LAKELAND SCHOOL DISTRICT #272

Skills-Based Scope and Sequence Guide

K-6 Health Education

Revised 2007

 

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Sixth Grade

Seventh Grade

Eighth Grade

High School

 

Kindergarten

 

Healthy Lifestyles

Acquire the essential skills to lead a healthy life

1. Describe exercise
2. Recognize the role of germs in spreading disease
3. Recognize safety signs and procedures at home, school, and around the neighborhood
4. Describe how each person experiences a variety of feelings and moods
5. Differentiate between helpful and harmful drugs
6. Identify medicines/drugs, their safe use, and safe places
7. Differentiate between healthy and unhealthy foods
8. Identify body parts
9. Describe the family
10. Identify health products commonly used
11. Identify a healthy environment around our school and neighborhood

 

Risk-Taking Behavior/Personal Safety

Demonstrate the ability to practice health-enhancing behaviors and reduce health risks

1. Explain that germs are everywhere and are invisible
2. Identify acceptable and unacceptable behavior. (explain respect, work out conflicts)
3. Discuss how to make a wise responsible choice. (recognize people who can help, role play situations where decisions need to be made)
4. Identify trusting adults who can provide assistance
5. Discuss fire, earthquake and other emergency safety procedures
6. List reasons for following safety rules with traffic, pedestrian, fire, water, automobile, bicycles, home and if one is lost
7. List and explain safety procedures needed in special situations (e.g. strangers, bullying, being alone, bad touch)

Communication Skills for Healthy Relationships

Demonstrate the ability to use communication skills to enhance health

1. Identify the ways a person expresses feelings and moods
2. Demonstrate appropriate ways to say no
3. Identify “verbal” and “nonverbal” communication skills

 

Community, Environment, and Consumer Health

Organize, analyze, and apply health information practices and services appropriate for individual needs

1. Identify health products
2. Identify poison symbols (Mr. Yuck, skull, crossbones)
3. Identify health and safety workers in the community

 

Mental and Emotional Wellness

To recognize essential skills that lead to healthy relationships and personal well-being

1. Identify feelings (show different feeling words)
2. Tell ways to share feelings
3. Identify and describe how each person experiences a variety of feelings and moods
4. Explore the benefits of play
5. Name grown-ups to talk to in difficult times. Recognize trusted adults who can provide assistance
6. Tell how play can make you feel better. Explore benefits of play
7. Name the people in your family
8. Share and identify verbal and nonverbal cues to feelings and moods.
9. Identify and show consequences for acceptable and non-acceptable behaviors

 

Skills-Based Scope and sequence Guide

K-6 Health Education

Revised 2007

 

First Grade

 

Healthy Lifestyles

Acquire the essential skills to lead a healthy life

1. Identify the difference between exercise and stretching
2. Tell how germs are spread and describe how the body fights diseases
3. Identify safety procedures (pedestrian, car, fire, gun, stranger, and water)
4. Explain a variety of emotions and understand that they can be managed successfully
5. Differentiate between over-the-counter and prescription drugs
6. Explain how the use of known and unknown substances can be hazardous
7. Recognize a nutritional diet is necessary to maintain a healthy body (food pyramid)
8. Describe how a person can take care of different body parts (develop personal responsibility for grooming and cleanliness)
9. Describe each person’s contribution to the family
10. Identify the use of health products
11. Describe pollution

 

Risk-Taking Behavior/Personal Safety

Demonstrate the ability to practice health-enhancing behaviors and reduce health risks

1. Recognize that germs cause disease (tell how to protect yourself and others from germs)
2. Explain the necessity or rules for acceptable and unacceptable behavior
3. Determine how to make a responsible choice (list people who can help you to make wise choices, role-play)
4. Identify trusting adults who can provide assistance
5. Discuss fire, earthquake and other emergency safety procedures
6. List reasons for following safety rules with traffic, pedestrian, fire, water, automobile, bicycles, home and if one is lost
7. List and explain safety procedures needed in special situations (e.g. strangers, bullying, being alone, bad touch)

 

Communication Skills for Healthy Relationships

Demonstrate the ability to use communication skills to enhance health

1. Share positive ways to express feelings
2. Identify refusal and decision-making skills
3. Demonstrate communication skills (verbal, nonverbal)

 

Consumer Health

Organize analyze, and apply health information practices and services appropriate for individual needs

1. Identify examples of health products
2. Identify labels on health products
3. Recognize roles of health workers in the school and community

 

Mental and Emotional Wellness

Understand and demonstrate the key components to positive mental and emotional health

1. Demonstrate feelings (role-play situations and appropriate ways of dealing with feelings)
2. Identify how each person is unique and worthwhile, both physically and emotionally
3. Describe physical activities one enjoys (why one needs to get adequate exercise for heart, lungs, muscles, and skeleton)
4. Recognize trusted adults who can provide assistance

 

Skills-Based Scope and Sequence Guide

K-6 Health Education

REVISED 2007

 

SECOND GRADE

 

Healthy Life Styles

Acquire the essential skills to lead a healthy life.

2.H.1.1.1.  1.  Discuss the concept of fitness and wellness (787.01.a)

2.H.1.1.6   2.  Identify healthy food choices and their benefits (787.01.f)

3.  Choose a nutritional snack

4.  Identify your own food choices and list corresponding food groups

5.  Describe ways the body uses and stores energy

6.  Review behaviors that help prevent disease and encourage well-being (e.g. covering mouth when sneezing, coughing, and washing hands

7.  Discuss bacteria and viruses (germs) as causes of disease

2.H.2.1.2. 8.  Recognize how germs (illness) are spread and describe how the body fights disease (788.01.a)

2.H.1.1.2.  9.  Recognize the body signals and the actions to take when not feeling well (787.01.b)

10.  Know the benefits and describe the concept of exercise and physical activity and how it can enhance mental and emotional health

2H.1.1.4  11.  Identify actions that relate to emotions and how they are expressed and the consequences of behavior choices (787.01.d)

2.H.1.1.7  12.  Identify physical characteristics of growth and development (787.01g)

2H.1.1.8  13.  Explain ways in which family members/membership changes (787.01.h)

2.H.1.1.10  14.  Describe characteristics of a healthful environment (787.01j)

 

Risk-Taking Behavior & Personal Safety

Demonstrate the ability to practice health-enhancing behaviors and reduce health risks

2.H.2.1.2  1.  Identify consequences for one’s own behavior (788.01.b)

2.H.2.1.3  2.   Identify temptations, curiosity, peer influence, and harmful risk-taking (788.01.c)

2.H.2.1.4  3.  Identify behaviors that put a person at risk (788.01.d)

2.H.1.1.5  4.  Identify alcohol, tobacco, medicines and other drugs (787.10e)

5.  Examine the effects of alcohol and tobacco on the body

2.H.1.1.3 6.  Identify the rules and procedures for safe living. (787.01.c)

7.  Identify trusting adults who can provide assistance

8.  Discuss fire, earthquake and other emergency safety procedures

9.  List reasons for following safety rules with traffic, pedestrian, fire, water, automobile, bicycles, home and if one is lost

10.  List and explain safety procedures needed in special situations (e.g. strangers, bullying, being alone, bad touch)

 

Communication Skills for Healthy Relationships

Demonstrate the ability to use communication skills to enhance health.

2.H.3.11  1.  Identify ways to show respect for self and others (789.01.a) 

2.H.3.1.2  2.  Practice and apply refusal and decision-making skills (789.01.b)

2.H.3.1.3  3.  Demonstrate how to communicate with friends (789.01.c)

 

Consumer Health

Organize, analyze, and apply health information practices and services appropriate for individual needs. 

2.H4.1.1  1.  Identify age-appropriate health care items (790.01.a)

2.H.4.1.2  2.  Identify the different components of a health product label (790.01.b)

3.  Evaluate accuracy of product claims in advertising

2.H.4.1.3  4.  Identify community health workers and their roles (790.01.c)

 

Mental and Emotional Health

1.  Understand and demonstrate the key components to positive mental and emotional health

2.H.5.1.1  2.  Identify actions that relate to emotions (791.01.a)

3.  Recognize oneself as worthy and important (family, peers and school)

4.  Demonstrate a variety of emotions and how they can be successfully managed

5.  Tell how to choose and communicate with friends

2.H.5.1.2  6.  Identify how each person is unique and special both physically and emotionally (791.01.b)

2.H.5.1.3.  7.  Discuss benefits of exercise and how it can enhance mental and emotional health (791.01.c)

2.H.5.1.4  8.  Identify safe environments (791.01.d)

 

Human Body

Acquire knowledge to adjust to the changing body

1. Identify physical characteristics of growth and development

 

Skills-Based Scope and Sequence Guide

K-6 Health Education

Revised 2007

 

THIRD GRADE

Students are expected to know content and apply skills from previous grades.

Standard 1: Healthy Lifestyles

Students learn the many factors involved in creating a healthy life.

Goal 1.1: Acquire the essential skills to lead a healthy life.

Objective(s): By the end of Grade 3, students will be able to:

3.H.1.1.1        Recognize the importance of fitness for overall wellness. (796.01.a)

3.H.1.1.2        Describe diseases and disorders. (796.01.b)

3.H.1.1.3        Identify and practice rules and procedures for safe living. (796.01.c)

3.H.1.1.4        View each person as a unique and special human being whose behavior can enhance or detract from a group, family, or community. (796.01.d)

3.H.1.1.5        Identify reasons why drugs and medicines are misused and abused. (796.01.e)

3.H.1.1.6        Identify the relationship between nutrition and well-being. (796.01.f)

3.H.1.1.7        Explore how the body changes as one grows. (796.01.g)

3.H.1.1.8        Adjust to family changes in healthful ways. (796.01.h)

3.H.1.1.9        Identify how health information, products, and services are made available. (796.01.i)

3.H.1.1.10      Identify the effects of pollution on the environment. (796.01.j)

Standard 2: Risk Taking Behavior

Students continue to develop the knowledge and skills to avoid risk-taking behaviors.

Goal 2.1: Demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

Objective(s): By the end of Grade 3, students will be able to:

3.H.2.1.1        Recognize ways of limiting the spread of illness. (797.01.a)

3.H.2.1.2        Identify how behavior affects physical, mental, and emotional health. (797.01.b)

3.H.2.1.3        Demonstrate methods of dealing with temptation, curiosity, peer influence, and harmful risk-taking. (797.01.c)

3.H.2.1.4        Identify risky behaviors present within family, friendships, and the community. (797.01.d)

Standard 3: Communication Skills for Healthy Relationships

Students demonstrate conflict resolution skills.

Goal 3.1: Demonstrate the ability to use communication skills to enhance health.

Objective(s): By the end of Grade 3, students will be able to:

3.H.3.1.1        Describe how behaviors are affected by others’ feelings. (798.01.a)

3.H.3.1.2        Demonstrate refusal and decision-making skills. (798.01.b)

3.H.3.1.3        Explain effective ways families, friends, and communities communicate. (798.01.c)

Standard 4: Consumer Health

Students learn about the various health services available in the community.

Goal 4.1: Organize, analyze, and apply health information practices and services appropriate for individual needs.

Objective(s): By the end of Grade 3, students will be able to:

3.H.4.1.1        Identify different types of health services. (799.01.a)

3.H.4.1.2        Describe the need to follow directions on product labels. (799.01.b)

3.H.4.1.3        Explore various health care careers. (799.01.c)

Standard 5: Mental and Emotional Health

Students learn to recognize and identify activities and ways to maintain positive mental and emotional health.

Goal 5.1: Understand and demonstrate the key components to positive mental and emotional health.

Objective(s): By the end of Grade 3, students will be able to:

3.H.5.1.1        Describe appropriate actions in response to one’s own emotions. (800.01.a)

3.H.5.1.2        Identify ways that people are unique and worthwhile, both physically and emotionally. (800.01.b)

3.H.5.1.3        Recognize the benefits of exercise and how it enhances mental and emotional health. (800.01.c)

3.H.5.1.4        Describe ways of keeping one’s self safe. (800.01.d)

3.H.5.1.5        Recognize the impact of drug use. (800.01.e)

 

Standard 6: Personal Safety

 

Students learn to recognize and identify injury /violence prevention and safety.

 

Goal 6.1: Understand and demonstrate key components of personal safety.

 

Objective(s): By the end of Grade 3, students will be able to:

 

Injury/Violence Prevention & Safety

1.      List rules for traffic safety, including use of protective equipment

2.      List reasons for following safety rules with traffic, pedestrian, fire, water, automobile, bicycles, home and if one is lost

3.      Identify support systems

4.      Identify the rules and procedures for safe living

5.      Discuss fire, earthquake and other emergency safety procedures

6.      List and explain safety procedures needed in special situations (e.g. strangers, bullying, being alone)

 

Standard 7: Human Body

 

Goal 7.1: Understand and demonstrate key components of the human body

 

Objective(s): By the end of Grade 3, students will be able to:

 

Human Body

1.      Recognize the importance of cardiovascular fitness

2.      List components of fitness (e.g. strength, flexibility, and endurance) and it’s benefits on mental, physical and emotional well being

3.      Recognize growth and development as a life-long process

 

Skills-Based Scope and sequence Guide

 

K-6 Health Education

 

Revised 2007

 

FOURTH GRADE

Students are expected to know content and apply skills from previous grades.

Standard 1: Healthy Lifestyles

Students learn the many factors involved in creating a healthy life.

Goal 1.1: Acquire the essential skills to lead a healthy life.

Objective(s): By the end of Grade 4, students will be able to:

4.H.1.1.1        Describe the influence of rest, food choices, exercise, sleep, and recreation on a person’s well-being. (805.01.a)

4.H.1.1.2        Identify characteristics and causes of diseases and disorders. (805.01.b)

4.H.1.1.3        Recognize a safe environment and demonstrate readiness skills that deal with emergency situations. (805.01.c)

4.H.1.1.4        Identify the range of emotions experienced and the connection between our minds and bodies. (805.01.d)

4.H.1.1.5        Identify substances, their use, and abuse. (805.01.e)

4.H.1.1.6        Identify the nutritional benefits of different foods. (805.01.f)

4.H.1.1.7        Recognize growth and development as a life-long process. (805.01.g)

4.H.1.1.8        Describe the role families and friends have in affecting our health. (805.01.h)

4.H.1.1.9        Determine factors involved in selecting and using health information, products, and services. (805.01.i)

4.H.1.1.10      Determine factors that influence the health of our environment. (805.01.j)

Standard 2: Risk Taking Behavior

Students continue to develop the knowledge and skills to avoid risk-taking behaviors.

Goal 2.1: Demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

Objective(s): By the end of Grade 4, students will be able to:

4.H.2.1.1        Describe the healthy living habits that can reduce the risk of illness and injury. (806.01.a)

4.H.2.1.2        Recognize how the actions of one person can affect the behavior of another. (806.01.b)

4.H.2.1.3        Identify high-risk situations and behaviors that pose a risk to one’s self and others. (806.01.c)

4.H.2.1.4        Identify the impact of risky behaviors on personal and family health. (806.01.d)

Standard 3: Communication Skills for Healthy Relationships

Students demonstrate conflict resolution skills.

Goal 3.1: Demonstrate the ability to use communication skills to enhance health.

Objective(s): By the end of Grade 4, students will be able to:

4.H.3.1.1        Identify the causes and effects of conflict in schools and families. (807.01.a)

4.H.3.1.2        Demonstrate refusal and decision-making skills as they relate to substance use and abuse. (807.01.b)

4.H.3.1.3        Identify interpersonal communication skills that can be used to build interactions between family, friends, and community. (807.01.c)

Standard 4: Consumer Health

Students learn about the various health services available in the community.

Goal 4.1: Organize, analyze, and apply health information practices and services appropriate for individual needs.

Objective(s): By the end of Grade 4, students will be able to:

4.H.4.1.1        Identify reliable sources of personal health information, products, and services. (808.01.a)

4.H.4.1.2        Recognize how the media influences one’s thinking in relation to mental and emotional health, nutrition, and substance abuse. (808.01.b)

4.H.4.1.3        Identify the different community agencies that promote the health and well-being of personal environment. (808.01.c)

Standard 5: Mental and Emotional Health

Students learn to recognize and identify activities and ways to maintain positive mental and emotional health.

Goal 5.1: Understand and demonstrate the key components to positive mental and emotional health.

Objective(s): By the end of Grade 4, students will be able to:

4.H.5.1.1        Recognize healthy ways to express personal emotions and feelings. (809.01.a)

4.H.5.1.2        Identify ways to maintain a healthy outlook in the presence of diseases and/or disabilities. (809.01.b)

4.H.5.1.3        Identify physical activities that promote fitness and the relief of mental and emotional tensions. (809.01.c)

4.H.5.1.4        Take responsibility for the safety of one’s self and others. (809.01.d)

4.H.5.1.5        Identify ways to avoid negative social influences and pressures to use alcohol, tobacco, and other drugs. (809.01.e)

 

Standard 6: Personal Safety

 

Students learn to recognize and identify injury/violence prevention and safety.

 

Goal 6.1: Understand and demonstrate key components of personal safety.

 

Objective(s): By the end of Grade 4, students will be able to:

 

Injury/Violence Prevention & Safety

Recognize and describe, an age appropriate safe environment and demonstrate safety procedures and readiness skills dealing with emergency situations (i.e. fire, strangers, home alone, etc.)

Explain basic first aide procedures for bleeding, resuscitation, poisons and burns, then develop a list of telephone numbers for emergency contacts

Review basic rules for bicycle and pedestrian safety

Compare appropriate and inappropriate kinds of physical contact and how to report incidence

Discuss potential dangers of using the Internet

Identify effective steps to conflict resolution

Identify and discuss TV and other media violence and it’s impact on youth

Discuss various types of peer groups

Take responsibility for the safety of one’s self and others

 

Standard 7: Human Body

 

Goal 7.1: Understand and demonstrate key components of the human body

 

Objective(s): By the end of Grade 4, students will be able to:

 

Human Body

Understand that cells comprise tissue and tissue comprise organs, which together for systems.

Investigate and understand the structure and function of all human body systems.

 

Skills-Based Scope and sequence Guide

K-6 Health Education

 

Revised 2007

Fifth Grade

Standard 1: Healthy Lifestyles

Goal 1.1: Acquire the essential skills to lead a healthy life.

                5.H.1.1.1 Explain the importance of an active lifestyle leading to life-long health. (814.01.a)

                5.H.1.1.2 Describe characteristics and causes of diseases and disorders. (814.01.b)

                5.H.1.1.3 Describe basic first aid and safety rules. (814.01.c)

                5.H.1.1.4 Identify emotions that accompany physical growth and development. (814.01.

                5.H.1.1.5 Identify the effects of substances and their use and abuse. (814.01.e)

                5.H.1.1.6 Identify the strategies for developing healthy eating habits. (814.01.f)

                5H.1.1.7. Recognize factors that affect growth and development. (814.01)

                5.H.1.1.8 Identify environmental health issues and their relationship to a healthy lifestyle. (814.01.h)

 

Standard 2: Risk Taking Behavior

Goal 2.1: Demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

                5.H.2.1.1 Evaluate healthy living habits that can reduce the risk of illness and injury. (815.01.a)

                5.H.2.1.2 Describe behaviors/consequences of drug use. (815.01.b)

                5.H.2.1.3 Identify strategies for resisting substance abuse. (815.01.c)

                5.H.2.1.4 Explain the impact of risky behaviors on personal and family health. (815.01.d)

 

Standard 3: Communication Skills for Healthy Relationships

Goal 3.1: Demonstrate the ability to use communication skills to enhance health.

                5.H.3.1.1 Explain the causes and effects of conflict in schools and families. (816.01.a)

5.H.3.1.2 Demonstrate refusal and decision-making skills that enhance personal relationships including substance use and abuse. (816.01.b)

5.H.3.1.3 Describe how interpersonal communication skills can be used to build interactions between family, friends, and community. (816.01.c

 

Standard 4: Consumer Health

Goal 4.1: Organize, analyze, and apply health information practices and services appropriate for individual needs.

                5.H.4.1.1 Explain the validity of health information, products, and services. (817.01.a

5.H.4.1.2 List ways the media influences one’s thinking in relation to mental and emotional health, nutrition, and substance abuse. (817.01.b)

5.H.4.1.3 Describe community factors that promote wellness, safety, and disease prevention. (817.01.c)

 

Standard 5: Mental and Emotional Wellness

Goal 5.1: Understand and demonstrate the key components to positive mental and emotional health.

5.H.5.1.1 Identify skills that positively control and express personal emotions and feelings. (818.01.a)

5.H.5.1.2 Identify and practice effective strategies for stress management. (818.01.b

5.H.5.1.3 Describe how recreational and leisure time activities promote physical fitness and relieve mental and emotional tensions. (818.01.c)

5.H.5.1.4 Define emotional safety. (818.01.d)

5.H.5.1.5 Identify behaviors that influence the use of alcohol, tobacco, and other drugs. (818.01.e)

  

Standard 6:  Human Body

Understand that cells comprise tissue and tissue comprise organs, which together for systems.

Investigate and understand the structure and function of all human body systems.

 

Standard 7 :  Personal Safety

Students learn to recognize and identify injury/violence prevention and safety.

Goal 6.1: Understand and demonstrate key components of personal safety.

Objective(s): By the end of Grade 4, students will be able to:

 

Injury/Violence Prevention & Safety

Recognize and describe, an age appropriate safe environment and demonstrate safety procedures and readiness skills dealing with emergency situations (i.e. fire, strangers, home alone, etc.)

Explain basic first aide procedures for bleeding, resuscitation, poisons and burns, then develop a list of telephone numbers for emergency contacts

Review basic rules for bicycle and pedestrian safety

Compare appropriate and inappropriate kinds of physical contact and how to report incidence

Discuss potential dangers of using the Internet

Identify effective steps to conflict resolution

Identify and discuss TV and other media violence and it’s impact on youth

Discuss various types of peer groups

Take responsibility for the safety of one’s self and others

 

5th Grade Girls

Topic: Female Hygiene (menstruation)

Instructor: Judy Gerstenberger, School Nurse

Length of Course: 40 minutes (1 session)

Materials: "Growing Up And Liking It", by Personal Products

Film: "Growing Up On Broadway", Spring Quarter, Discussion and Quiz

Goal: To explain the biological fact of pubertal development and human reproduction so that accurate information will replace common misconceptions about what is "normal"

Objectives:

1. To promote the development of positive attitudes about menstruation
2. To help students understand that menstruation is a normal healthy function of the body
3. To dispel common misconceptions students may have about menstruation
4. To help students understand the process of menstruation as a part of females' lives
5. To encourage students to share their questions and concerns with significant others
6. To help young girls manage the physical and emotional changes of menarche
7. Discuss major structures and functions of the endocrine system
8. Describe how hormonal changes influence mood and behavior

Reference: Educator's Kit by Personal Products

"Growing Up and Liking It"

 

Skills-Based Scope and sequence Guide

K-6 Health Education

Revised 2007

Sixth Grade

Standard 1: Healthy Lifestyles

            Goal 1.1: Acquire the essential skills to lead a healthy life.

 

6.H.1.1.1 Identify the influence exercise has in developing a healthy system. (823.01.a)

6.H.1.1.2 Identify prevention, causes, and treatment of diseases and disorders. (823.01.b)

6.H.1.1.3 Demonstrate and be able to apply basic first aid and safety rules. (823.01.c)

6.H.1.1.4 Describe emotions that affect personal health. (823.01.d)

6.H.1.1.5 Identify the choices and consequences related to abuse of alcohol, tobacco, and   other drugs. (823.01.e)  

6.H.1.1.6 Apply strategies for developing healthy eating habits. (823.01.f)

6.H.1.1.7 Identify the functions and characteristics of the major body systems. (823.01.g)

6.H.1.1.8 Discuss and evaluate the importance of healthy relationships. (823.01.h)

6.H.1.1.9 Examine factors involved in selecting and using health information, products, and services. (823.01.i)

6.H.1.1.10 Describe environmental health issues and their relationships to a healthy lifestyle. (823.01.j)

 

 

Standard 2: Risk Taking Behavior

Goal 2.1: Demonstrate the ability to practice health-enhancing   behaviors and reduce health risks.

6.H.2.1.1 Identify risk factors for illness and injuries. (824.01.a)

6.H.2.1.2 Examine and evaluate how the actions of one person affect the behaviors of others. (824.01.b)

6.H.2.1.3 Describe high-risk substance abuse situations and behaviors that pose a risk to one’s self and others. (824.01.c)

6.H.2.1.4 Describe the impact of risky behaviors on personal and family health. (824.01.d)

 

 

Standard 3: Communication Skills for Healthy Relationships

Goal 3.1: Demonstrate the ability to use communication skills to enhance health.

6.H.3.1.1 Describe the causes and effects of conflict in schools and families. (825.01.a)

6.H.3.1.2 Demonstrate refusal and decision-making skills that enhance personal relationships including substance use and abuse. (825.01.b)

6.H.3.1.3 Explain interpersonal communication skills that can be used to build interactions between family, friends, and community. (825.01.c)

 

Standard 4: Consumer Health

Goal 4.1: Organize, analyze, and apply health information practices and services appropriate for individual needs.

6.H.4.1.1 Evaluate the validity of health information, products, and services. (826.01.a)

6.H.4.1.2 Analyze how the media influences information about tobacco, alcohol, and drugs. (826.01.b)

6.H.4.1.3 Determine health resources available in personal community and state. (826.01.c)

 

Standard 5: Mental and Emotional Wellness

Goal 5.1: Understand and demonstrate the key components to positive mental and emotional health.

6.H.5.1.1 Analyze skills that positively express personal emotions and feelings. (827.01.a)

6.H.5.1.2 Analyze the influence exercise has on relieving mental and emotional tension. (827.01.b)

6.H.5.1.3 Identify skills necessary for stress management, decision-making, and managing conflicts. (827.01.c)

6.H.5.1.4 Explore aspects of emotional safety. (827.01.d)

6.H.5.1.5 Explore factors that influence the use of alcohol, tobacco, and drugs. (827.01.e)

 

Standard 7 :  Personal Safety

Students learn to recognize and identify injury/violence prevention and safety.

Goal 6.1: Understand and demonstrate key components of personal safety.

Objective(s): By the end of Grade 4, students will be able to:

 

Injury/Violence Prevention & Safety

Recognize and describe, an age appropriate safe environment and demonstrate safety procedures and readiness skills dealing with emergency situations (i.e. fire, strangers, home alone, etc.)

Explain basic first aide procedures for bleeding, resuscitation, poisons and burns, then develop a list of telephone numbers for emergency contacts

Review basic rules for bicycle and pedestrian safety

Compare appropriate and inappropriate kinds of physical contact and how to report incidence

Discuss potential dangers of using the Internet

Identify effective steps to conflict resolution

Identify and discuss TV and other media violence and it’s impact on youth

Discuss various types of peer groups

Take responsibility for the safety of one’s self and others

 

Supplemental Education

 

Health

 

Grade 6

Topic: Puberty

Instructor - Girls: Judy Gerstenberger, School Nurse

Boys: Principal, or other male speaker

Length of Course: 30 minutes (1 session)

Materials: "The New Me" by Sunburst Video and Discussion

Goal: Alleviate any fear children may have by presenting puberty positively, thus helping them to accept it as an exciting and important time in their lives

Objectives:

1. Understand the kinds of changes that will take place in their bodies at puberty
2. Have specific information about the physical changes that take place in boys during puberty (for boys only)
3. Have specific information about the physical changes that take place in girls during puberty, including the process of menstruation (for girls only)
4. Understand that the onset and duration of puberty varies from one individual to another, and that eventually everyone catches up
5. Feel at ease with their bodies; understand there is no "right" way for them to look
6. Look forward to puberty as a positive, exciting experience

Reference: Teachers Guide "The New Me: Accepting Body Changes", Sunburst Communications

LAKELAND CONTENT STANDARDS

GRADE 7

HEALTH

(Revised 2006)

PHILOSOPHY: Health education teaches students ways in which to take positive action regarding their own health. Students learn that their physical health, mental/emotional health and social health are all interrelated. Students also learn that good health habits can improve the way they look, the way they perform in school, and the way they interact with others. Today's health education should reflect this wellness focus. This includes instruction in Health and Wellness, Nutrition, Fitness, Mental and Emotional Health, Social Health, Tobacco, and Alcohol and Drugs.

 

The program, “Peak” will be incorporated as part of the 7^th grade health program. Following completion of the program, the students are able to:

• Identify the risks associated with early sexual involvement.
• Identify examples of pressures in our society that influence young people’s sexual behavior.
• Employ responses that say no to pressure to become sexually involved.

 

Students are expected to know content and apply skills from previous grades.

Standard 1: Healthy Lifestyles

Students identify, demonstrate and analyze the many components that make up a healthy life.

Goal 1.1: Acquire the essential skills to lead a healthy life.

Objective(s): By the end of Grade 7, students will be able to:

7-8.H.1.1.1      Identify the components of physical fitness. (832.01.a)

7-8.H.1.1.3      Demonstrate knowledge of basic first aid and injury prevention. (832.01.c)

7-8.H.1.1.4      Explain the relationship among mental/emotional, physical, and social health as a basis for wellness. (832.01.d)

7-8.H.1.1.5      Recognize the impact of substance abuse on personal health. (832.01.e)

7-8.H.1.1.6      Identify how food choices affect health. (832.01.f)

7-8.H.1.1.7      Label the major components of each body system and identify the relationship to overall health. (832.01.g)

7-8.H.1.1.9      Examine environmental health and recognize how it relates to a healthy lifestyle. (832.01.i)

 

 

Standard 2: Risk Taking Behavior

Students evaluate risk-taking behaviors on personal health.

Students will identify the risks associated with early sexual involvement through participation in the “Peak” program.

Employ responses that say no to pressure to become sexually involved

Goal 2.1: Demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

Objective(s): By the end of Grade 7, students will be able to:

7-8.H.2.1.2      Evaluate the impact of risky behavior on personal health. (833.01.b)

7-8.H.2.1.3      Identify the short-term effects and long-term consequences of substance abuse. (833.01.c)

 

Standard 3: Communication Skills for Healthy Relationships

Students demonstrate communication skills that enhance both intra-personal and inter-personal relationships.

Goal 3.1: Demonstrate the ability to use communication skills to enhance health.

Objective(s): By the end of Grade 7, students will be able to:

7-8.H.3.1.2      Demonstrate communication skills that enhance personal relationships. (834.01.b)

Standard 5: Mental and Emotional Health

Students analyze stress causing factors that effect mental and emotional health.

Goal 5.1: Understand and demonstrate the key components to positive mental and emotional health.

Objective(s): By the end of Grade 7, students will be able to:

7-8.H.5.1.2      Recognize the personal aspects of mental and emotional health. (836.01.b)

7-8.H.5.1.3      Identify stressors and techniques for stress management. (836.01.c)

7-8.H.5.1.4      Demonstrate aspects of emotional safety. (836.01.d)

7-8.H.5.1.5      Analyze factors that influence the use of alcohol, tobacco, and drugs. (836.01.e)

 

LAKELAND CONTENT STANDARDS

GRADE 8

HEALTH

 

 

(Revised 2006)

PHILOSOPHY: Health education teaches students ways in which to take positive action regarding their own health. Students learn that their physical health, mental/emotional health and social health are all interrelated. Students also learn that good health habits can improve the way they look, the way they perform in school, and the way they interact with others. Today's health education should reflect this wellness focus. This includes instruction in Health and Wellness, Nutrition, Fitness, Physical Activity and Weight Management, Mental and Emotional Health, Social Health, Tobacco, and Alcohol and Drugs.

 

Students are expected to know content and apply skills from previous grades.

Standard 1: Healthy Lifestyles

Students identify, demonstrate and analyze the many components that make up a healthy life.

Goal 1.1: Acquire the essential skills to lead a healthy life.

Objective(s): By the end of Grade 8, students will be able to:

7-8.H.1.1.2      Identify the prevention, causes, symptoms, treatment, and consequences of diseases and disorders. (832.01.b)

7-8.H.1.1.3      Demonstrate knowledge of basic first aid and injury prevention. (832.01.c)

7-8.H.1.1.4      Explain the relationship among mental/emotional, physical, and social health as a basis for wellness. (832.01.d)

7-8.H.1.1.5      Recognize the impact of substance abuse on personal health. (832.01.e)

7-8.H.1.1.6      Identify how food choices affect health. (832.01.f)

7-8.H.1.1.8      Analyze the importance of healthy relationships. (832.01.h)

Standard 2: Risk Taking Behavior

Students evaluate risk-taking behaviors on personal health.

Goal 2.1: Demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

Objective(s): By the end of Grade 8, students will be able to:

7-8.H.2.1.1      Identify risk factors that lead to STDs and pregnancy. (833.01.a)

7-8.H.2.1.2      Evaluate the impact of risky behavior on personal health. (833.01.b)

7-8.H.2.1.3      Identify the short-term effects and long-term consequences of substance abuse. (833.01.c)

Standard 3: Communication Skills for Healthy Relationships

Students demonstrate communication skills that enhance both intra-personal and inter-personal relationships.

Goal 3.1: Demonstrate the ability to use communication skills to enhance health.

Objective(s): By the end of Grade 8, students will be able to:

7-8.H.3.1.1      Describe and explain the causes and effects of conflict in schools and families. (834.01.a)

Standard 4: Consumer Health

Students analyze health resources in the community.

Goal 4.1: Organize, analyze, and apply health information practices and services appropriate for individual needs.

Objective(s): By the end of Grade 8, students will be able to:

7-8.H.4.1.1      Analyze the validity of health information, products, and services. (835.01.a)

7-8.H.4.1.2      Identify the available resources that provide health care services and information. (835.01.b)

Standard 5: Mental and Emotional Health

Students analyze stress causing factors that effect mental and emotional health.

Goal 5.1: Understand and demonstrate the key components to positive mental and emotional health.

Objective(s): By the end of Grade 8, students will be able to:

7-8.H.5.1.1      Identify mental and emotional disorders. (836.01.a)

7-8.H.5.1.2      Recognize the personal aspects of mental and emotional health. (836.01.b)

7-8.H.5.1.3      Identify stressors and techniques for stress management. (836.01.c)

7-8.H.5.1.5      Analyze factors that influence the use of alcohol, tobacco, and drugs. (836.01.e)