Skills for Health Education
A. Elementary
§115.1. Skills
for Health Education, Elementary.
The provisions of this written currilum shall be implemented
beginning September 1, 1997.
§115.2. Health
Education, Kindergarten.
(a) Introduction.
(1) In health education, students acquire the health
information and skills necessary to become healthy
adults and learn about behaviors in which they
should and should not participate. To achieve that
goal, students will understand the following:
students should first seek guidance in the area of
health from their parents; personal behaviors can
increase or reduce health risks throughout the
lifespan; health is influenced by a variety of
factors; students can recognize and utilize health
information and products; and
personal/interpersonal skills are needed to
promote individual, family, and community health.
(2) Kindergarten students are taught basic factors
that contribute to health literacy. Students learn
about their bodies and the behaviors necessary to
protect them and keep them healthy. Students also
understand how to seek help from parents and other
trusted adults.
(b) Knowledge and skills.
(K.1)Health behaviors. The student recognizes that
personal health decisions and behaviors affect
health throughout life. The student is expected to:
(A) identify and practice personal health habits
that help individuals stay healthy such as a
proper amount of sleep and clean hands;
(B) identify types of foods that help the body
grow such as healthy breakfast foods and
snacks; and
(C) identify types of exercise and active play
that are good for the body.
(K.2)Health behaviors. The student understands that
behaviors result in healthy or unhealthy conditions
throughout the life span. The student is expected
to:
(A) identify the purpose of protective equipment
such as a seat belt and a bicycle helmet;
(B) identify safe and unsafe places to play such
as a back yard and a street;
(C) name the harmful effects of tobacco, alcohol,
and other drugs;
(D) identify ways to avoid harming oneself or
another person;
(E) practice safety rules during physical activity
such as water safety and bike safety;
(F) identify how to get help from a parent and/or
trusted adult when made to feel uncomfortable
or unsafe by another person/adult;
(G) demonstrate procedures for responding to
emergencies including dialing 911; and
(H) name objects that may be dangerous such as
knives, scissors, and screwdrivers and tell
how they can be harmful.
(K.3)Health behaviors. The student demonstrates
decision-making skills for making health-promoting
decisions. The student is expected to:
(A) demonstrate how to seek the help of
parents/guardians and other trusted adults in
making decisions and solving problems; and
(B) plan a healthy meal and/or snack.
(K.4)Health information. The student knows the basic
structures and functions of the human body and how
they relate to personal health. The student is
expected to:
(A) name the five senses;
(B) name major body parts and their functions; and
(C) name and demonstrate good posture principles
such as standing straight with shoulders back.
(K.5)Health information. The student understands how to
recognize health information. The student is
expected to:
(A) name people who can provide helpful health
information such as parents, doctors,
teachers, and nurses; and
(B) explain the importance of health information.
(K.6)Influencing factors. The student understands the
difference between being sick and being healthy.
The student is expected to:
(A) tell how germs cause illness and disease in
people of all ages;
(B) name symptoms of common illnesses and
diseases;
(C) explain practices used to control the spread
of germs such as washing hands; and
(D) discuss basic parts of the body's defense
system against germs such as the skin.
(K.7)Influencing factors. The student understands that
various factors influence personal health. The
student is expected to:
(A) tell how weather affects individual health
such as dressing for warmth, protecting skin
from the sun, and keeping classrooms and homes
warm and cool; and
(B) identify ways to prevent the transmission of
head lice such as sharing brushes and caps.
(K.8)Personal/interpersonal skills. The student
understands ways to communicate consideration and
respect for self, family, friends, and others. The
student is expected to:
(A) recognize and describe individual differences
and communicate appropriately with all
individuals;
(B) explain the importance of showing
consideration and respect for parents,
grandparents, other family members, friends,
and other individuals; and
(C) recognize and explain the importance of
manners and rules for healthy communication.
(K.9)Personal/interpersonal skills. The student
comprehends the skills necessary for building and
maintaining healthy relationships. The student is
expected to:
(A) identify and use refusal skills to avoid
unsafe behavior situations such as saying no
in unsafe situations and then telling an adult
if he/she is threatened; and
(B) demonstrate skills for making new
acquaintances.
§115.3. Health
Education, Grade 1.
(a) Introduction.
(1) In health education, students acquire the health
information and skills necessary to become healthy
adults and learn about behaviors in which they
should and should not participate. To achieve that
goal, students will understand the following:
students should first seek guidance in the area of
health from their parents; personal behaviors can
increase or reduce health risks throughout the
lifespan; health is influenced by a variety of
factors; students can recognize and utilize health
information and products; and
personal/interpersonal skills are needed to
promote individual, family, and community health.
(2) In Grade 1, students learn more about their bodies
and how to care for themselves. Students also
begin to learn that relationships exist between
behaviors and health, and that there are community
helpers such as nurses and doctors who help them
stay healthy. In Grade 1, students also learn
skills to help them make friends, resolve
conflicts, and solve problems.
(b) Knowledge and skills.
(1.1)Health behaviors. The student understands that
personal health decisions and behaviors affect
health throughout the life span. The student is
expected to:
(A) describe and practice activities that enhance
individual health such as enough sleep,
nutrition, and exercise; and
(B) describe activities that are provided by
health care professionals such as medical
check-up and dental exams.
(1.2)Health behaviors. The student understands that
safe, unsafe, and/or harmful behaviors result in
positive and negative consequences throughout the
life span. The student is expected to:
(A) identify and use protective equipment to
prevent injury;
(B) name safe play environments;
(C) explain the harmful effects of, and how to
avoid, alcohol, tobacco, and other drugs;
(D) identify ways to avoid weapons and drugs or
harming oneself or another person by staying
away from dangerous situations and reporting
to an adult;
(E) identify safety rules that help to prevent
poisoning;
(F) identify and describe safe bicycle skills;
(G) identify and practice safety rules during
play; and
(H) identify how to get help from a parent and/or
trusted adult when made to feel uncomfortable
or unsafe by another person/adult.
(1.3)Health behaviors. The student demonstrates basic
critical-thinking, decision-making, goal setting,
and problem-solving skills for making health-
promoting decisions. The student is expected to:
(A) explain ways to seek the help of
parents/guardians and other trusted adults in
making decisions and solving problems;
(B) describe how decisions can be reached and
problems can be solved; and
(C) explain the importance of goal setting and
task completion.
(1.4)Health information. The student understands the
basic structure and functions of the human body and
how they relate to personal health throughout the
life span. The student is expected to:
(A) identify and demonstrate use of the five
senses;
(B) identify major body structures and organs and
describes their basic functions; and
(C) identify and apply principles of good posture
for healthy growth and development.
(1.5)Health information. The student recognizes health
information. The student is expected to:
(A) identify people who can provide helpful health
information such as parents, teachers, nurses,
and physicians; and
(B) list ways health information can be used such
as knowing how to brush teeth properly.
(1.6)Health information. The student recognizes the
influence of media and technology on health
behaviors. The student is expected to:
(A) identify examples of health information
provided by various media; and
(B) cite examples of how media and technology can
affect behaviors such as television,
computers, and video games.
(1.7)Influencing factors. The student understands the
difference between sickness and health in people of
all ages. The student is expected to:
(A) name types of germs that cause illness and
disease;
(B) identify common illnesses and diseases and
their symptoms; and
(C) explain common practices that control the way
germs are spread.
(1.8)Influencing factors. The student understands
factors that influence the health of an individual.
The student is expected to:
(A) name various members of his/her family who
help them to promote and practice health
habits; and
(B) describe ways in which a person's health may
be affected by weather and pollution.
(1.9)Personal/interpersonal skills. The student knows
healthy ways to communicate consideration and
respect for self, family, friends, and others. The
student is expected to:
(A) demonstrate respectful communication;
(B) list unique ways that individuals use to
communicate such as using body language and
gestures;
(C) express needs, wants, and emotions in
appropriate ways; and
(D) describe and practice techniques of self-
control such as thinking before acting.
(1.10) Personal/interpersonal skills. The student
comprehends the skills necessary for building and
maintaining healthy relationships. The student is
expected to:
(A) describe ways to build and maintain
friendships; and
(B) practice refusal skills to avoid and resolve
conflicts.
§115.4. Health
Education, Grade 2.
(a) Introduction.
(1) In health education, students acquire the health
information and skills necessary to become healthy
adults and learn about behaviors in which they
should and should not participate. To achieve that
goal, students will understand the following:
students should first seek guidance in the area of
health from their parents; personal behaviors can
increase or reduce health risks throughout the
lifespan; health is influenced by a variety of
factors; students can recognize and utilize health
information and products; and
personal/interpersonal skills are needed to
promote individual, family, and community health.
(2) In Grade 2, students learn age-appropriate skills
to help them stay healthy and safe. Students are
taught, in a basic way, that there are external
factors that influence our health, and that the
students can take responsibility for protecting
their health. Students are taught ways to
communicate in a healthy way with friends,
families, and classmates.
(b) Knowledge and skills.
(2.1)Health behaviors. The student understands that
personal health decisions and behaviors affect
health throughout the life span. The student is
expected to:
(A) explain actions an individual can take when
not feeling well;
(B) describe and demonstrate personal health
habits such as brushing and flossing teeth and
exercise;
(C) identify food groups and describe the effects
of eating too much sugar and fat such as
knowing that sugar causes dental cavities;
(D) identify healthy and unhealthy food choices
such as a healthy breakfast and snacks and
fast food choices;
(E) define stress and describe healthy behaviors
that reduce stress such as exercise;
(F) describe the importance of individual health
maintenance activities such as regular medical
and dental checkups; and
(G) describe how a healthy diet can help protect
the body against some diseases.
(2.2)Health behaviors. The student understands that
safe, unsafe, and/or harmful behaviors result in
positive and negative consequences throughout the
life span. The student is expected to:
(A) identify and describe the harmful effects of
alcohol, tobacco, and other drugs on the body;
(B) identify ways to avoid deliberate and
accidental injuries;
(C) explain the need to use protective equipment
when engaging in certain recreational
activities such as skateboarding,
rollerblading, cycling, and swimming;
(D) explain the importance of avoiding dangerous
substances;
(E) explain ways to avoid weapons and report the
presence of weapons to an adult; and
(F) identify a trusted adult such as a parent,
teacher, or law enforcement officer and
identify ways to react when approached and
made to feel uncomfortable or unsafe by
another person/adult.
(2.3)Health information. The student understands the
basic structures and functions of the human body
and how they relate to personal health throughout
the life span. The student is expected to:
(A) describe behaviors that protect the body
structure and organs such as wearing a seat
belt and wearing a bicycle helmet;
(B) identify the major organs of the body such as
the heart, lungs, and brain and describe their
primary function; and
(C) identify the major systems of the body.
(2.4)Health information. The student understands the
difference between sickness and health in persons
of all ages. The student is expected to:
(A) explain ways in which germs are transmitted,
methods of preventing the spread of germs, and
the importance of immunization;
(B) identify causes of disease other than germs
such as allergies and heart disease;
(C) explain how the body provides protection from
disease; and
(D) apply practices to control spread of germs in
daily life such as hand washing and skin care.
(2.5)Health information. The student recognizes factors
that influence the health of an individual. The
student is expected to:
(A) identify hazards in the environment that
affect health and safety such as having loaded
guns in the home and drinking untreated water;
(B) describe strategies for protecting the
environment and the relationship between the
environment and individual health such as air
pollution and ultra-violet rays; and
(C) identify personal responsibilities as a family
member in promoting and practicing health
behaviors.
(2.6)Health information. The student understands how to
recognize health information. The student is
expected to:
(A) identify people who can provide health
information; and
(B) identify various media that provide health
information.
(2.7)Influencing factors. The student recognizes the
influence of media and technology on personal
health. The student is expected to:
(A) describe how the media can influence an
individual's health choices such as television
ads for fast foods and breakfast cereals; and
(B) discuss how personal health care products have
been improved by technology such as sunblock
and safety equipment.
(2.8)Influencing factors. The student understands how
relationships influence personal health. The
student is expected to:
(A) describe how friends can influence a person's
health; and
(B) recognize unsafe requests made by friends such
as playing in the street.
(2.9)Personal/interpersonal skills. The student
comprehends the skills necessary for building and
maintaining healthy relationships. The student is
expected to:
(A) identify characteristics needed to be a
responsible family member or friend;
(B) list and demonstrate good listening skills;
and
(C) demonstrate refusal skills.
(2.10) Personal/interpersonal skills. The student
understands healthy ways to communicate
consideration and respect for self, family,
friends, and others. The student is expected to:
(A) describe how to effectively communicate;
(B) express needs, wants, and emotions in healthy
ways; and
(C) explain the benefits of practicing self-
control.
(2.11) Personal/interpersonal skills. The student
demonstrates critical-thinking, decision-making,
goal-setting and problem-solving skills for making
health-promoting decisions. The student is expected
to:
(A) explain steps in the decision-making process
and the importance of following the steps;
(B) describe how personal-health decisions affect
self and others;
(C) list the steps and describe the importance of
task completion and goal setting; and
(D) explain why obtaining help, especially from
parents/trusted adults, can be helpful when
making decisions about personal health.
§115.5. Health
Education, Grade 3.
(a) Introduction.
(1) In health education, students acquire the health
information and skills necessary to become healthy
adults and learn about behaviors in which they
should and should not participate. To achieve that
goal, students will understand the following:
students should first seek guidance in the area of
health from their parents; personal behaviors can
increase or reduce health risks throughout the
lifespan; health is influenced by a variety of
factors; students can recognize and utilize health
information and products; and
personal/interpersonal skills are needed to
promote individual, family, and community health.
(2) In Grade 3, students build on the knowledge and
skills learned in the second grade. In addition to
students learning health knowledge that can help
them improve or maintain health habits, students
begin to learn about body systems, growth and
development, and the relationship between health
and the environment. Students are also introduced
to interpersonal skills that they will use to
communicate and interact with friends and family.
(b) Knowledge and skills.
(3.1)Health behaviors. The student explains ways to
enhance and maintain health throughout the life
span. The student is expected to:
(A) explain how personal-health habits affect self
and others;
(B) describe ways to improve personal fitness;
(C) identify types of nutrients;
(D) describe food combinations in a balanced diet
such as a food pyramid;
(E) explain the effects of too much stress and
practice ways to reduce stress such as
exercising and listening to music; and
(F) explain strategies for maintaining a personal-
health plan such as a commitment to good
personal hygiene and checkups and an awareness
of safety skills.
(3.2)Health behaviors. The student recognizes and
performs behaviors that reduce health risks
throughout the life span. The student is expected
to:
(A) explain the need for obeying safety rules at
home, school, work, and play such as bike
safety and avoidance of weapons;
(B) describe the harmful effects of alcohol,
tobacco, and other drugs on physical, mental,
and social health and why people should not
use them;
(C) identify reasons for avoiding violence, gangs,
weapons and drugs;
(D) identify examples of abuse and describe
appropriate responses; and
(E) describe the importance of taking personal
responsibility for reducing hazards, avoiding
accidents, and preventing accidental injuries.
(3.3)Health behaviors. The student knows and engages in
behaviors that prevent disease and speed recovery
from illness. The student is expected to:
(A) identify health behaviors that prevent the
spread of disease and avoid behaviors that
cause the transmission of disease;
(B) explain the body's defense systems and how
they fight disease; and
(C) explain actions to take when illness occurs
such as informing parents/adults.
(3.4)Health information. The student names the basic
structures and functions of the human body and
explains how they relate to personal health
throughout the life span. The student is expected
to:
(A) list and explain the stages of growth and
development;
(B) name and locate major components of the body
systems; and
(C) explain the interrelationships of the body
systems.
(3.5)Health information. The student knows how to
access health information. The student is expected
to:
(A) demonstrate the ability to locate resources
from parents and family members, school, and
the community; and
(B) demonstrate the ability to locate school and
community health helpers.
(3.6)Influencing factors. The student understands
factors that influence individual and community
health. The student is expected to:
(A) relate how protecting the environment promotes
individual and community health;
(B) identify common health problems that result
from unhealthy environments such as skin
cancer, poisoning, and respiratory illness;
(C) identify ways to protect personal health from
environmental hazards such as lead removal and
no-smoking laws; and
(D) describe roles and responsibilities of family
members in promoting and practicing health
behaviors.
(3.7)Influencing factors. The student comprehends ways
in which media and technology influence individual
and community health. The student is expected to:
(A) describe how the media can influence knowledge
and health behaviors; and
(B) identify ways in which health care has
improved as a result of technology.
(3.8)Personal/interpersonal skills. The student
understands how relationships can positively and
negatively influence individual and community
health. The student is expected to:
(A) distinguish between positive and negative peer
pressures and their effects on personal health
behaviors; and
(B) describe ways in which peers and families can
work together to build a healthy community.
(3.9)Personal/interpersonal skills. The student uses
social skills in building and maintaining healthy
relationships. The student is expected to:
(A) demonstrate effective verbal and nonverbal
communication;
(B) demonstrate strategies for resolving
conflicts;
(C) explain how to be a good friend;
(D) demonstrate effective listening skills;
(E) identify ways to communicate with
parents/trusted adults about health concerns;
and
(F) demonstrate refusal skills.
(3.10) Personal/interpersonal skills. The student
explains healthy ways to communicate consideration
and respect for self, family, friends, and others.
The student is expected to:
(A) demonstrate respectful communication with
family members, peers, teachers, and others;
(B) describe the mental-health value of respectful
communication such as reducing the potential
for angry behavior; and
(C) express needs, wants, and emotions in healthy
ways.
(3.11) Personal/interpersonal skills. The student
recognizes critical-thinking, decision-making, goal-
setting, and problem-solving skills for making
health-promoting decisions. The student is expected
to:
(A) practice critical-thinking skills when making
health decisions;
(B) gather data to help make informed health
choices;
(C) explain the positive and negative consequences
of making a health-related choice;
(D) explain the importance of seeking assistance
in making decisions about health;
(E) practice assertive communication and refusal
skills;
(F) describe goal-setting skills; and
(G) explain the importance of time passage with
respect to a goal.
§115.6. Health
Education, Grade 4.
(a) Introduction.
(1) In health education, students acquire the health
information and skills necessary to become healthy
adults and learn about behaviors in which they
should and should not participate. To achieve that
goal, students will understand the following:
students should first seek guidance in the area of
health from their parents; personal behaviors can
increase or reduce health risks throughout the
lifespan; health is influenced by a variety of
factors; students can recognize and utilize health
information and products; and
personal/interpersonal skills are needed to
promote individual, family, and community health.
(2) In addition to learning age-specific health
information on a variety of health topics,
students in Grade 4 learn how their behaviors
affect their body systems. Students are taught the
consequences of unsafe behaviors, and how to
protect themselves from harm. Students also learn
the value and use of social skills in dealing with
peer pressure, communicating effectively, and
assisting in forming healthy social relationships.
(b) Knowledge and skills.
(4.1)Health information. The student recognizes ways to
enhance and maintain health throughout the life
span. The student is expected to:
(A) identify the benefits of six major nutrients
contained in foods;
(B) identify information on menus and food labels;
(C) differentiate between aerobic and anaerobic
exercise;
(D) explain the physical, mental, and social
benefits of fitness;
(E) explain how sleep affects academic
performance; and
(F) identify the importance of taking personal
responsibility for developing and maintaining
a personal health plan such as fitness,
nutrition, stress management, and personal
safety.
(4.2)Health information. The student recognizes the
basic structures and functions of the human body
and how they relate to personal health throughout
the life span. The student is expected to:
(A) describe how health behaviors affect body
systems; and
(B) describe the basic function of major body
systems such as the circulatory and digestive
systems.
(4.3)Health information. The student knows how to
access health information. The student is expected
to:
(A) identify characteristics of health
information; and
(B) describe the importance of accessing health
information through a variety of health
resources.
(4.4)Health behaviors. The student understands and
engages in behaviors that reduce health risks
throughout the life span. The student is expected
to:
(A) identify the use and abuse of prescription and
non-prescription medication such as over-the-
counter;
(B) explain the similarities of and the
differences between medications and street
drugs/substances;
(C) describe the short-term and long-term harmful
effects of tobacco, alcohol, and other
substances such as physical, mental, social,
and legal consequences;
(D) identify ways to avoid drugs and list
alternatives for the use of drugs and other
substances;
(E) explain how to develop a home-safety and
emergency response plan such as fire safety;
(F) identify strategies for avoiding deliberate
and accidental injuries such as gang violence
and accidents at school and home; and
(G) identify types of abuse such as physical,
emotional, and sexual and know ways to seek
help from a parent and/or trusted adult.
(4.5)Health behavior. The student comprehends and
practices behaviors that prevent disease and speed
recovery from illness. The student is expected to:
(A) set personal-health goals for preventing
illness;
(B) identify different pathogens and explain how
the body protects itself from pathogens such
as viruses, bacteria, and fungi;
(C) discuss ways in which prevention and
transmission of disease are affected by
individual behaviors; and
(D) distinguish between communicable and
noncommunicable diseases.
(4.6)Influencing factors. The student comprehends
factors that influence individual, family, and
community health. The student is expected to:
(A) identify similarities in which healthy
environments can be promoted in homes,
schools, and communities; and
(B) explain the importance of a community
environmental health plan.
(4.7)Influencing factors. The student comprehends ways
in which the media and technology can influence
individual and community health. The student is
expected to:
(A) explain how the media can influence health
behaviors; and
(B) describe ways technology can influence health.
(4.8)Personal/interpersonal skills. The student
understands how relationships can positively and
negatively influence individual and community
health. The student is expected to:
(A) explain the influence of peer pressure on an
individual's social and emotional health; and
(B) describe the importance of being a positive
role model for health.
(4.9)Personal/interpersonal skills. The student uses
social skills for building and maintaining healthy
relationships throughout the life span. The student
is expected to:
(A) describe the qualities of a good friend;
(B) explain steps in conflict resolution;
(C) explain the importance of refusal skills and
why the influence of negative peer pressure
and the media should be resisted;
(D) demonstrate healthy ways of gaining attention;
(E) identify critical issues that should be
discussed with parents/trusted adults such as
puberty, harassment, and emotions;
(F) analyze strengths and weaknesses in personal
communication skills;
(G) identify positive and negative characteristics
of social groups such as gangs, clubs, and
cliques; and
(H) demonstrate refusal skills.
(4.10) Personal/interpersonal skills. The student
explains healthy ways to communicate consideration
and respect for self, family, friends, and others.
The student is expected to:
(A) demonstrate consideration when communicating
with individuals who communicate in unique
ways such as someone having a speech defect,
someone not speaking English, or someone being
deaf;
(B) describe healthy ways of responding to
disrespectful behavior; and
(C) describe strategies for self-control and the
importance of dealing with emotions
appropriately and how they affect thoughts and
behaviors.
(4.11) Personal/interpersonal skills. The student
demonstrates critical-thinking, decision-making,
goal-setting, and problem-solving skills for making
health-promoting decisions. The student is expected
to:
(A) explain the importance of seeking guidance
from parents and other trusted adults in
making healthy decisions and solving problems;
(B) explain the advantages of setting short and
long-term goals;
(C) describe the importance of parental guidance
and other trusted adults in goal setting;
(D) explain the dangers of yielding to peer
pressures by assessing risks/consequences; and
(E) describe steps in decision making and problem
solving.
§115.7. Health
Education, Grade 5.
(a) Introduction.
(1) In health education, students acquire the health
information and skills necessary to become healthy
adults and learn about behaviors in which they
should and should not participate. To achieve that
goal, students will understand the following:
students should first seek guidance in the area of
health from their parents; personal behaviors can
increase or reduce health risks throughout the
lifespan; health is influenced by a variety of
factors; students can recognize and utilize health
information and products; and
personal/interpersonal skills are needed to
promote individual, family, and community health.
(2) In addition to age-appropriate information about
personal health habits, students in Grade 5 are
taught about the human body and the changes that
come with puberty. Students are taught how to
maintain healthy body systems and prevent disease.
Students also learn how technology and the media
influence personal health and how to apply problem-
solving skills to improve or protect their health.
(b) Knowledge and skills.
(5.1)Health information. The student knows ways to
enhance and maintain personal health throughout the
life span. The student is expected to:
(A) examine and analyze food labels and menus for
nutritional content;
(B) apply information from the food guide pyramid
to making healthy food choices;
(C) identify foods that are sources of one or more
of the six major nutrients;
(D) calculate the relationship between caloric
intake and energy expenditure;
(E) differentiate between health-related and skill-
related physical activities; and
(F) analyze the components of a personal health
maintenance plan for individuals and families
such as stress management and personal safety.
(5.2)Health information. The student recognizes the
basic structures and functions of the human body
and how they relate to personal health throughout
the life span. The student is expected to:
(A) describe the structure, functions, and
interdependence of major body systems; and
(B) identify and describe changes in male and
female anatomy that occur during puberty.
(5.3)Health information. The student knows how to
utilize health information. The student is expected
to:
(A) describe methods of accessing health
information; and
(B) demonstrate ways to communicate health
information such as posters, videos, and
brochures.
(5.4)Health behaviors. The student recognizes behaviors
that prevent disease and speed recovery from
illness. The student is expected to:
(A) explain how to maintain the healthy status of
body systems such as avoiding smoking to
protect the lungs;
(B) relate the importance of immunizations in
disease prevention;
(C) distinguish between myth and fact related to
disease and disease prevention;
(D) list the effects of harmful viruses on the
body such as polio, Human Immunodeficiency
Virus (HIV), and the common cold; and
(E) explain how to manage common minor illnesses
such as colds and skin infections.
(5.5)Health behaviors. The student comprehends
behaviors that reduce health risks throughout the
life span. The student is expected to:
(A) describe the use and abuse of prescription and
non-prescription medications such as over-the-
counter;
(B) compare and contrast the effects of
medications and street drugs;
(C) analyze the short-term and long-term harmful
effects of alcohol, tobacco, and other
substances on the functions of the body
systems such as physical, mental, social, and
legal consequences;
(D) identify and describe alternatives to drug and
substance use;
(E) demonstrate strategies for preventing and
responding to deliberate and accidental
injuries;
(F) explain strategies for avoiding violence,
gangs, weapons and drugs;
(G) describe response procedures for emergency
situations;
(H) describe the value of seeking advice from
parents and educational personnel about unsafe
behaviors; and
(I) explain the impact of neglect and abuse.
(5.6)Influencing factors. The student understands how
relationships influence individual and family
health including the skills necessary for building
and maintaining relationships. The student is
expected to:
(A) distinguish between healthy and harmful
influences of friends and others;
(B) describe the characteristics of healthy and
unhealthy friendships;
(C) identify ways to enhance personal
communication skills;
(D) analyze respectful ways to communicate with
family, adults, and peers;
(E) demonstrate ways of communicating with
individuals who communicate in unique ways
such as having a speech defect and not
speaking English;
(F) apply and practice strategies for self-
control; and
(G) describe strategies for stress management.
(5.7)Influencing factors. The student comprehends ways
in which media and technology influence individual
and community health. The student is expected to:
(A) research the effect of media on health-
promoting behaviors; and
(B) identify the use of health-related technology
in the school such as audiometry and the
Internet.
(5.8)Influencing factors. The student knows how various
factors influence individual, family, and community
health throughout the life span. The student is
expected to:
(A) explain the importance of communication skills
as a major influence on the social and
emotional health of the individual and family;
(B) describe daily and weekly activities that
promote the health of a family;
(C) describe how a safe school environment relates
to a healthy community; and
(D) identify environmental protection programs
that promote community health such as
recycling, waste disposal, or safe food
packaging.
(5.9)Personal/interpersonal skills. The student
demonstrates critical-thinking, decision-making,
goal-setting and problem-solving skills for making
healthy decisions. The student is expected to:
(A) describe health-related situations that
require parent/adult assistance such as a
discussion of the health-related consequences
of high-risk health behaviors or going to a
doctor;
(B) assess the role of assertiveness, refusal
skills, and peer pressure on decision making
and problem solving;
(C) utilize critical thinking in decision making
and problem solving;
(D) describe benefits in setting and implementing
short and long-term goals;
(E) explain the necessity of perseverance to
achieve goals; and
(F) explain the importance of parent/trusted adult
guidance in goal setting.