Standards
Analyze the importance of identifying and expressing feelings to maintain personal health and healthy relationships.
Generate resourceDescribe the impact of using alcohol, including that it changes how a person feels, thinks, and acts.
Generate resourceDescribe the characteristics of touch which is caring and important to positive relationships.
Generate resourceExplain the importance of eating a variety of foods from all of the food groups.
Generate resourceDemonstrate strategies to get away in cases of inappropriate touching or abduction.
Generate resourceDemonstrate ways to show respect for feelings, rights, and property of others.
Generate resourceDemonstrate the ability to make a decision or solve a problem using the steps.
Generate resourceExplain that all forms of tobacco products contain harmful chemicals, including the drug nicotine.
Generate resourceGenerate examples of a variety of physical activities that can be enjoyed when in or near the water.
Generate resourceExplain that a child is not at fault if someone touches him or her in an inappropriate way.
Generate resourceSelf-Awareness and Analyzing Influences: Examine how emotions, thoughts, needs, values, beliefs, and other factors (both internal and external) influence behaviors and articulate how these influences affect health behavior and outcomes.
Generate resourceRecognize and accurately identify basic emotions (e.g., happy, sad, mad, worried, lonely).
Generate resourceExplain that emotions are information and that one’s emotions may be the same or different from the emotions of others.
Generate resourceList and demonstrate emotional regulation strategies to support mental and emotional health independently or with support.
Generate resourceDemonstrate the ability to persevere despite perceived challenges and setbacks.
Generate resourceDescribe personal strengths and the ways that those strengths support mental health.
Generate resourceArticulate and celebrate the individual characteristics that make a person unique and explain that different factors (e.g., peers, media, culture, family, phase of life, etc.) can influence how a person views themselves.
Generate resourceDemonstrate strategies that help all students feel welcome and valued as a part of the school community (e.g., cooperative playing, listening, showing you care, sharing).
Generate resourceSocial Awareness, Relationship, and Communication Skills: Enhance relationships, personal health, and the health of others through social awareness and effective communication.
Generate resourceInvite others of various ability levels to join and participate in physical activities.
Generate resourceDefine bullying and teasing, explain their similarities and differences, and how both can be harmful.
Generate resourceDefine personal boundaries and demonstrate simple ways to communicate them. This includes respecting the boundaries of others, including physical, verbal, and emotional boundaries.
Generate resourceExplain how no one has a right to violate personal boundaries and demonstrate an appropriate refusal (e.g., tell a trusted adult, say NO, leave the situation) when someone says or does something that does not respect personal boundaries.
Generate resourceIdentify groups to which one belongs and reflect on similarities and differences with others.
Generate resourceRecognize the benefits of and strategies for cooperation in various settings.
Generate resourceAnticipate how someone else may feel in various situations and display compassionate and empathetic behaviors.
Generate resourceIdentify and practice strategies to make and keep friends and develop positive peer relationships (e.g., identify and acknowledge other people’s feelings, communicate effectively, ask for help).
Generate resourceIdentify reasons for disagreements and/or conflict and identify strategies for resolving and/or managing them.
Generate resourceIdentify reasons why it is important to have a variety of supportive relationships.
Generate resourceIdentify feelings and practice talking about them to parents/caregivers, family members, and/or trusted adults.
Generate resourceDemonstrate effective listening and communication skills, including giving and accepting compliments and feedback, individually and in groups.
Generate resourceInformation and Resource Seeking: Access, evaluate, and use valid and reliable health information, products, services, and related resources.
Generate resourceIdentify individuals who can assist with health-related issues and potentially life-threatening health conditions (e.g., asthma episodes, diabetes, allergic reactions, seizures, concussions).
Generate resourceDemonstrate the ability to access help for self or others to support personal health and wellness.
Generate resourceRecognize that medication comes in many forms and always seek assistance from a parent/caregiver or other trusted adult.
Generate resourceExplain the importance of using prescription and over-the-counter medications correctly and safely and the potential risks associated with misusing and/or ingesting household products.
Generate resourceIdentify trusted adults at home and school who can discuss rules and practices related to medicine use (e.g., only taking medicine with an adult’s help, only taking prescriptions prescribed to you).
Generate resourceDecision Making and Problem Solving: Make health-promoting, informed, responsible decisions and solve problems in a variety of health-related situations.
Generate resourceIdentify situations when a food-related decision needs to be made (e.g., when trying new foods, choosing snacks and beverages, eating breakfast).
Generate resourceIdentify physical activity as a health-promoting habit that contributes to overall health and well-being and list the benefits of these habits on physical well-being (e.g., activities that strengthen the heart and cardiovascular systems, contribute to fitness and muscle-building) and mental health (e.g., stress management).
Generate resourceIdentify opportunities, in and out of the school setting, for safe, active play, and physical activity for self-expression, social interaction, personal enjoyment, and challenge.
Generate resourceSet a short-term physical activity goal relevant to specific needs and abilities, take meaningful action toward achieving the goal, and identify people at home or at school who can help when assistance is needed to achieve the goal.
Generate resourceIdentify, with adult guidance, food-related decisions that can be made independently (e.g., asking for healthier options) or when assistance is needed (e.g., managing a food allergy).
Generate resourceDescribe how food provides nutrients and energy for the body and identify foods that are good sources of energy and nutrients to support informed decision-making.
Generate resourceExplain the importance of access to fresh and affordable food and clean drinking water on health.
Generate resourceExplain the benefits of health-promoting eating choices and habits (e.g., eating a variety of foods, staying hydrated, awareness of hunger and thirst signals).
Generate resourceDescribe how the foods students eat may reflect the area in which they live and/or their cultural backgrounds, the way students’ families use or produce food, how family meals and food traditions benefit them, different dietary needs (e.g., food allergies, dietary restrictions), and how they contribute to food-related decisions.
Generate resourceRecognize that media (e.g., cartoons, characters, advertisements, product placement) can affect food-related decisions.
Generate resourceRecognize body responses, physiological and emotional, to choices and habits in relation to eating, movement, and physical activity.
Generate resourceIdentify and describe strengths and interests related to physical activity.
Generate resourceSelf-Management and Goal Setting: Set goals, engage in health-promoting behaviors, and avoid risky behaviors.
Generate resourceDemonstrate self-control (e.g., delay gratification, wait your turn) independently or with the support of adults in various settings (e.g., on the playground, in the classroom, during physical education, at an assembly).
Generate resourceDefine stress and demonstrate strategies for managing stress (e.g., positive self-talk, belly breathing, talking with a trusted adult, physical activity, listening to calming music, play).
Generate resourceIdentify what it means to be responsible and list personal responsibilities.
Generate resourceUse positive self-talk to help with emotional regulation and demonstrate supportive behaviors.
Generate resourceIdentify various habits that can promote health (e.g., brushing teeth, proper nutrition, going to the doctor, getting enough sleep, being physically active, limiting screen time, washing hands, etc.).
Generate resourceExplain how a young person can maintain or enhance the health of both their body and mind.
Generate resourceUse medically accurate names for body parts when communicating about the body and physical health.
Generate resourceDemonstrate independence in health-promoting practices such as hand washing, tooth brushing, sneezing and coughing, disposal of tissues, and physical activity.
Generate resourceSet a simple goal related to physical health habits and monitor progress toward the goal with assistance from a parent, guardian, or other trusted adult.
Generate resourceApply strategies for staying safe in various situations (e.g., on the playground, during physical activity, around water, when using wheeled recreation, as a pedestrian, around cooking elements or fire, on the bus, when online, around weapons, or in situations of gun violence) and determine when to report potentially unsafe situations to an adult.
Generate resourceProvide examples of how rules can keep children safe and identify rules to help children stay safe in various situations (e.g., related to medicines, playground safety, physical activity, threats of violence, personal space, and boundaries).
Generate resourceDemonstrate how to respond (e.g., yell, get away, tell an adult, seek help) and get help in various emergency situations including when and how to call 9-1-1.
Generate resourceIdentify safe adults to confide in and places to go if feeling personally threatened (e.g., someone says they will hurt or harm you).
Generate resourceDemonstrate the ability to ask a trusted adult for help (including problem-solving) in various situations.
Generate resourceRecognize safe and unsafe touching and demonstrate how to tell a parent, guardian, or other trusted adult if this happens.
Generate resourceIdentify and practice behaviors for personal safety (e.g., say no, get away, tell a trusted adult).
Generate resourceAdvocacy and Health Promotion: Promote personal, family, and community health and well-being.
Generate resourceIdentify the effects of personal activities that positively or negatively contribute to the environment.
Generate resourceIdentify ways that the communities people live in and connections to others, can affect their health and well-being.
Generate resourceIdentify strategies to minimize environmental impact (e.g., reduce, reuse, recycle).
Generate resourceEncourage peers and family members to make choices to help protect the environment (e.g., recycling, using less water, turning off lights).
Generate resourceEncourage peers and family to help in the community (e.g., donate food to a food pantry, clean up litter).
Generate resourceDescribe personal health habits (e.g., brushing and flossing teeth, hand washing, bathing and/or showering, sufficient sleep, sun safety, physical activity, limiting screen time) that can prevent illness and promote self-care and overall health.
Generate resourceAdvocate for personal health needs to be met (e.g., needing to wash hands, asking for sun protection, access to bathrooms).
Generate resourceRecognize how the actions of others can affect physical health (e.g., spreading germs) and encourage peers to make positive choices about physical health habits and prevention strategies.
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