and violence.
1d.HS2.2
Technology
safety
Describe examples of discrimination,
implicit bias, intimidating behaviors, and
harassment in media. 1d.HS1.4
Blank
Technology
safety
Differentiate between healthy and
unhealthy use of technology including
social media, messaging and phones as it
relates to harassment and intimidating
behaviors. 1d.HS1.5
Blank
Discrimination
and violence
Assess ways to deter bullying, sexual
harassment, and racism. 1d.HS1.6
Analyze the consequences of prejudice,
discrimination, racism, sexism, and hate
crimes. 1d.HS2.3
Discrimination
and violence
Analyze how physical, social, cultural, and
emotional environments may contribute
to violence. 1d.HS1.7
Analyze how involvement in gangs and hate
crimes contribute to violence. 1d.HS2.4
Discrimination
and violence
Practice effective communication to
request that bullying, sexual harassment,
and racism stop. 1d.HS1.8
Advocate for safe environments that
encourage dignified, respectful, and
appropriate behavior. 1d.HS2.5
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TOPIC HIGH SCHOOL I HIGH SCHOOL II
Discrimination
and violence
Examine the influence of peer groups as
they relate to harassing and intimidating
behaviors. 1d.HS1.9
Identify the influence of power and cultural
differences on interpersonal relationships.
1d.HS2.6
Consent Define and identify affirmative consent,
sexual coercion, boundary violations, and
situations when an individual can and
cannot give consent. 1d.HS1.10
Blank
Abuse and
assault
Summarize situations and behaviors that
constitute sexual mistreatment, grooming,
harassment, abuse, assault, exploitation,
and trafficking. 1d.HS1.11
Analyze laws, policies, and consequences
related to sexual mistreatment, grooming,
harassment, abuse, assault, exploitation,
child sexual abuse images (child
pornography), and human sex trafficking
that are designed to protect young people.
1d.HS2.7
Abuse and
assault
Identify multiple ways to report bullying,
sexual harassment, racism, and other
violent behaviors. 1d.HS1.12
Examine multiple ways to report sexual
mistreatment, grooming, harassment,
abuse, assault, exploitation, and human sex
trafficking. 1d.HS2.8
Abuse and assault
Blank Investigate community resources for
victims of sexual violence. 1d.HS2.9
Bystander
intervention
and
compassion
for victims
Demonstrate ways in which a positive
bystander could respond to a situation
when they or someone else is being
sexually mistreated, groomed, harassed,
abused, assaulted and/or exploited.
1d.HS1.13
Advocate for the innocence of a person
who has been sexually mistreated,
groomed, harassed, abused, assaulted, or
exploited. 1d.HS2.10
blank
Analyze group norms and shared
understandings that impact the role of a
bystander. 1d.HS1.14
Investigate the impact that group norms
and the shared understandings related to
bystander intervention have on health
outcomes. 1d.HS2.11
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Maryland State Department of Education | 53
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Bystander
intervention
and
compassion
for victims
Explain why a person who has been
sexually mistreated, groomed, harassed,
abused, assaulted, or exploited is not at
fault. 1d.HS1.15
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Standard 1e: Healthy Eating (E1)
TOPIC PREKINDERGARTEN KINDERGARTEN GRADE 1 GRADE 2
Nutritious
foods and
beverages
Identify that water
is important for the
body. 1e.P.1
Identify the benefits
of drinking water.
1e.K.1
Identify the benefits
of drinking water.
1e.1.1
Describe the
benefits of drinking
water versus other
beverages. 1e.2.1
Nutritious
foods and
beverages
State the benefits of
trying new foods.
1e.P.2
Identify the benefits
of trying new foods.
1e.K.2
Describe the
benefits of trying
new foods and the
importance of
respecting the food
choices of others.
1e.1.2
Explain the benefits
of trying new foods
and respecting the
food choices of
others. 1e.2.2
Nutritious
foods and
beverages
Identify foods that
contain helpful
nutrients. 1e.P.3
Identify a variety of
nutritious foods and
beverages and
recognize that foods
are categorized into
groups. 1e.K.3
Identify nutritious
choices from each
food group. 1e.1.3
Explain the
importance of
choosing nutritious
foods and beverages
from different food
groups. 1e.2.3
Eating
patterns
Identify body signals
that tell a person
when they are
hungry and when
they are full. 1e.P.4
Describe body
signals that a person
is hungry and full.
1e.K.4
Summarize signals
that a person is
hungry and full.
1e.1.4
Describe how
different food
groups work
together to help us
feel hungry or full.
1e.2.4
Moderation
and “all foods
fit.”
Describe why the
body needs food.
1e.P.5
Explain how food
affects the body.
1e.K.5
Identify eating
patterns that
provide energy and
help the body grow,
develop and
perform different
jobs. 1e.1.5
Describe eating
patterns that
provide energy and
help the body grow
and develop. 1e.2.5
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Maryland State Department of Education | 55
TOPIC PREKINDERGARTEN KINDERGARTEN GRADE 1 GRADE 2
Moderation
and “all foods
fit.”
Blank Recognize that
eating in regular
increments helps a
person’s body.
1e.K.6
Describe the
benefits of eating
breakfast. 1e.1.6
Describe how eating
breakfast helps a
person think, work,
and play. 1e.2.6
Moderation
and “all foods
fit.”
Blank Blank Define the concept
of moderation and
the idea that “all
foods fit.” 1e.1.7
Describe the
concept of
moderation and the
idea that “all foods
fit.” 1e.2.7
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Standard 1e: Healthy Eating (E2)
TOPIC GRADE 3 GRADE 4 GRADE 5
Nutritious
foods and
beverages
Identify the food groups
and nutritious food choices
from each. 1e.3.1
Explain the importance of
eating a variety of nutritious
foods. 1e.4.1
Identify nutrients that
should be consumed daily.
1e.5.1
Nutritious
foods and
beverages
Identify the roles that
nutrients play in a person’s
body. 1e.3.2
Identify the benefits of
eating a wide variety of
foods as they relate to
nutrient categories. 1e.4.2
Describe how different
types of food work together
to deliver nutrients to parts
of the body. 1e.5.2
Nutritious
foods and
beverages
Describe the benefits of
eating a variety of nutritious
foods. 1e.3.3
Summarize the benefits of
eating a variety of nutritious
foods. 1e.4.3
Blank
Water State the benefits of
drinking water versus other
beverages. 1e.3.4
Explain the benefits of
drinking water versus other
beverages. 1e.4.4
Summarize the benefits of
drinking water versus other
beverages. 1e.5.3
Water Describe nutritious eating
patterns and the
importance of consistent
meals and snacks. 1e.3.5
Explain nutritious eating
patterns and the
importance of consistent
meals and snacks. 1e.4.5
Construct a nutritious
eating plan utilizing school
lunch and restaurant
menus. 1e.5.4
Moderation
and “all foods
fit”
Explain the benefits of
eating in moderation and in
line with the idea that “all
foods fit.” 1e.3.6
Analyze the benefits of
eating in moderation and in
line with the idea that “all
foods fit.” 1e.4.6
Evaluate the benefits of
eating in moderation and in
line with the idea that “all
foods fit.” 1e.5.5
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Standard 1e: Healthy Eating (MS)
TOPIC GRADE 6 GRADE 7 GRADE 8
Nutritious
foods and
beverages
Describe the U.S. Dietary
Guidelines for Americans.
1e.6.1
Explain why the
recommended amount of
food and food group
portions vary by individual.
1e.7.1
Identify every individual has
unique nutrition needs and
identify strategies to
maximize nutrition. 1e.8.1
Nutritious
foods and
beverages
Summarize the benefits of
eating plenty of fruits,
vegetables, and whole
grains. 1e.6.2
Summarize a variety of
nutritious food choices for
each food group. 1e.7.2
Summarize the benefits of
consuming nutritious foods
and the idea that “all foods
fit.” 1e.8.2
Nutritious
foods and
beverages
Summarize the benefits of
drinking water. 1e.6.3
Explain the benefit of
nutritious foods and the
idea that “all foods fit.”
1e.7.3
Blank
Nutritious
foods and
beverages
Identify foods that are high
in fiber, iron, and calcium.
1e.6.4
Blank Blank
Nutritious
foods and
beverages
Describe the benefits of
consuming foods high in
fiber, iron and calcium.
1e.6.5
Blank Blank
Nutritious
foods and
beverages
Describe the benefits of
consuming an adequate
amount of calcium and a
variety of foods high in
calcium. 1e.6.6
Blank Blank
Sugar
Sweetened
Beverages
Identify a variety of sugar-
sweetened beverages.
1e.6.7
Examine added sugar
content in beverages.
1e.7.4
Explain the importance of
limiting the consumption of
sugar-sweetened
beverages. 1e.8.3
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TOPIC GRADE 6 GRADE 7 GRADE 8
Sugar
Sweetened
Beverages
Identify the importance of
limiting the consumption of
sugar-sweetened
beverages. 1e.6.8
Blank Blank
Food choices Blank Explain the relationship
between access to foods
and personal food choices.
1e.7.5
Practice making balanced
choices when choosing a
meal. 1e.8.4
Food choices Blank Summarize the benefits of
limiting the consumption of
trans fat, saturated fat,
added sugar, and sodium.
1e.7.6
Identify food preparation
and production methods
and their impact on
nutrients in foods. 1e.8.5
Nutrition
facts label
Identify the importance of a
nutrition facts label. 1e.6.9
Analyze a nutrition facts
label to identify foods that
are high in sodium and
added sugar. 1e.7.7
Compare and contrast
fruits, vegetables, and
whole grains using a
nutrition facts label. 1e.8.6
Nutrition
facts label
Identify the components of
a nutrition facts label.
1e.6.10
Explain the significance of
reading a nutrition facts
label ingredient list. 1e.7.8
Summarize the significance
of reading a nutrition facts
label and the concept of
balance or moderation.
1e.8.7
Nutrition
facts label
Blank Blank Describe the benefits of
limiting the consumption of
added sugar, sodium, and
processed food. 1e.8.8
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Maryland State Department of Education | 59
Standard 1e: Healthy Eating (HS)
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Nutritious
foods and
beverages
Distinguish between foods and beverages
that provide key nutrients versus those that
contain few essential nutrients. 1e.HS1.1
Utilize the U.S. Dietary Guidelines for
Americans to plan a balanced eating
routine. 1e.HS2.1
Sugar
sweetened
beverages
Describe the benefits of limiting the
consumption of sugar-sweetened
beverages. 1e.HS1.2
Blank
Food Choices Describe the relationship between personal
eating behaviors and overall personal
health. 1e.HS1.3
Summarize the importance of balanced
eating and physical activity in optimizing
personal health. 1e.HS2.2
Food Choices Summarize how to make balanced food
selections when dining out. 1e.HS1.4
Describe the impact of food production and
preparation methods on food nutrient
value. 1e.HS2.3
Food Choices Analyze various eating patterns and their
impact on personal health. 1e.HS1.5
Explain how to incorporate eating a variety
of nutrient-dense foods to meet daily
nutrient requirements. 1e.HS2.4
Food Choices Examine the harmful effects of using
certain weight-loss measures. 1e.HS1.6
Blank
Nutrition facts
labels
Demonstrate the ability to read and
compare nutrition facts labels. 1e.HS1.7
Evaluate similar food choices using
nutrition facts labels. 1e.HS2.5
Environmental
literacy
Blank Analyze how food choices impact the
environment. 1e.HS2.6
Food Access Investigate how food access impacts food
choices and health outcomes1e.HS1.8
Evaluate the role of community food access
and determine community-level support or
action. 1e.HS2.7
Food Access Explain the impact of food access and
targeted marketing on different
communities including the psychological,
personal, and economic effects. 1e.HS2.8
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Standard 1f: Disease Prevention and Control (E1)
TOPIC PREKINDERGARTE KINDERGARTEN GRADE 1 GRADE 2
Disease Blank Identify potential
food and non-food
triggers that are
common causes of
allergic reactions.
1f.K.1
Blank Describe potential
causes and
symptoms of allergic
reactions. 1f.2.1
Disease
prevention
Identify the steps
for proper
handwashing. 1f.P.1
Identify the steps
for proper
handwashing. 1f.K.2
Describe the
importance of
handwashing and
covering a cough or
sneeze to prevent
the spread of
germs. 1f.1.1
Identify basic
universal
precautions. 1f.2.2
Hygiene Identify personal
health care
practices. 1f.P.2
Identify personal
health care
practices. 1f.K.3
Identify why
hygiene is
important to health.
1f.1.2
Explain why hygiene
is important to
health. 1f.2.3
Food and
illness
Blank Identify food can
contain germs that
can cause illness.
1f.K.4
Identify food safety
practices. 1f.1.3
Identify food safety
strategies that can
control germs that
cause foodborne
illness. 1f.2.4
Teeth Recognize that
brushing and
flossing teeth is
essential to do at
least twice daily.
1f.P.3
Identify the proper
steps for daily
brushing and
flossing teeth. 1f.K.5
Describe the proper
steps for daily
brushing and
flossing teeth. 1f.1.4
Blank
Sun Blank Blank List ways to prevent
harmful effects of
the sun. 1f.1.5
Explain how to
protect one’s skin
and other parts of
the body from the
sun. 1f.2.5
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TOPIC PREKINDERGARTE KINDERGARTEN GRADE 1 GRADE 2
Sleep Identify why sleep
and rest are
important for
proper growth and
good health. 1f.P.4
Identify why sleep
and rest are
important for
proper growth and
good health. 1f.K.6
Blank Describe why sleep
and rest are
important for
proper growth and
good health. 1f.2.6
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Standard 1f: Disease Prevention and Control (E2)
TOPIC GRADE 3 GRADE 4 GRADE 5
Disease
Prevention
Describe ways to prevent
the spread of germs that
cause infectious diseases.
1f.3.1
Blank Explain how universal
precautions are effective
ways to prevent many
infectious diseases. 1f.5.1
Hygiene Recognize the benefits of
personal health care
practices. 1f.3.2
Describe the benefits of
personal health care
practices. 1f.4.1
Summarize the benefits of
personal health care
practices. 1f.5.2
Food and
illness
Blank Describe how to keep food
safe from harmful germs
including how to avoid
cross-contamination. 1f.4.2
Blank
Sun Describe ways to prevent
harmful effects of the sun.
1f.3.3
Blank Blank
Sleep Blank Explain why sleep and rest
are important for proper
growth and good health.
1f.4.3
Blank
Disease Blank Identify symptoms that are
associated with common
childhood chronic diseases
or conditions such as
asthma, allergies, diabetes,
and others.1f.4.4
Describe the difference
between infectious and
non-infectious diseases.
1f.5.3
Disease Blank Blank Describe ways that common
infectious diseases are
transmitted. 1f.5.4
Disease Blank Blank Describe the symptoms of
someone who is seriously ill
and needs immediate
medical attention. 1f.5.5
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TOPIC GRADE 3 GRADE 4 GRADE 5
Disease Blank Blank Describe the importance of
seeking help and treatment
for common infectious
diseases. 1f.5.6
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Standard 1f: Disease Prevention and Control (MS)
TOPIC GRADE 6 GRADE 7 GRADE 8
Disease Explain the difference
between infectious and
noninfectious diseases.
1f.6.1
Blank Demonstrate how
to seek help and
treatment for
common
infectious diseases
and chronic
diseases. 1f.8.1
Chronic
diseases
Blank Explain the behavioral and
environmental factors that contribute
to chronic diseases including cancer,
cardiovascular disease, and diabetes.
1f.7.1
Blank
Disease
Prevention
Summarize ways that
common infectious diseases
are transmitted. 1f.6.2
Explain the relationship between
intravenous drug use and transmission
of infections such as HIV and hepatitis.
1f.7.2
Summarize health
practices to
prevent the
spread of
infectious diseases
that are
transmitted by
food, air, indirect
contact, and
person-to-person
contact. 1f.8.2
Disease
Prevention
Explain ways to prevent the
spread of germs that cause
infectious diseases. 1f.6.3
Identify how the most common
Sexually Transmitted Infections (STIs)
are transmitted. 1f.7.3
Explain
transmission
methods of
common sexually
transmitted
infections (STIs).
1f.8.3
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TOPIC GRADE 6 GRADE 7 GRADE 8
Disease
Prevention
Blank Describe ways to decrease the spread
of STIs including HIV through
abstinence, using condoms
consistently and correctly when having
sex, reducing one’s number of sexual
partners, and practicing universal
precautions. 1f.7.4
Summarize ways
to decrease the
spread of STIs
including HIV
through
abstinence, using
condoms
consistently and
correctly when
having sex, and
practicing
universal
precautions. 1f.8.4
Disease
Prevention
Blank Describe the typical signs, symptoms,
consequences, and treatment of
common STIs including HIV. 1f.7.5
Describe the
typical signs,
symptoms,
consequences,
and treatment of
STIs including HIV.
1f.8.5
Hygiene Identify the benefits of good
hygiene practices for
promoting health. 1f.6.4
Explain the benefits of good hygiene
practices for promoting health. 1f.7.6
Summarize the
benefits of good
hygiene practices
for promoting
health. 1f.8.6
Sleep Recognize the benefits of
getting adequate rest and
sleep. 1f.6.5
Blank Summarize the
benefits of getting
adequate rest and
sleep. 1f.8.7
Sun Summarize actions to take
to protect one’s skin against
potential damage from
exposure to the sun. 1f.6.6
Explain why it is important to protect
oneself against potential skin damage
from exposure to the sun. 1f.7.7
Blank
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Standard 1f: Disease Prevention and Control (HS)
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Disease Analyze the factors that contribute to
the major chronic diseases such as heart
disease, cancer, diabetes, hypertension,
osteoporosis, and skin cancer. 1f.HS1.1
Evaluate factors that contribute to major
chronic diseases including, race,
economic status, and access to services.
1f.HS2.1
Disease
Prevention
Summarize personal strategies for
reducing diseases that affect the health
of adolescents. 1f.HS1.2
Evaluate important health screenings
and assessments, immunizations,
checkups, and examinations to maintain
good health. 1f.HS2.2
Disease
Prevention
Explain the importance of STI and HIV
testing and counseling if one is sexually
active. 1f.HS1.3
Explain why it is important to know the
STI/HIV status of oneself and of a
potential sexual partner. 1f.HS2.3
Disease
Prevention
Summarize common symptoms (or lack
thereof) of STIs, including HIV, as well as
treatments for these infections. 1f.HS1.4
Evaluate the roles of the individual and
society in disease prevention. 1f.HS2.4
Disease
Prevention
Summarize how infectious diseases,
including HIV, STIs, foodborne illnesses,
and common illnesses, are transmitted
and prevented. 1f.HS1.5
Examine society’s historical impact on
investigating the prevalence and
treatment of disease in communities
based on race, sexual orientation, and
culture. 1f.HS2.5
Sleep Analyze the personal physical,
emotional, mental, social, educational,
and vocational performance benefits of
rest and sleep. 1f.HS1.6
Examine the potential causes for sleep
disparities. 1f.HS2.6nk
Sun and fads Summarize the symptoms and
prevention of skin cancer. 1f.HS1.7
Summarize the potential health and
social consequences of popular fads or
trends such as tanning beds, body
piercing, and tattooing. 1f.HS2.7
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 67
TOPIC HIGH SCHOOL I HIGH SCHOOL II
Organ
donation
Blank Analyze choices related to organ
donation. 1f.HS2.8
Environmental
literacy
Examine the impact of human-induced
environmental change on health and
wellbeing. 1f.HS1.8
Analyze the disproportionate health
impact of human-induced environmental
change in communities.1f.HS2.9
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 68
Standard 2: Analyzing Influences
PRE-K-2 (E1) 3-5 (E2) 6-8 (MS) 9-12 (HS)
Identify how the family
influences personal
health practices and
behaviors. 2.E1.a
Describe how the family
influences personal
health practices and
behaviors. 2.E2.a
Examine how the family
influences the health of
adolescents. 2.MS.a
Analyze how family
influences the health of
individuals. 2.HS.a
Identify what the school
can do to support
personal health
practices and behaviors.
2.E1.b
Identify the influence of
culture on health
practices and behaviors.
2.E2.b
Describe the influence
of culture on health
beliefs, practices, and
behaviors. 2.MS.b
Analyze how the culture
supports and challenges
health beliefs, practices,
and behaviors. 2.HS.b
Describe how the media
can influence health
behaviors. 2.E1.c
Identify how peers can
influence healthy and
unhealthy behaviors.
2.E2.c
Describe how peers
influence healthy and
unhealthy behaviors.
2.MS.c
Analyze how peers
influence healthy and
unhealthy behaviors.
2.HS.c
Blank Describe how the school
and community can
support personal health
practices and behaviors.
2.E2.d
Analyze how the school
and community can
affect personal health
practices and behaviors.
2.MS.d
Evaluate how the school
and community can
impact personal health
practices and behaviors.
2.HS.d
Blank Explain how media
influences thoughts,
feelings, and health
behaviors. 2.E2.e
Analyze how messages
from media influence
health behaviors. 2.MS.e
Evaluate the effect of
media on personal and
family health. 2.HS.e
Blank Describe ways that
technology can
influence personal
health. 2.E2.f
Analyze the influence of
technology on personal
and family health.
2.MS.f
Evaluate the impact of
technology on personal,
family and community
health. 2.HS.f
Blank Blank Explain how the
perceptions of norms
influence healthy and
unhealthy behaviors.
2.MS.g
Analyze how the
perceptions of norms
influence healthy and
unhealthy behaviors.
2.HS.g
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 69
PRE-K-2 (E1) 3-5 (E2) 6-8 (MS) 9-12 (HS)
Blank Blank Explain the influence of
personal values and
beliefs on individual
health practices and
behaviors. 2.MS.h
Analyze the influence of
personal values and
beliefs on individual
health practices and
behaviors. 2.HS.h
Blank Blank Describe how some
health risk behaviors can
influence the likelihood
of engaging in unhealthy
behaviors. 2.MS.i
Analyze how some
health risk behaviors can
influence the likelihood
of engaging in unhealthy
behaviors. 2.HS.i
Blank Blank Explain how school and
public health policies
can influence health
promotion and disease
prevention. 2.MS.j
Analyze how public
health policies and
government regulations
can influence health
promotion and disease
prevention. 2.HS.j
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 70
Standard 3: Accessing Information
PRE-K-2 (E1) 3-5 (E2) 6-8 (MS) 9-12 (HS)
Identify trusted adults
and professionals who
can help promote
health. 3.E1.a
Identify characteristics
of valid health
information, products,
and services. 3.E2.a
Analyze the validity of
health information,
products, and services.
3.MS.a
Evaluate the validity of
health information,
products, and services.
3.HS.a
Identify ways to locate
school and community
health helpers. 3.E1.b
Locate resources from
home, school, and
community that provide
valid health information.
3.E2.b
Access valid health
information from home,
school, and community.
3.MS.b
Use resources from
home, school, and
community that provide
valid health information.
3.HS.b
Blank Blank Determine the
accessibility of products
that enhance health.
3.MS.c
Determine the
accessibility of products
and services that
enhance health. 3.HS.c
Blank Blank Describe situations that
may require
professional health
services. 3.MS.d
Determine when
professional health
services may be
required. 3.HS.d
Blank Blank Locate valid and reliable
health products and
services. 3.MS.e
Access valid and reliable
health products and
services. 3.HS.e
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 71
Standard 4: Interpersonal Communication
PRE-K-2 (E1) 3-5 (E2) 6-8 (MS) 9-12 (HS)
Demonstrate healthy
ways to express needs,
wants and feelings.
4.E1.a
Demonstrate effective
verbal and non-verbal
communication skills to
enhance health. 4.E2.a
Apply effective verbal
and nonverbal
communication skills to
enhance health. 4.MS.a
Utilize skills for
communicating
effectively with family,
peers, and others to
enhance health. 4.HS.a
Demonstrate listening
skills to enhance health.
4.E1.b
Demonstrate refusal
skills to avoid or reduce
health risks. 4.E2.b
Demonstrate refusal
and negotiation skills to
avoid or reduce health
risks. 4.MS.b
Demonstrate refusal,
negotiation, and
collaboration skills to
enhance health and
avoid or reduce health
risks. 4.HS.b
Demonstrate ways to
respond when in an
unwanted, threatening
or dangerous situation.
4.E1.c
Demonstrate non-
violent strategies to
manage or resolve
conflict. 4.E2.c
Demonstrate effective
conflict management or
resolution strategies.
4.MS.c
Demonstrate strategies
to prevent, manage, or
resolve interpersonal
conflicts without
harming self or others.
4.HS.c
Demonstrate ways to
tell a trusted adult if one
is threatened or
harmed. 4.E1.d
Demonstrate how to ask
for assistance to
enhance personal
health. 4.E2.d
Demonstrate how to ask
for assistance to
enhance the health of
self and others. 4.MS.d
Demonstrate how to ask
for and offer assistance
to enhance the health of
self and others. 4.HS.d
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 72
Standard 5: Decision-Making
PRE-K-2 (E1) 3-5 (E2) 6-8 (MS) 9-12 (HS)
Identify situations when
a health-related decision
is needed. 5.E1.a
Identify health-related
situations that might
require a thoughtful
decision. 5.E2.a
Identify circumstances
that can help or hinder
healthy decision-
making. 5.MS.a
Examine barriers that
can hinder healthy
decision-making. 5.HS.a
Differentiate between
situations when a
health-related decision
can be made individually
and when assistance is
needed. 5.E1.b
Analyze when assistance
is needed when making
a health-related
decision. 5.E2.b
Determine when health-
related situations
require the application
of a thoughtful decision-
making process. 5.MS.b
Determine the value of
applying a thoughtful
decision-making process
in health-related
situations. 5.HS.b
Blank List healthy options for
health-related issues or
problems. 5.E2.c
Distinguish when
individual or
collaborative decision-
making is appropriate.
5.MS.c
Justify when individual
or collaborative
decision-making is
appropriate. 5.HS.c
Blank Predict the potential
outcomes of each
option when making a
health-related decision.
5.E2.d
Distinguish between
healthy and unhealthy
alternatives to health-
related issues or
problems. 5.MS.d
Generate alternatives to
health-related issues or
problems. 5.HS.d
Blank Choose a healthy option
when making a decision.
5.E2.e
Predict the potential
short-term impact of
each alternative on self
and others. 5.MS.e
Predict the potential
short and long-term
impact of each
alternative on self and
others. 5.HS.e
Blank Describe the outcomes
of a health-related
decision. 5.E2.f
Choose healthy
alternatives over
unhealthy alternatives
when making a decision.
5.MS.f
Defend the healthy
choice when making
decisions. 5.HS.f
Blank Blank Analyze the outcomes of
a health-related
decision. 5.MS.g
Evaluate the
effectiveness of health-
related decisions. 5.HS.g
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 73
Standard 6: Goal-Setting
PRE-K-2 (E1) 3-5 (E2) 6-8 (MS) 9-12 (HS)
Identify a short-term
personal health goal and
take action toward
achieving the goal.
6.E1.a
Set a personal health
goal and track progress
toward its achievement.
6.E2.a
Assess personal health
practices. 6.MS.a
Assess personal health
practices and overall
health status. 6.HS.a
Identify who can help
when assistance is
needed to achieve a
personal health goal.
6.E1.b
Identify resources to
assist in achieving a
personal health goal.
6.E2.b
Develop a goal to adopt,
maintain, or improve a
personal health practice.
6.MS.b
Develop a plan to attain
a personal health goal
that addresses
strengths, needs, and
risks. 6.HS.b
Blank Blank Apply strategies and
skills needed to attain a
personal health goal.
6.MS.c
Implement strategies
and monitor progress in
achieving a personal
health goal. 6.HS.c
Blank Blank Describe how personal
health goals can vary
with changing abilities,
priorities, and
responsibilities. 6.MS.d
Formulate an effective
long-term personal
health plan. 6.HS.d
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 74
Standard 7: Self-Management
PRE-K-2 (E1) 3-5 (E2) 6-8 (MS) 9-12 (HS)
Demonstrate healthy
practices and behaviors
to maintain or improve
personal health. 7.E1.a
Identify responsible
personal health
behaviors. 7.E2.a
Explain the importance
of assuming
responsibility for
personal health
behaviors. 7.MS.a
Analyze the role of
individual responsibility
in enhancing health.
7.HS.a
Demonstrate behaviors
that avoid or reduce
health risks. 7.E1.b
Demonstrate a variety
of healthy practices and
behaviors to maintain or
improve personal
health. 7.E2.b
Demonstrate healthy
practices and behaviors
that will maintain or
improve the health of
self and others. 7.MS.b
Demonstrate a variety
of healthy practices and
behaviors that will
maintain or improve the
health of self and
others. 7.HS.b
Blank Demonstrate a variety
of behaviors that avoid
or reduce health risks.
7.E2.c
Demonstrate behaviors
that avoid or reduce
health risks to self and
others. 7.MS.c
Demonstrate a variety
of behaviors that avoid
or reduce health risks to
self and others. 7.HS.c
Maryland Comprehensive Health Education Framework: Pre-Kindergarten through 12
th
Grade June 2021
Maryland State Department of Education | 75
Standard 8: Advocacy
PRE-K-2 (E1) 3-5 (E2) 6-8 (MS) 9-12 (HS)
Make requests to
promote personal
health. 8.E1.a
Express opinions and
give accurate
information about
health issues. 8.E2.a
State a health-
enhancing position on a
topic and support it with
accurate information.
8.MS.a
Utilize accurate peer
and societal norms to
formulate a health-
enhancing message.
8.HS.a
Encourage peers to
make positive health
choices. 8.E1.b
Encourage others to
make positive health
choices. 8.E2.b
Demonstrate how to
influence and support
others to make positive
health choices. 8.MS.b
Demonstrate how to
influence and support
others to make positive
health choices. 8.HS.b
Blank Blank Work cooperatively to
advocate for healthy
individuals, families, and
schools. 8.MS.c
Work cooperatively as
an advocate for
improving personal,
family, and community
health. 8.HS.c
Blank Blank Identify ways that
health messages and
communication
techniques can be
altered for different
audiences. 8.MS.d
Adapt health messages
and communication
techniques to a specific
target audience. 8.HS.d
Maryland State Department of Education
Division of Teaching and Learning
Jason Semanoff, Director of Comprehensive Health and Physical Education
200 West Baltimore Street, Baltimore, MD 21201-2595
Voice: 410-767-0327 • TTY/TDD: 410-333-6442
jason.semanoff@maryland.gov
© Maryland State Department of Education 2022
