Kindergarten students recognize basic facts and concepts about their bodies and begin to acquire skills and practices that keep them safe and healthy. Students learn to seek help and advice from parents/guardians and other trusted adults and begin to learn how to seek reliable health information. They understand how to make good decisions about simple health issues, to respect others, follow school safety rules, and be responsible.
K.1 The student will explain that the body is a living and growing organism. Key concepts/ skills include
a) the importance of making healthy food choices (e.g., eating a variety of foods from all food groups, eating breakfast, choosing healthy snacks, eating at least five fruits and vegetables a day);
b) the effects of drugs and medicines on the body;
c) the five senses (sight, sound, smell, taste, touch) and major body parts (e.g., head, trunk, arms, legs, hands, feet);
d) the need for regular physical activity.
K.2 The student will explain the concept of being healthy. Key concepts/skills include
a) positive and negative emotions that affect physical health (e.g., anger, sadness, fear, frustration, happiness, pride);
b) personal hygiene practices (e.g., tooth brushing, flossing, hand washing, grooming);
c) germs (e.g., bacteria, viruses) that lead to common diseases (e.g., cold, flu).
K.3 The student will explain the concept of being safe. Key concepts/skills include
a) the need for safety rules and practices;
b) the differences between emergency and non-emergency situations;
c) the choices that prevent injuries (e.g., wearing helmets, using seat belts and safety seats, tying shoelaces).
K.4 The student will identify sources of health and safety information. Key concepts/skills include
a) a variety of information sources such as product-safety symbols, television, radio, print materials, and electronic media;
b) individuals, including school nurses, family members, health care personnel, teachers, school counselors, and public safety officials.
K.5 The student will explain the importance of seeking guidance from parents/guardians and other trusted adults. Key concepts/skills include
a) the peaceful resolution of conflicts;
b) the importance of sharing information with trusted adults.
K.6 The student will identify expectations for personal behavior in school and social settings. Key concepts/skills include
a) acceptable behavior in classrooms and during play;
b) respect for the property and rights of others;
c) respect for the personal space of others.
Students in grade one learn about their body’s systems and various health topics. They begin to understand how their decisions can impact their health and wellness now and in the future. Students begin to relate choices with consequences. They begin to examine the influence of the media on health decisions and to identify ways to access reliable information. They exhibit respect for self, others, and the environment.
1.1 The student will identify the basic components and functions of the systems of the human body. Key concepts/skills include
a) body structures (e.g., abdomen, chest, head) and organs (e.g., heart, brain, lungs, stomach);
b) the principles of correct posture;
c) the interconnection of all body systems (e.g., cardiovascular, digestive, immune, muscular, nervous, skeletal, respiratory).
1.2 The student will explain that good health is related to health-promoting decisions. Key concepts/skills include
a) personal hygiene, including care of one’s teeth;
b) personal safety behaviors;
c) the harmful effects of misusing medicines and drugs;
d) sleep habits;
e) physical activity and healthy entertainment;
f) proper nutrition.
1.3 The student will explain the need for specific rules and practices to promote personal safety and injury-free situations. Key concepts/skills include
a) bus and automobile safety;
b) pedestrian safety;
c) playground safety;
d) fire safety;
e) home safety;
f) Internet safety;
g) water safety;
h) bicycle, in-line skating, skateboard, scooter, and other self-propelled-vehicle safety;
i) the need for protective gear.
1.4 The student will demonstrate healthy mental and emotional development. Key concepts/skills include
a) cooperation with others;
b) adaptation to change;
c) expression of ideas and thoughts to create positive relationships;
d) the differences between positive and negative emotions.
1.5 The student will identify the health care providers and agencies that influence personal health. Key concepts/skills include
a) the role of community health care professionals;
b) the purpose of community health care agencies.
1.6 The student will demonstrate responsible personal and social behaviors in the school and community. Key concepts/skills include
a) cooperative behavior;
b) respect for others;
c) adherence to school rules;
d) acceptance of responsibility;
e) respect for the property of others.
1.7 The student will explain that his/her personal decisions help contribute to a healthy environment. Key concepts/skills include
a) the proper disposal of trash;
b) the benefits of recycling;
c) the prevention of water pollution;
d) the effects of pollution on drinking water and marine life;
e) water conservation.
Students in grade two continue to learn about the basic structures and functions of the human body systems. Focusing on preventing illness and disease, the students begin to understand the relationship between health behaviors, choices, and consequences. They learn about the factors that influence health decisions, the harmful effects of drugs, and how to communicate consideration and respect for others.
2.1 The student will identify the major body systems and explain their connection to personal health. Key concepts/skills include
a) the cardiovascular system;
b) the digestive system;
c) the skeletal system;
d) the muscular system;
e) the nervous system.
2.2 The student will explain that personal health decisions and health habits influence health and wellness throughout life. Key concepts/skills include
a) how food choices contribute to a healthy lifestyle;
b) the harmful effects of drugs, alcohol, and tobacco;
c) the need for regular health check-ups and screenings;
d) the importance of learning and using refusal skills to make good decisions;
e) the use of nonviolent strategies to resolve conflicts.
2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include
b) the environment;
c) germs and diseases;
d) different customs and traditions;
e) self-image related to personal success;
f) disappointment, loss, grief, and separation.
2.4 The student will recognize the influence that health resources and professionals have on personal health. Key concepts/skills include
a) health care professionals, resources, and services;
b) emergency services;
c) print, audiovisual, and electronic media.
2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include
a) the impact of verbal and nonverbal aggressive behaviors;
b) the effects of personal health decisions on other individuals.
Students in grade three learn how health habits impact growth and development. They learn to compare and contrast healthy and unhealthy practices. Skill building continues as students learn to apply the knowledge of health-risk reduction to the promotion of health. Students access valid information and begin to understand the relationship between personal and community health.
3.1 The student will explain that health habits impact personal growth and development. Key concepts/skills include
a) food and beverage choices based on nutritional content;
b) the benefits of physical activity and personal fitness;
c) safe and harmful behaviors;
d) positive interaction with family, peers, and other individuals.
3.2 The student will use decision-making skills to promote health and personal wellness. Key concepts/skills include
a) goal setting for personal health;
b) the process of resolving conflicts peacefully;
c) strategies for solving problems related to health.
3.3 The student will identify the effects of drugs, alcohol, tobacco, and other harmful substances on personal health. Key concepts/skills include
a) improper use of medicines;
b) the use of refusal skills to counter negative influences;
c) the effects of nicotine, alcohol, and other drugs on body systems;
d) the use of common household items as inhalants;
e) the effects of mind-altering drugs on behavior.
3.4 The student will demonstrate the ability to use health information to improve personal health. Key concepts/skills include
a) the use of health services and agencies to gain information;
b) the ways in which health care has improved as a result of technology;
c) the use of a variety of print, audiovisual, and electronic media resources.
3.5 The student will explain that customs and traditions may impact community health decisions. Key concepts/skills include
a) dietary customs and practices;
b) recreational activities;
c) celebrations and traditions.
Students in grade four learn and apply health skills to the following health areas: disease prevention, nutrition, healthy relationships, use of tobacco, and use/abuse of alcohol. Students begin to recognize the existence of myths related to health information, distinguish fact from fiction, and set simple goals for promoting personal health and preventing disease. Students assume personal responsibility for helping promote health at school and in the community.
4.1 The student will explain how nutrition affects personal health and academic achievement. Key concepts/skills include
a) the nutrients needed for proper brain functioning;
b) the importance of balance, variety, and moderation in a meal plan;
c) the effects of malnutrition;
d) the impact of nutrients on growth and development;
e) the impact of fats, carbohydrates, and proteins on physical performance.
4.2 The student will develop the skills necessary for coping with difficult relationships. Key concepts/skills include
a) development of refusal skills;
b) identification and reporting of bullying and aggressive behaviors;
c) development of coping skills;
d) recognition of harmful or abusive relationships;
e) exhibiting self-control.
4.3 The student will describe and evaluate the effects of alcohol, inhalants, tobacco, and other drug use on self, family, and community. Key concepts/skills include
a) the impact on self, family, and community;
b) the short- and long-term consequences of drug use;
c) acts of violence and the use of weapons;
d) laws related to illegal alcohol and tobacco use.
4.4 The student will demonstrate an understanding of health concepts and behaviors that prevent illness and disease. Key concepts/skills include
a) the body’s defenses;
b) the spread of germs (viruses, bacteria, and fungi);
c) the difference between communicable and non-communicable diseases;
d) the importance of early detection of health problems;
e) the role of regular physical activity, good nutrition, and healthy choices.
4.5 The student will access and use health resources to improve personal and family health. Key concepts/skills include
a) the use of health care agencies, printed materials, broadcast media, Internet, and audiovisual materials;
b) identification of accurate and inaccurate health information.
4.6 The student will evaluate his/her role in identifying solutions to community health problems. Key concepts/skills include
a) personal responsibility for exhibiting healthy practices within the school and community setting;
b) the benefits of volunteering.
4.7 The student will understand the importance of communicating with family about personal and community health issues. Key concepts/skills include
a) identification of obstacles to communication and solutions to such obstacles;
b) the importance of seeking assistance from a trusted adult when in unsafe or uncomfortable situations.
Students in grade five distinguish reliable from unreliable health information and resources. Students’ practices and behaviors demonstrate health knowledge and skills. Emphasis is placed on demonstrating interpersonal skills, assuming responsibility for personal health habits, and practicing behaviors that promote active, healthy lifestyles. Students critique advertising and various media displays and work with others to improve community health.
5.1 The student will demonstrate the interpersonal skills necessary to build healthy relationships. Key concepts/skills include
a) the development of positive social skills;
b) the use of refusal and conflict-resolution skills;
c) effective verbal and nonverbal communication skills that convey care, consideration, and respect for self and others.
5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active, healthy lifestyle. Key concepts/skills include
a) the relationship between health promotion and disease prevention;
b) the connection between nutritional guidelines and weight management;
c) strategies for managing stress;
d) the importance of exercise and recreation;
e) the effects of personal health habits on cardiovascular fitness;
f) the importance of developing and maintaining a positive self-image.
5.3 The student will analyze the risks associated with dependence on and addiction to alcohol, tobacco, inhalants and other drugs. Key concepts/skills include
a) the effects on the integrated functioning of the body’s systems;
b) the effects on academic performance;
c) the effects on relationships with family, peers, and other individuals.
5.4 The student will critically evaluate how print media, broadcast media, and Internet technology influence perceptions of health information, products, and services. Key concepts/skills include
a) strategies for validating health information;
b) tools for the critical evaluation of advertisements and promotions.
5.5 The student will explain how peers, families, and community groups work together to build a healthy community. Key concepts/skills include
a) collaborative support for environmental issues;
b) the existence of customs and traditions;
c) promotion of the value of community health and wellness;
d) examination of community health issues;
e) development of community health projects;
f) promotion of volunteerism and community service.