Health Literacy and Everyday Decisions: Students identify examples of health literacy that turn credible information into safer, healthier daily decisions Standards alignment: NHES 1.12.5; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Characteristics of Reliable Health Sources: Students compare authorship, date, evidence, funding, purpose, and fit for the question before deciding which health source is most reliable Standards alignment: NHES 3.12.3; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Primary, Secondary, and Professional Sources: Students identify how primary studies, secondary summaries, and professional guidance each support informed health decisions Standards alignment: NHES 3.12.3; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Evidence Versus Testimonials: Students decide why testimonials can be meaningful and human, while a well-designed study provides stronger evidence through systematic methods, larger samples, comparisons, and measured outcomes Standards alignment: NHES 3.12.3; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Correlation Versus Causation in Health Claims: Students examine survey results, headlines, data displays, and study designs to separate correlation from causation in health claims Standards alignment: NHES 3.12.3; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Reading Health Data Tables and Graphs: Students use labels, axes, table headings, units, trends, and exact values to decide which health conclusion is best supported by the display Standards alignment: NHES 3.12.3; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Sample Size, Study Limits, and Uncertainty: Students learn to judge health information by checking sample size, comparison groups, bias, uncertainty, and whether findings can reasonably apply beyond the study Standards alignment: NHES 3.12.3; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Misinformation and Disinformation: Students practice spotting inaccurate health claims, evaluating evidence and intent, and choosing responsible verification steps Standards alignment: NHES 3.12.5; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Advertising and Influencer Techniques: Students analyze school-safe wellness ads, posts, headlines, charts, and testimonials to decide which technique is shaping the message Standards alignment: NHES 2.12.1, 2.12.4, 2.12.5; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Health Product Claims and Warning Signs: Students identify the health product claim with the strongest warning signs and explain why credible evidence, transparency, and source quality matter Standards alignment: NHES 3.12.2-3.12.3; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Digital Health Tools: Accuracy and Privacy: Students evaluate digital health tools by looking for credible evidence, clear purpose, appropriate data collection, usable design, and honest limits before relying on information Standards alignment: NHES 3.12.2-3.12.3; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Communicating Health Information Clearly: Students evaluate messages, captions, source notes, and visual choices to decide which communication is accurate, purposeful, readable, and appropriate for a Grades 9-12 audience Standards alignment: NHES 4.12.1, 8.12.3; CASEL RDM; CDC WSCC HE; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1),(7); CCSS RST.11-12.1, RST.11-12.7; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Recognizing Decisions That Need Careful Thought: Students identify when a choice has enough health, safety, privacy, or well-being impact to require deliberate decision-making Standards alignment: NHES 5.12.2; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Steps in a Health Decision-Making Process: Students practice a clear health decision-making process that moves from naming the decision to gathering trustworthy information, weighing options, taking action, and reflecting on the outcome Standards alignment: NHES 5.12.2-5.12.8; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Values, Priorities, and Personal Circumstances: Students choose the option that best fits a person's stated values and real-life circumstances while staying safe and responsible Standards alignment: NHES 5.12.3; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Comparing Options and Likely Outcomes: Students analyze options, identify short- and long-term outcomes, notice unknowns, and choose the comparison that is balanced and evidence-informed Standards alignment: NHES 5.12.4-5.12.5; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Short- and Long-Term Trade-Offs: Students analyze realistic high school situations and select decisions that protect health, goals, relationships, time, and resources over both the short and long term Standards alignment: NHES 5.12.4-5.12.5; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Supports and Barriers in Decisions: Students analyze realistic high school wellness decisions and choose the analysis that best connects supports and barriers to follow-through Standards alignment: NHES 5.12.7; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Individual, Supported, and Collaborative Decisions: Students practice matching everyday health, safety, goal-setting, and group situations to the right decision process: independent, supported, or collaborative Standards alignment: NHES 5.12.3; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Action Plans for Health Decisions: Students evaluate realistic high school health scenarios and identify plans that are specific, supportive, time-bound, and flexible when challenges arise Standards alignment: NHES 5.12.6-5.12.7; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Meaningful and Measurable Wellness Goals: Students compare wellness goal statements, spot missing criteria, and select goals that connect an action plan to a clear wellness purpose Standards alignment: NHES 6.12.3; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Habits, Routines, and Environmental Cues: Students choose strategies that turn broad health goals into specific routines using cues, prepared environments, and realistic next steps Standards alignment: NHES 6.12.3-6.12.4; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Monitoring Progress and Adjusting Plans: Students evaluate goals, logs, barriers, trends, and check-in routines to decide how a wellness plan should be tracked and revised Standards alignment: NHES 6.12.5; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Reflecting on Decisions and Goal Outcomes: Students identify reflections that connect outcomes to evidence, consider barriers and supports, and turn lessons learned into a realistic next step Standards alignment: NHES 5.12.8, 6.12.6; CASEL SM/RDM; CDC WSCC HE/SEC; CA HE 9-12: Standards 5-7; TX HE §115.38(c)(3)-(5); §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Emotional Awareness and Vocabulary: Students identify emotions precisely and distinguish related feelings such as guilt and shame, envy and jealousy, or nervousness and excitement Standards alignment: NHES 4.12.1-4.12.2 (supporting/foundational); CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Connections Among Thoughts, Feelings, and Actions: Students identify how a thought can shape feelings and body signals, how emotions can influence choices, and how actions can reinforce or change a cycle Standards alignment: NHES 1.12.4; CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

The Body's General Stress Response: Students identify stress-response clues such as faster heartbeat, tense muscles, racing thoughts, trouble focusing, irritability, restlessness, and avoidance in school-safe scenarios Standards alignment: NHES 1.12.4; CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Helpful Challenge Versus Overload: Students practice using clues such as duration, recovery time, support, routines, focus, and emotional signals to tell manageable challenges from overload Standards alignment: NHES 1.12.7; CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Identifying Personal Stressors: Students build self-awareness by noticing patterns in stress logs, routines, thoughts, and environments before choosing supportive next steps Standards alignment: NHES 2.12.1; CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Matching Coping Strategies to Situations: Students identify the best-fit coping response for common academic, social, activity, and home-school stressors while keeping choices safe, realistic, and respectful Standards alignment: NHES 7.12.2; CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Calming, Breathing, and Attention-Focusing Skills: Students choose practical techniques that help settle the body and refocus attention during everyday school, family, activity, or workload stress Standards alignment: NHES 7.12.2; CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Resilience and Protective Supports: Students practice identifying balanced protective-support plans that combine healthy routines, safe relationships, clear problem-solving, and hopeful next steps Standards alignment: NHES 1.12.1, 7.12.1; CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Positive and Realistic Self-Concept: Students learn to recognize balanced self-talk that is honest about evidence, open to feedback, and respectful of personal identity and worth Standards alignment: NHES 1.12.1-1.12.2; CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Self-Compassion and Growth-Oriented Thinking: Students practice identifying responses that acknowledge a mistake without harsh self-judgment, avoid excuses, and move toward a specific repair or learning step Standards alignment: NHES 7.12.2, 7.12.3; CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Adapting to Change, Loss, and Disappointment: Students identify healthy ways to adjust after setbacks by using steady routines, supportive relationships, honest emotional expression, and appropriate help-seeking Standards alignment: NHES 7.12.3; CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Urgent Help-Seeking for Immediate Safety Concerns: Students identify the safest response when someone may be unable to stay safe, including contacting a trusted adult, school support, emergency service, or other qualified help without delay Standards alignment: NHES 4.12.3; CASEL SAw/SM; CDC WSCC HE/SEC/CPSS; CA HE 9-12 M: Standards 1, 4, 7; TX HE §115.38(c)(2)-(5). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Qualities of Supportive Relationships: Students practice choosing descriptions of supportive relationships and distinguishing them from controlling, one-sided, unreliable, or disrespectful patterns Standards alignment: NHES 1.12.6; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Active Listening: Students practice recognizing responses that reflect the speaker's message and emotion, ask useful follow-up questions, and avoid rushing to advice Standards alignment: NHES 4.12.2; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Assertive, Passive, and Aggressive Communication: Students practice spotting assertive statements that clearly name needs, respect others, and avoid passive or aggressive patterns Standards alignment: NHES 4.12.2; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Verbal, Nonverbal, and Digital Messages: Students practice interpreting mixed verbal, nonverbal, and digital signals without jumping to conclusions Standards alignment: NHES 4.12.1-4.12.2; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Expressing Needs, Feelings, and Concerns Respectfully: Students practice naming a specific observation, owning feelings or concerns, making a clear request, and keeping a respectful tone Standards alignment: NHES 4.12.1; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Personal Limits, Comfort Levels, and Respectful Space: Students practice using clear I-statements, noticing verbal and nonverbal discomfort, and choosing respectful next steps in school and community settings Standards alignment: NHES 4.12.4; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Refusal and Exit Skills: Students practice choosing responses that say no clearly, give a brief reason when helpful, suggest a safer alternative, and leave or seek support Standards alignment: NHES 4.12.5-4.12.6; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Peer Influence and Social Pressure: Students analyze social situations to distinguish pressure from support, identify group norms, and choose healthy communication responses Standards alignment: NHES 2.12.1-2.12.4; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Preventing Escalation During Disagreements: Students practice recognizing the response most likely to lower tension during a disagreement without ignoring the problem or escalating blame Standards alignment: NHES 4.12.6; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Conflict-Resolution Processes: Students identify the sequence and communication choices that support fair, respectful problem solving in school, team, family, and community situations Standards alignment: NHES 4.12.6; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Empathy and Perspective-Taking: Students practice choosing responses that acknowledge another person's possible perspective, avoid unsupported assumptions, hold people accountable for harm, and protect their own needs Standards alignment: NHES 4.12.10; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Seeking and Offering Appropriate Support: Students practice matching a concern to the kind of support that fits best, from practical help and active listening to school support or professional care when needed Standards alignment: NHES 3.12.4, 4.12.3; CASEL SoA/RS/RDM; CDC WSCC HE/SEC/FE; CA HE 9-12 M: Standards 2, 4, 5, 8; TX HE §115.38(c)(2)-(3),(12); CCSS SL.11-12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Nutrients and Their General Roles: Students identify how major nutrients support energy, tissue building and repair, regulation, hydration, digestion, and other everyday body functions Standards alignment: NHES 1.12.2, 1.12.4; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Carbohydrates, Proteins, and Fats: Students identify common food sources of each macronutrient and explain everyday roles such as quick energy, tissue repair, satiety, and carrying fat-soluble vitamins Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Water and Hydration: Students choose hydration-supporting actions in realistic high school settings, including practices, classes, travel, work-based learning, and outdoor events Standards alignment: NHES 7.12.2; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Fiber and Digestive Well-Being: Students compare meals, snacks, and day patterns to identify fiber-rich choices from whole grains, fruits, vegetables, beans, nuts, and seeds while considering hydration and gradual changes Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Food as Energy for Daily Life: Students practice connecting food energy to cellular fuel, growth and repair, brain activity, muscle movement, temperature regulation, and routine body functions Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Protein and Body Maintenance: Students practice identifying accurate, realistic statements about protein, amino acids, tissue repair, maintenance, and balanced eating patterns Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Dietary Fats and Food Sources: Students distinguish common food sources of unsaturated and saturated fats while avoiding moral labels and recognizing that foods can fit in different eating patterns Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Vitamins, Minerals, and Dietary Variety: Students compare meals, snacks, grocery choices, and weekly patterns to identify the option most likely to supply a broad range of vitamins and minerals Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Sodium and Added Sugars: Students compare label values, serving sizes, and meal context to identify choices with less sodium or added sugars without relying on front-of-package claims Standards alignment: NHES 3.12.3; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Whole, Minimally Processed, and Highly Processed Foods: Students identify whole, minimally processed, and highly processed foods, then explain tradeoffs without labeling foods as simply good or bad Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Eating Patterns and Long-Term Well-Being: This skill builds nutrition reasoning by asking students to connect balanced, flexible habits with energy, nutrients, focus, digestion, and health over time Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Flexible, Balanced, and Enjoyable Eating Patterns: Students evaluate realistic eating plans and choose options that support health without rigid rules or one-size-fits-all labels Standards alignment: NHES 7.12.2; CASEL SAw/RDM; CDC WSCC HE/NES; CA HE 9-12 N: Standards 1-2, 7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Food Groups and Balanced Meal Patterns: Students compare meal and snack options, identify missing food groups, and choose balanced patterns that allow flexibility, variety, and satisfaction Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Portion Awareness and Hunger-Fullness Cues: Students distinguish a labeled serving from a personal portion and practice choosing, pausing, and adjusting without relying on one fixed rule Standards alignment: NHES 7.12.2, 7.12.3; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Nutrient-Dense Choices: Students compare realistic meal, snack, grocery, and menu options by considering nutrients, portions, cost, taste, access, and how the choice fits the day Standards alignment: NHES 5.12.4; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Nutrition Facts Labels: Students compare Nutrition Facts labels to make food-choice decisions using serving size, calories, % Daily Value, and nutrients such as fiber, sodium, added sugars, calcium, iron, and potassium Standards alignment: NHES 3.12.2-3.12.3; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Ingredient Lists and Allergen Statements: Students practice using ingredient order, Contains statements, parenthetical allergen names, and advisory wording to compare packaged foods safely Standards alignment: NHES 3.12.2-3.12.3; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Comparing Menus and Meal Options: Students compare realistic meals and menus by weighing nutrition, preparation, portion, cost, safety, and personal preference Standards alignment: NHES 5.12.4; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Budget-Conscious Meal Planning: Students choose plans that meet a budget while supporting balanced meals, safe food choices, flexible ingredients, and low-waste routines Standards alignment: NHES 5.12.4-5.12.7; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Cultural and Family Food Traditions: Students practice choosing responses that honor cultural and family food traditions while considering optional nutrition adjustments, available ingredients, and safe preparation Standards alignment: NHES 2.12.1; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Meal Timing for School, Work, and Activity: Students compare daily routines and choose timing plans that include balanced meals, portable snacks, hydration, and safe food handling Standards alignment: NHES 6.12.3-6.12.5; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Clean Food Preparation: Students identify the safest order of food-prep actions to reduce contamination during school, home, and community meal-preparation scenarios Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Storage, Temperature, and Cross-Contamination Prevention: Students choose safer storage, cooking, cooling, serving, and cleanup practices that keep perishable foods at safer temperatures and keep raw-food germs away from ready-to-eat foods Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Preventing and Responding to Foodborne Illness: Students build decision-making skills for recognizing possible foodborne illness, protecting others from suspect food, and asking for appropriate adult or health guidance Standards alignment: NHES 3.12.4, 7.12.2; CASEL SM/RDM; CDC WSCC HE/NES; CA HE 9-12 N/P: Standards 3, 5-7; TX HE §115.38(c)(6)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Benefits of Regular Physical Activity: Students explain how safe, consistent physical activity can improve fitness components, support daily routines, strengthen self-management, and contribute to long-term wellness Standards alignment: NHES 1.12.2, 7.12.1; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 2.12.5, 2.12.11. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Health-Related Fitness Components: Students practice matching cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition with appropriate examples and explanations Standards alignment: NHES 1.12.4; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 2.12.5, 2.12.7. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Skill-Related Fitness Components: Students compare activity examples and decide which skill-related fitness component is most clearly demonstrated in each scenario Standards alignment: NHES 1.12.4; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 2.12.5. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

The FITT Principle: Students choose plans that match goals, current fitness, safety, progression, and the four FITT variables Standards alignment: NHES 6.12.3-6.12.5; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 2.12.7-2.12.8. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Overload, Progression, and Specificity: Students practice applying overload, progression, and specificity to realistic fitness plans, workout logs, sport skills, and personal activity goals Standards alignment: NHES 6.12.3-6.12.5; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 2.12.7-2.12.8. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Aerobic Activity and Endurance: Students compare activity plans, intensity cues, progression choices, recovery, and motivation strategies for lifelong aerobic fitness Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 2.12.8. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Muscular Strength and Endurance: Students compare strength and endurance goals, choose appropriate resistance and repetition ranges, and explain how rest and technique support safe progress Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 2.12.8. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Flexibility, Mobility, and Range of Motion: Students practice choosing mobility routines that use controlled movement, appropriate stretching, comfort checks, and sound technique Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 2.12.8. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Warm-Up and Cool-Down: Students identify warm-up, activity-specific preparation, cool-down, and recovery steps in realistic fitness settings Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 2.12.12. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Perceived Exertion and Heart-Rate Awareness: Students choose evidence-based adjustments such as easing, maintaining, or gradually increasing intensity based on breathing, RPE, recovery, and heart-rate trends Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 2.12.9-2.12.10. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Safe Technique, Equipment, and Environments: Students choose actions that reduce injury risk by matching the activity to proper form, protective gear, environment, and support Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 3.12.1, 4.12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Personalized Lifetime Activity Planning: Students compare realistic options and select the activity plan most likely to be maintained over time Standards alignment: NHES 6.12.1-6.12.6; CASEL SM/RDM; CDC WSCC PEPA/HE; CA HE 9-12 N: Standards 1, 5-7; TX HE §115.38(c)(7)-(8); SHAPE PE 2.12.5, 2.12.11, 4.12.2-4.12.5. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Sleep Needs Across the Teen-to-Adult Transition: Students compare sleep plans that aim for about 8 to 10 hours for most teens, recognize individual variation, and adjust schedules thoughtfully Standards alignment: NHES 1.12.4; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13); SHAPE PE 2.12.11-2.12.12. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Sleep Cycles and Daily Body Rhythms: Students connect non-REM and REM sleep cycles with circadian timing, light exposure, consistent routines, and daily readiness for learning and recovery Standards alignment: NHES 1.12.4; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Consistent Sleep and Wake Times: Students compare schedule options and identify plans that keep bedtime and wake time consistent while allowing modest, planned flexibility Standards alignment: NHES 6.12.3; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13); SHAPE PE 2.12.11-2.12.12. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Supportive Sleep Environments: Students compare realistic bedroom changes and decide which adjustment best supports restful sleep in a safe, practical way Standards alignment: NHES 7.12.2; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Screens, Light, and Bedtime Routines: Students practice selecting bedtime routines that lower screen stimulation and bright light while supporting a consistent transition toward rest Standards alignment: NHES 7.12.2; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Caffeine and Other Stimulants: Students practice choosing responses that account for caffeine sources, serving size, timing, sensitivity, stimulant interactions, and rest needs Standards alignment: NHES 2.12.1, 7.12.1; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Stress and Sleep Quality: Students practice identifying sleep-supportive self-management strategies, including calming routines, planning worries earlier, consistent schedules, and appropriate support Standards alignment: NHES 7.12.2; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Physical Activity and Sleep: Students compare activity plans, timing, intensity, recovery routines, and personal energy cues to choose sleep-supportive options Standards alignment: NHES 7.12.2; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13); SHAPE PE 2.12.11-2.12.12. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Naps, Quiet Rest, and Recovery: Students compare nap and quiet-rest choices, identify timing and environment factors, and choose recovery plans that support rather than replace nighttime sleep Standards alignment: NHES 5.12.4; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13); SHAPE PE 2.12.11-2.12.12. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Effects of Ongoing Sleep Loss: Students identify outcomes most consistent with ongoing sleep loss and connect them to attention, reaction time, mood, learning, and safety Standards alignment: NHES 1.12.3-1.12.4; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Sleep Debt and Common Recovery Myths: Students evaluate claims about sleep debt and explain why one extra-long sleep period does not always erase the effects of an ongoing short-sleep routine Standards alignment: NHES 3.12.5; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Seeking Help for Persistent Sleep Concerns: Students learn to recognize when sleep concerns have moved beyond normal tiredness and need supportive help-seeking, symptom tracking, and adult or healthcare guidance Standards alignment: NHES 3.12.1, 3.12.4; CASEL SAw/SM; CDC WSCC HE/SEC; CA HE 9-12 P/M: Standards 1, 5-7; TX HE §115.40(c)(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Effective Hand Hygiene: Students evaluate real-life hand hygiene moments, choose an effective cleaning method, and explain how timely hand cleaning helps reduce germ spread Standards alignment: NHES 1.12.3-1.12.4; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Respiratory Etiquette: Students choose responses that reduce the spread of respiratory illness through hygiene, cleaner-air choices, respectful communication, and responsible self-care Standards alignment: NHES 1.12.3; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Skin Care and Sun Protection: Students practice choosing routines that protect skin before, during, and after outdoor activities while avoiding common sunscreen and harsh-care mistakes Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Daily Oral Hygiene: Students evaluate routines that support oral health through twice-daily brushing, daily interdental cleaning, fluoride exposure, and timely replacement of worn toothbrushes or brush heads Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Dental Prevention and Checkups: Students identify choices that combine fluoride brushing, interdental cleaning, prevention habits, checkups, and prompt attention to oral-health warning signs Standards alignment: NHES 3.12.4; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Eye Health and Visual Comfort: Students practice choosing habits that support visual comfort through safer screen distance, lighting, breaks, protective eyewear, and timely vision care Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Hearing Protection: Students compare everyday noise situations and select the action that best reduces hearing-damage risk while keeping choices realistic and school-safe Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Clothing, Laundry, and Grooming Routines: Students evaluate everyday routines such as checking weather, changing after activity, washing clothes correctly, drying damp items, and keeping shared areas clean Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Foot Care and Safe Footwear: Students practice selecting footwear and foot-care choices that reduce friction, slipping, moisture problems, and preventable injuries Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Safe Use of Personal Care Items: Students practice reading labels, avoiding unsafe sharing, noticing irritation, and choosing safe storage for everyday personal care items Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Routine Preventive Care: Students identify preventive care schedules that combine regular health visits, oral and vision care, recommended immunizations, age-appropriate screenings, and updated personal or family health history Standards alignment: NHES 3.12.4, 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Building a Sustainable Self-Care Routine: Students practice comparing routines for sustainability, personal hygiene, oral health, preventive self-care, self-management, and responsible decision-making Standards alignment: NHES 6.12.3-6.12.5; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Organization of Cells, Tissues, Organs, and Systems: Students identify the biological organization sequence from cells to tissues to organs to organ systems and apply it to familiar body functions Standards alignment: NHES Standard 1 foundational biology support; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Cardiovascular Health: Students explain how blood circulates, how oxygen and nutrients reach cells, and how choices such as movement, sleep, hydration, and balanced meals support the cardiovascular system Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Respiratory Health: Students identify how oxygen and carbon dioxide exchange in the lungs and how activity, clean air, and avoidance of harmful exposures help protect respiratory health Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Musculoskeletal Health: Students identify choices that support bones, joints, and muscles through balanced activity, safe body mechanics, nutrient-rich eating, rest, and responsible decisions Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Digestive Health: Students practice explaining digestion as an everyday body system process connected to fiber, fluids, movement, and regular habits Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Brain and Nervous-System Health: Students identify how the central and peripheral nervous systems send signals, protect the body, support learning, and help maintain everyday health Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Immune System Functions: Students identify how skin, mucus, inflammation, white blood cells, antibodies, and memory cells support protection without treating the body as one simple shield Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Skin as a Protective System: Students identify how skin functions as a protective barrier, connects sensory information to safe choices, supports temperature balance, and shows warning signs of possible injury or illness Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Temperature and Fluid Regulation: Students practice explaining temperature regulation and fluid balance in everyday school, sport, work, and outdoor situations Standards alignment: NHES 1.12.4; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Posture, Body Mechanics, and Ergonomics: Students choose adjustments that reduce unnecessary strain during sitting, lifting, carrying, standing, and repeated movements Standards alignment: NHES 7.12.2; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Basic Vital-Sign Awareness: Students practice recognizing vital signs as general clues about body function, context, and when to ask a trusted adult or health professional for help Standards alignment: NHES 1.12.5; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Recognizing Changes That Call for Health Support: Students compare everyday discomforts with changes that may need timely support, focusing on safe decision-making rather than self-diagnosis Standards alignment: NHES 3.12.1, 3.12.4; CASEL SAw/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1-3; TX HE §115.38(c)(1); §115.40(c)(1)-(2). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Communicable and Noncommunicable Conditions: Students practice distinguishing communicable conditions from noncommunicable conditions using realistic school-safe scenarios, evidence clues, and prevention reasoning Standards alignment: NHES 1.12.3; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Pathogens and Common Routes of Spread: Students practice identifying whether a disease-causing organism is most closely connected with air, direct contact, contaminated food or water, or vector bites in a given example Standards alignment: NHES 1.12.3; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Breaking the Chain of Infection: Students choose prevention actions that reduce illness spread in school, home, work, and community settings Standards alignment: NHES 1.12.3; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Layered Prevention Practices: Students decide which prevention layers best fit different settings, risks, and responsibilities rather than relying on a single habit for every situation Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Purpose of Vaccination and Reliable Information: Students explain that vaccines help the immune system recognize disease targets and evaluate public-health or healthcare sources for trustworthy vaccine information Standards alignment: NHES 3.12.3, 3.12.5; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Antibiotics, Viruses, and Resistance: Students identify that antibiotics treat certain bacterial infections, not viral illnesses, and explain safe use, stewardship, and resistance in realistic scenarios Standards alignment: NHES 3.12.3; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Allergy and Asthma Support Basics: Students choose responses that follow personal asthma or allergy action plans, reduce trigger exposure when possible, and get help for worsening breathing or severe reactions Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Risk and Protective Factors for Chronic Conditions: Students compare risk and protective factors, including family history, age, behavior choices, access to care, and supportive environments, without treating any one factor as destiny Standards alignment: NHES 1.12.3-1.12.4; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Family Health History: Students evaluate how family health patterns can support informed questions, appropriate screening conversations, and everyday prevention choices Standards alignment: NHES 1.12.1, 3.12.4; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Screening and Early Detection: Students practice explaining the purpose, limits, and follow-up steps of screening and early detection while using trusted health guidance Standards alignment: NHES 1.12.3; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Community Outbreak Guidance: Students evaluate realistic outbreak-response situations and choose actions that align with school and public-health guidance Standards alignment: NHES 3.12.4; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Safely Managing Ongoing Health Needs at School: Students practice choosing safe, coordinated plans for continuing health needs during classes, activities, travel, and unexpected schedule changes Standards alignment: NHES 3.12.4, 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3, 7; TX HE §115.38(c)(1); §115.40(c)(10),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Hazard Recognition and Risk Assessment: Students practice a simple risk-assessment sequence: identify the hazard, estimate the chance and severity of harm, and choose a practical prevention step Standards alignment: NHES 5.12.1-5.12.5; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Home Safety: Students identify the safest change in common home situations by choosing actions that reduce hazards, prevent injuries, and support responsible decision-making Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

School, Laboratory, and Workshop Safety: Students practice selecting the safest action in school, laboratory, workshop, makerspace, and activity-area scenarios Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12); SHAPE PE 3.12.1, 4.12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Sports and Recreation Safety: Students decide which safety plan best fits a specific activity and explain how the plan lowers preventable risk while supporting healthy participation Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12); SHAPE PE 3.12.1, 4.12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Heat-Related Illness Prevention: Students identify prevention choices involving gradual adjustment, fluids, breathable clothing, shade, rest, planning, and worsening warning signs Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Cold-Weather Safety: Students choose plans that reduce cold stress by using breathable base layers, insulating layers, wind or water protection, dry gear, buddy checks, warm breaks, and early warning-sign response Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Ultraviolet Exposure and Sun Safety: Students evaluate realistic outdoor scenarios and choose layered strategies that reduce ultraviolet exposure before, during, and after time in the sun Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Water Safety: Students identify behaviors that reduce water-related risk through active supervision, proper flotation, realistic swim-skill choices, and attention to weather or changing conditions Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12); SHAPE PE 3.12.1, 4.12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Pedestrian, Bicycle, and Micromobility Safety: Students choose actions that improve visibility, helmet use, predictable movement, traffic awareness, device condition, and local-rule compliance Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12); SHAPE PE 3.12.1, 4.12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Passenger and New-Driver Safety: Students identify the behavior that best reduces crash risk by combining restraint use, distraction-free driving, safe speed, sober transportation, and realistic limits for new drivers Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12); SHAPE PE 3.12.1, 4.12.1. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Fire, Electrical, and Household-Chemical Safety: Students identify the safest response in realistic home, school, and community scenarios involving labels, airflow, cord condition, alarm maintenance, and clear escape routes Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Bullying, Harassment, and Bystander Support: Students identify actions that prioritize immediate safety, support the targeted person, preserve useful information, and involve trusted adults or school systems Standards alignment: NHES 4.12.10, 8.12.1; CASEL SM/RDM; CDC WSCC HE/PE; CA HE 9-12 S/P: Standards 1, 5-7; TX HE §115.38(c)(9)-(12). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Emergency Versus Non-Emergency Situations: Students compare realistic school, home, and community scenarios to identify clear emergency warning signs and choose the safest next step Standards alignment: NHES 3.12.4, 5.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Scene Safety and Contacting Emergency Services: Students practice choosing the safest first steps in emergencies: protect themselves, activate help, communicate clearly, follow the dispatcher, and stay within their training Standards alignment: NHES 3.12.4, 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Personal and School Emergency Action Plans: Students compare and improve home, school, and workplace emergency plans for clarity, completeness, safety, and realistic communication Standards alignment: NHES 5.12.6, 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

CPR and AED Awareness: Students practice identifying the purpose of CPR, the role of an AED, and why prompt trained action matters in cardiac emergencies Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Choking-Response Awareness: Students practice recognizing when choking is severe, choosing when to call 911, and following certified training, school procedures, and dispatcher guidance Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Severe Bleeding and Shock Awareness: Students choose responses that protect the helper, apply firm pressure, get emergency help, monitor the person, and limit unnecessary movement Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Basic Burn Care: Students practice choosing safe burn-care actions: stop the burning process, cool the area with clean running water, protect the burn, and get help for serious signs Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Sprains, Strains, and Possible Fractures: Students choose responses that limit movement, protect the injured area, use wrapped cold packs safely when appropriate, and seek evaluation for severe signs Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Head Injury and Concussion Awareness: Students practice choosing responses that stop activity, report symptoms, avoid same-day return, and seek appropriate evaluation after a possible concussion Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Severe Allergy and Breathing Emergencies: Students choose responses that follow an emergency plan, use prescribed rescue medicine only when trained and authorized, and contact emergency services for severe symptoms Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Poisoning and Suspected Overdose Response: Students identify the response that avoids delay, contacts the right help, preserves labels or scene details, and follows directions from emergency or poison-help professionals Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Disaster Kits, Communication, and Evacuation: Students evaluate realistic emergency-preparedness scenarios and select plans that fit the hazard, household needs, trusted alerts, safe routes, and communication backups Standards alignment: NHES 5.12.6, 7.12.2; CASEL SM/RDM; CDC WSCC HE/HS/PE; CA HE 9-12 S: Standards 1, 5-7; TX HE §115.38(c)(9). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Benefits of Substance-Free Choices: Students explain how choosing to avoid alcohol, vaping, misuse of medication, and other substance risks can protect decision-making, academics, trust, finances, physical safety, and opportunities Standards alignment: NHES 1.12.3, 7.12.3; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Risk and Protective Factors: Students classify risk and protective factors and connect influences with safer decisions, medication safety, and help-seeking Standards alignment: NHES 1.12.6; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Peer, Family, Media, and Community Influences: Students practice identifying risk and protective influences in realistic, school-safe scenarios about vaping, alcohol, medication safety, stress, advertising, and support Standards alignment: NHES 2.12.1-2.12.4; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Refusal, Exit, and Support-Seeking Strategies: Students practice selecting the strongest response when substance-use or medication-safety pressure continues after an initial refusal Standards alignment: NHES 4.12.5-4.12.6; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Alcohol and Impaired Judgment: Students practice identifying evidence-based statements about early alcohol-related impairment and safer decision-making Standards alignment: NHES 1.12.3; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Nicotine, Tobacco, and Vaping: Students compare myths and evidence-based explanations about nicotine dependence, vaping aerosol, tobacco products, refusal strategies, and qualified quit support Standards alignment: NHES 1.12.3; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Cannabis and Other Impairing Substances: Students practice recognizing effects on attention, coordination, memory, driving safety, school performance, and decision-making in everyday scenarios Standards alignment: NHES 1.12.3; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Opioids, Counterfeit Pills, and Overdose Risk: Students identify messages that explain unknown-pill risk and choose urgent, safe steps such as calling emergency services and getting trusted adult help Standards alignment: NHES 1.12.3, 3.12.4; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Prescription and Over-the-Counter Labels: Students interpret prescription and over-the-counter label information to choose safe, accurate meanings for active ingredients, uses, directions, warnings, timing, and maximum amounts Standards alignment: NHES 3.12.3; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Safe Medication Storage and Disposal: Students identify secure storage habits, privacy-aware disposal steps, and safe ways to use take-back locations, mail-back programs, or trusted disposal instructions Standards alignment: NHES 7.12.3; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Avoiding Mixing, Overuse, and Expired Products: Students identify safer actions such as comparing active ingredients, checking warnings and expiration dates, using marked dosing tools, and asking a pharmacist or other qualified professional Standards alignment: NHES 3.12.3, 7.12.3; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Supportive Help-Seeking for Substance Concerns: Students practice recognizing when to involve a trusted adult, counselor, health professional, or emergency help while continuing respectful support Standards alignment: NHES 3.12.4, 4.12.3; CASEL SAw/SM/RDM; CDC WSCC HE/SEC/HS; CA HE 9-12 A/P: Standards 1-7; TX HE §115.38(c)(13)-(17); §115.40(c)(4). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Media Balance and Purposeful Screen Use: Students choose screen-use plans that match clear purposes, protect sleep and attention, and leave room for offline responsibilities and relationships Standards alignment: NHES 6.12.1-6.12.5; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Attention, Notifications, and Task Switching: Students practice managing alerts, app placement, focus periods, task switching, and planned checking times for healthier attention habits Standards alignment: NHES 7.12.4; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Ergonomics, Eye Strain, and Movement Breaks: This skill asks students to compare technology setups and routines, identify avoidable strain factors, and choose practical changes that support comfortable viewing, neutral posture, and regular movement Standards alignment: NHES 7.12.4; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Social Comparison and Curated Content: Students interpret social media scenarios by recognizing curated content, missing context, editing, selective posting, and the difference between a highlight and everyday life Standards alignment: NHES 2.12.1, 2.12.4, 2.12.5; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Algorithms, Persuasion, and Habit Design: Students identify persuasive design features and explain how those features can influence attention, routines, decision-making, and healthy technology habits Standards alignment: NHES 2.12.1, 2.12.4, 2.12.5; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Digital Footprints: Students evaluate how online actions can persist, be reshared, appear in search results, and influence privacy or reputation in school, family, work, and community settings Standards alignment: NHES 7.12.4; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Privacy, Passwords, and Personal Information: Students evaluate account-security and privacy choices, including unique passwords, password managers, MFA, recovery methods, limited sharing, and least-privilege permissions Standards alignment: NHES 7.12.4; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Cyberbullying and Reporting: Students identify responses that document harmful online behavior, use reporting tools, involve trusted adults, and avoid escalating conflict Standards alignment: NHES 4.12.10, 7.12.4; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Respectful Online Communication: This skill builds digital wellness by helping students slow down, check facts, use appropriate tone, and protect personal information in online communication Standards alignment: NHES 4.12.1-4.12.2; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Fitness Trackers and Health-App Limits: Students decide when device data can support trends and motivation and when estimates may be inaccurate, incomplete, stressful, or unhelpful Standards alignment: NHES 3.12.2-3.12.3; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Evaluating AI-Generated Health Information: Students compare AI answers with trusted health sources, identify claims that need verification, and choose safe next steps for common wellness questions Standards alignment: NHES 3.12.3, 3.12.5; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2; ISTE 1.3. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Personal Digital Wellness Planning: Students choose plans that name a digital habit, set a realistic cue or limit, include replacement activities, check progress, and allow flexibility Standards alignment: NHES 6.12.1-6.12.6; CASEL SAw/SM/RDM; CDC WSCC HE/SEC; CA HE 9-12 P/M/S: Standards 2-5, 7; TX HE §115.38(c)(11)-(12); §115.40(c)(7); ISTE 1.2. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Choosing Among Primary, Urgent, and Emergency Care: Students compare severity, timing, red-flag symptoms, and safety needs to decide whether primary care, urgent care, or emergency care is the best fit Standards alignment: NHES 3.12.1, 3.12.4; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Roles of Healthcare Professionals: Students compare common healthcare roles, such as primary care clinicians, pharmacists, dentists, optometrists, mental health counselors, physical therapists, urgent care, and emergency services, to decide where to start for different needs Standards alignment: NHES 3.12.1, 3.12.4; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Scheduling and Preparing for Appointments: Students practice choosing appointment preparations that include the visit reason, symptom timing, current medicines, relevant history, questions, identification, and payment information Standards alignment: NHES 3.12.4; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Describing Concerns and Asking Questions: Students practice choosing clear, respectful statements that help a trusted adult or health professional understand a concern and respond appropriately Standards alignment: NHES 4.12.1, 4.12.9; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Personal Health Histories and Forms: Students practice choosing form entries that are current, specific, honest, and shared only with appropriate health or school personnel Standards alignment: NHES 1.12.5, 3.12.4; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Participating in Care Decisions: Students practice choosing responses that support informed, respectful participation in health care decisions Standards alignment: NHES 5.12.3-5.12.7; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Privacy and Confidentiality of Health Information: Students identify privacy-protective choices such as sharing the minimum necessary information, using secure channels, asking consent when appropriate, and involving trusted adults or professionals for safety needs Standards alignment: NHES 7.12.4; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Communicating With Pharmacists: Students practice choosing questions that clarify a medicine's purpose, directions, storage, interactions, side effects, and missed-dose instructions Standards alignment: NHES 4.12.2, 4.12.3; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Insurance Vocabulary: Students practice matching premium, deductible, copayment, coinsurance, network, claim, and covered service to their general meanings Standards alignment: NHES 1.12.5; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Explanations of Benefits and Medical Bills: Students compare EOBs, bills, patient responsibility amounts, due dates, payment instructions, and next steps after a claim is processed Standards alignment: NHES 1.12.5; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Telehealth Versus In-Person Care: Students practice weighing urgency, examination or testing needs, privacy, technology access, transportation, and follow-up before choosing a care option Standards alignment: NHES 5.12.4; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Health Scams, Consumer Rights, and Second Opinions: Students evaluate health products and services by looking for evidence, credentials, clear costs, privacy protections, and appropriate second opinions Standards alignment: NHES 3.12.1-3.12.3; CASEL RS/RDM; CDC WSCC HE/HS; CA HE 9-12 P: Standards 1, 3-6; TX HE §115.40(c)(1)-(8). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Built Environments and Health: Students evaluate community features and choose designs that support safe movement, equitable access, social connection, and active participation Standards alignment: NHES 1.12.6; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Indoor and Outdoor Air Quality: Students choose actions that reduce exposure to smoke, fumes, mold, dust, allergens, or outdoor pollution while following local guidance Standards alignment: NHES 1.12.6, 7.12.2; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Water Quality and Safe Water Access: Students evaluate everyday water safety scenarios and choose responses that rely on local advisories, trusted agencies, safe containers, conservation habits, and approved treatment guidance Standards alignment: NHES 1.12.6, 7.12.2; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Waste, Recycling, and Hazardous Materials: Students practice choosing safe, community-minded disposal options that reduce contamination, protect sanitation workers, and support environmental health Standards alignment: NHES 7.12.2; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Noise and Light in the Environment: Students compare environmental health choices such as quieter equipment, shielded lights, clear communication plans, and safety-conscious routines Standards alignment: NHES 1.12.6; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Weather and Climate-Related Health Hazards: Students choose preparedness plans that reduce weather and climate-related health risks while considering reliable alerts, emergency supplies, safe shelter, and higher-risk people Standards alignment: NHES 1.12.6, 7.12.2; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Food Access and Community Resources: Students compare food access barriers and resources, then identify practical community strategies that support nutrition, affordability, reliability, and cultural fit Standards alignment: NHES 1.12.6, 8.12.1; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Transportation Access and Health: Students identify and explain how safe, affordable, and accessible transportation can reduce barriers and support healthier daily choices Standards alignment: NHES 1.12.6; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Roles of Public-Health Organizations: Students compare the scope of public-health work, from neighborhood inspections and county outreach to statewide policies, national guidance, and global coordination Standards alignment: NHES 3.12.1-3.12.2; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11); CCSS RST.11-12.7. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Reading Community Health Data: Students interpret community health data, compare rates rather than raw counts when populations differ, and decide what conclusions are supported Standards alignment: NHES 1.12.5, 3.12.3; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11); CCSS RST.11-12.7. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Fair Access to Health-Promoting Resources: Students compare proposals, identify barriers such as cost, time, transportation, language, privacy, accessibility, and reliability, and select the option that improves access most fairly Standards alignment: NHES 8.12.1-8.12.2; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11); CCSS RST.11-12.7. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Community Emergency Communication and Family Engagement: Students evaluate community and school communication plans for emergency situations, focusing on accuracy, accessibility, shared family planning, and responsible decisions Standards alignment: NHES 4.12.1, 8.12.3, 8.12.5; CASEL SoA/RDM; CDC WSCC PE/CI/FE; CA HE 9-12 P: Standards 1-3, 8; TX HE §115.40(c)(10)-(11); CCSS RST.11-12.7. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

School-Work-Life Balance: Students compare realistic schedules and choose plans that protect key needs, meet commitments, and leave flexible time for recovery and connection Standards alignment: NHES 6.12.1-6.12.5; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Time and Energy Management: Students choose strategies that match demanding work to higher-energy times, divide large tasks into manageable steps, and protect basic wellness needs Standards alignment: NHES 6.12.3-6.12.5; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Study and Work Breaks: Students compare break options and choose the plan most likely to renew attention while staying school-safe and task-focused Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Workstation and Task Ergonomics: Students choose adjustments that make tasks safer, more comfortable, and easier to sustain in desks, labs, shops, libraries, offices, and part-time work settings Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13); SHAPE PE 4.12.1, 4.12.7. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Safe Workplace Expectations: Students choose actions that follow training, report hazards, use required protection, and ask for clarification before unfamiliar tasks Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13); SHAPE PE 4.12.1, 4.12.7. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Protective Equipment and Hazard Communication: Students choose appropriate PPE, interpret common hazard communication cues, and identify when to pause, ask for help, or follow a label or SDS Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13); SHAPE PE 4.12.1, 4.12.7. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Fatigue, Early Schedules, and Shift Work: Students compare plans that use sleep timing, light exposure, meals, movement, safe transportation, and respectful supervisor communication to lower fatigue-related risk Standards alignment: NHES 7.12.2; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13); SHAPE PE 4.12.1, 4.12.7. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Healthy Routines During Major Transitions: Students evaluate transition plans, identify stable anchor routines, use support systems, communicate boundaries, prepare contingencies, and revise schedules using evidence Standards alignment: NHES 6.12.1-6.12.5; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Financial Wellness and Health Choices: Students choose examples that show how everyday money decisions can support school, work, health, and lifelong wellness Standards alignment: NHES 5.12.3-5.12.5; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Wellness With Limited Time or Money: Students practice adapting health goals using free resources, low-cost routines, support networks, and realistic priorities Standards alignment: NHES 5.12.4-5.12.7; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Careers in Health, Fitness, and Community Wellness: Students practice matching career pathways to a person's goals, education plans, settings, and desired ways to support wellness Standards alignment: NHES 3.12.1, 6.12.1; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

A Post-High-School Personal Wellness Plan: Students evaluate post-high-school wellness plans for sustainability, support networks, local resources, care access, financial tradeoffs, and goal-setting Standards alignment: NHES 6.12.1-6.12.6; CASEL SM/RDM; CDC WSCC HE/EW/PE; CA HE 9-12 P/M/N: Standards 5-7; TX HE §115.40(c)(9),(13). This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Community Wellness Needs Assessment: Students practice identifying fair, ethical, and useful needs assessment steps that combine evidence with input from the school community Standards alignment: NHES 8.12.1-8.12.2; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Selecting a Wellness Issue With Evidence: Students review evidence, compare options, and select the issue that is best supported as a priority for a class, school, or community wellness plan Standards alignment: NHES 8.12.1-8.12.2; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Audience, Purpose, and Context: Students practice matching tone, language, channel, and supports to age, access, background knowledge, concerns, and reason for receiving health information Standards alignment: NHES 8.12.3; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Clear and Accurate Wellness Messages: Students evaluate advocacy messages for a main idea, realistic action step, credible source, and honest limitation Standards alignment: NHES 8.12.3, 8.12.5; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Ethical Persuasion and Source Transparency: Students analyze advocacy messages and choose approaches that are evidence-based, transparent about funding or sponsorship, respectful of audiences, and free from manipulation Standards alignment: NHES 8.12.5; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Collaboration Roles and Team Agreements: Students evaluate collaboration agreements for health leadership and advocacy projects, focusing on clear responsibilities, respectful communication, shared ownership, and follow-through Standards alignment: NHES 8.12.7; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Family and Community Partnerships: Students evaluate partnership options and choose plans that include access, family participation, school coordination, health expertise, community assets, and student leadership Standards alignment: NHES 8.12.7; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Advocacy Action Plans, Criteria, and Constraints: Students evaluate action plans for completeness, feasibility, audience fit, and constraints so advocacy efforts are respectful, specific, and measurable Standards alignment: NHES 8.12.1-8.12.7; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Creating Accessible Wellness Materials: Students evaluate wellness posters, slides, videos, messages, and resource cards for readable text, meaningful headings, plain language, captions or descriptions, sufficient contrast, and multiple access points Standards alignment: NHES 8.12.3-8.12.4; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Respectful Delivery and Response to Feedback: Students choose responses that listen to the audience, stay within available evidence, acknowledge uncertainty, and improve the message after feedback Standards alignment: NHES 4.12.9, 8.12.7; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Evaluating Reach, Outcomes, and Impact: Students practice separating how many people were reached, what participants learned or did, and whether meaningful change occurred Standards alignment: NHES 8.12.6; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.

Integrated Personal and Community Wellness Portfolio: Students compare portfolio entries and identify the option that best integrates health literacy, decision-making, communication, goal-setting, prevention, advocacy, reflection, and a practical next-step plan Standards alignment: NHES 1.12.5, 5.12.8, 6.12.6, 8.12.6; CASEL SoA/RS/RDM; CDC WSCC HE/CI/FE; CA HE 9-12: Standard 8; TX HE §115.40(c)(10)-(13); CCSS WHST.11-12.1, WHST.11-12.7; SL.11-12.4; ISTE 1.6. This selected-response practice supports instruction toward the listed standards; direct performance evidence may require a separate constructed-response or observed task.