Grade K

Students will comprehend concepts related to health promotion and disease prevention. Students will:

Students will demonstrate the ability to access valid health information and health promoting products and services. Students will:

Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. Students will:

Students will analyze the influence of culture, media, technology and other factors on health. Students will:

Students will demonstrate the ability to use interpersonal communication skills to enhance health. Students will:

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. Students will:

Students will demonstrate the ability to advocate for personal, family, peer and community health. Students will:

Identify/describe/understand the relationships between personal health behaviors and individual well-being:

Identify examples of mental, emotional, social and physical health during childhood:

Describe the basic structure and functions of the human body systems:

Describe how physical, social and emotional environments influence personal health:

Identify common health issues of children:

Identify health problems that should be detected and treated early and explain how childhood injuries and illnesses can be prevented or treated:

Identify characteristics of valid health information and health promoting products and services:

Demonstrate the ability to locate resources from home, school and community that provide valid health information:

Explain how the media influences the selection of health information, products and services:

Demonstrate the ability to locate school and community health helpers:

Identify responsible health behaviors:

Identify personal health needs:

Compare behaviors that are safe to those that are risky or harmful:

Demonstrate strategies to improve or maintain personal health:

Develop injury prevention and management strategies for personal health:

Demonstrate ways to avoid and reduce threatening situations:

Apply skills to manage stress:

Describe how cultures within the local community influence personal health behaviors:

Explain how media influences thoughts, feelings and health behaviors:

Describe ways technology can influence personal health:

Explain how information from school and family influences health:

Distinguish between verbal and non-verbal communication:

Describe characteristics needed to be a responsible friend and family member:

Demonstrate positive ways to express needs, wants and feelings:

Demonstrate ways to communicate care, consideration and respect of self and others:

Demonstrate attentive listening skills to build and maintain health-enhancing relationships:

Demonstrate refusal skills and explain why they are important to enhance health:

Differentiate between negative and positive behaviors used in conflict situations:

Demonstrate non-violent strategies to resolve conflicts:

Demonstrate the ability to apply a decision-making process to health issues and problems:

Explain when to ask for assistance in making health-related decisions and setting health goals:

Predict outcomes of positive health decisions:

Set a personal health goal and track progress toward achievement:

Describe a variety of methods to convey accurate health information and ideas:

Express information and opinions about health issues:

Identify community agencies/resources that advocate for healthy individuals, families, peers and communities:

Demonstrate the ability to influence and support others in making health-enhancing choices:

Describe how personal choices relate to health and how the consequences of those choices affect self and others (e.g., smoking, lack of physical activity, nutrition, personal hygiene, personal safety);

Describe characteristics of healthy and unhealthy relationships (e.g., describe the unique differences of self and others); and

Describe what is meant by good personal hygiene (e.g., describe the importance of hand washing in disease prevention).

Recognize different emotions;

Identify compassionate behavior and its relationship to diversity (e.g., bullying, disabilities, other special needs);

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination); and

List positive health choices and activities that promote health and help prevent diseases.

Identify the effects of lifestyle choices on body systems (e.g., alcohol, tobacco, other drugs, second-hand smoke, food, physical activity);

Describe how stress and emotions affect the body systems; and

Utilize correct terminology for the human body.

Recognize the behaviors that could affect other people (e.g., smoking, drinking, physical activity, nutrition);

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination, poisonous substances);

Know how to access help (e.g., dial 911 in an emergency, trusted adult); and

Recognize the influences of media and peer pressure on health.

Name common physical health issues of children in same age group (e.g., intentional and unintentional injury, personal hygiene);

Name common social health issues of children in same age group (e.g., peer pressure, relationships);

Name common emotional health issues of children in same age group (e.g., effects of bullying, when family member is sick, sadness, domestic violence); and

Name common environmental health issues that affect children in same age group (e.g., second-hand smoke, litter, noise).

Identify symptoms of illness (e.g., runny nose, coughing, fever, stomachache, sadness);

List individuals that can help with detecting and treating childhood injuries and illnesses (e.g., parent, grandparent, teacher, counselor, nurse, doctor);

Identify the benefits of following the directions of health care providers;

List safety rules for different situations (e.g., playground safety, bus safety, classroom rules); and

Describe the importance of taking personal responsibility for actions.

Recognize safe and unsafe products in the home and community (e.g., bleach vs. milk, used needles);

Identify appropriate adults to talk to regarding health and safety issues; and

Recognize health-promoting products and services (e.g., food choices, community services, physical activity).

Recall own address and phone number; identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult); and

Recognize unsafe environments/situations.

Recognize that media messages may be misleading;

Recognize safety officials (e.g., police, fire, security, crossing guard); and

Identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult).

List responsible health behaviors (e.g., washing hands, brushing teeth, exercise);

Identify where to go when you don't feel good (e.g., parent, teacher, school nurse);

Recognize the importance of hygiene (e.g., washing hands to avoid colds); and

Identify personal safety rules (e.g., don't push others, playground safety, don't go with strangers).

List safety rules; and

List safe and unsafe situations.

Identify ways to improve or maintain personal health in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., eat fruits and vegetables, exercise, don't smoke).

Identify substances that are unsafe to touch (e.g., blood, bleach, needles); and

Practice safety rules at home, in school and in the community.

List situations that may be dangerous; and

List trusted adults to go to when faced with a dangerous situation.

Practice stress management skills (e.g., daily physical activity, singing, being read to).

List similarities and differences in cultures within the community; and

List how the media and culture portray gender roles (e.g., pink=girls, blue=boys, short hair vs. long hair, different toys).

List different forms of media (e.g., television, newspaper, magazines, radio);

List the purposes for media (e.g., entertain, sell products, promote services);

Understand that not all media messages are true; and

Understand how media influences feelings and thoughts.

List different forms of technology (e.g., computers, video games, microwaves, cell phones);

List the purposes for technology (e.g., convenience, entertainment, selling products, promoting services); and

Understand that technology affects how we live.

List health messages that families give in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., what types of snacks you eat at home, stranger danger, family activities).

Describe the differences between verbal and non-verbal communication;

Understand that people communicate in different ways; and

Recognize different feelings and the verbal and non-verbal forms of communication associated with them.

List characteristics of behaviors that are healthy; and

Identify actions to help friends make healthy decisions.

Identify feelings associated with different situations (e.g., conflict - frustration/satisfaction; birthday - happy/excited); and

Identify how to express feelings in a positive way.

Demonstrate the ability to use "I" statements.

Understand the importance of letting people speak without interruption;

Understand when it is appropriate to interrupt for health needs; and

Recognize when someone is telling you to do something that is wrong.

Identify refusal skills in the areas related to sexuality (e.g., good touch/bad touch); nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well being.

List the differences between negative and positive behaviors; and

List situations that cause conflict.

List non-violent strategies to resolve conflict;

List situations that cause conflict;

List steps in the decision-making process.

List examples of when it is appropriate to ask for help in making health-related decisions (e.g., when you are lost, when being bullied);

List consequences of actions (e.g., wearing a seat belt will help avoid injuries if in a car accident).

List what personal health goals are appropriate for your age (e.g., wash hands, wear seat belts).

List ways to convey accurate health information and ideas (e.g., storytelling, talking to a health professional).

Be able to express feelings to others (e.g., when they are sick, feel unsafe).

Identify appropriate adults to go to for health issues (e.g., who is a safe adult to go to when you are being bullied).

List positive health choices.