Curriculum Standard One: The student will accept personal responsibility for lifelong health.

Transcription

1 Curriculum Standard One: The student will accept personal responsibility for lifelong health. 1. The student will demonstrate ways in which he/she can enhance and maintain his/her health and well-being. THE HUMAN BODY A. Can the student practice good personal hygiene? The student will understand what good personal hygiene is. The student will practice good hygiene to help prevent disease that includes caring for teeth, gums, eyes, ears, nose, skin, hair, and nails. B. Can the student use protective equipment or practice behaviors to protect the body? The student will understand the need and the use of protective equipment and practice behaviors that protect the body at home, at play, on the road, and in or on the water that include: 1. using seat belts 2. using a helmet 3. using sunscreen 4. keeping sharp objects away from eyes, ears, and nose 5. protecting ears from exposure to excessive noise 6. minimizing exposure to environmental hazards, such as heat and smog 7. knowing how to be safe around water 8. understanding the need to wear appropriate clothing and use protective equipment for sports 1

2 1. The student will demonstrate ways in which he/she can enhance and maintain his/her health and well-being. FOOD CHOICES C. Can the student investigate healthy eating patterns, explore different food grouping systems, and learn how to select a variety of foods that promote health? The student will identify one or more reasons why the body needs food. The student will make healthy food choices that establish and maintain healthy eating habits. The student will define nutrition and fitness. The student will identify and understand the food groups of the Food Guide Pyramid. The student will identify the need for a well-balanced diet. The student will prepare a variety of healthy foods using safe and sanitary food preparation and storage techniques. The student will understand how food choices are influenced by peers, the media, and the community. 2

3 1. The student will demonstrate ways in which he/she can enhance and maintain his/her health and well-being. PHYSICAL ACTIVITY D. Can the student participate in physical activities? The student will observe safety rules during physical activities. The student will develop regular exercise habits. The student will participate regularly in a variety of enjoyable physical activities that include aerobic conditioning, flexibility, and muscular strength. E. Can the student develop an understanding of the means of achieving physical fitness? The student will explore out-of-school play activities that promote fitness and health. The student will understand why safety rules are needed during physical activities. The student will understand that nutrition and fitness equal a healthy body. 3

4 1. The student will demonstrate ways in which he/she can enhance and maintain his/her health and well-being. MENTAL AND EMOTIONAL HEALTH F. Can the student recognize that good health is a dynamic unified state of physical, mental, emotional, and social well-being? The student will develop and use effective communication skills to enhance social interactions. The student will identify different types of emotions. The student will identify ways to express emotions appropriately. The student will develop and use effective coping strategies that include: 1. critical thinking 2. effective decision making 3. goal setting 4. problem solving 5. assertiveness and refusal skills The student will understand how personal behavior affects others. The student will practice getting along with others. The student will identify and share feelings in appropriate ways. The student will learn, understand, and demonstrate personal characteristics that contribute to self-confidence and selfesteem. The student will identify ways he/she is unique and special. The student will develop protective factors that help foster resiliency, such as participating in activities that promote positive bonding to peers and adults in the school and community and identify a support system. 4

5 2. The student will demonstrate behaviors that prevent disease and speed recovery from illness. DISEASE PREVENTION A. Can the student recognize and demonstrate behaviors that can help prevent disease or reduce its influence? The student will practice good personal hygiene to prevent the spread of disease. The student will practice positive health behaviors to reduce the risk of disease. The student will identify how germs are spread. The student will cooperate in regular health screenings that include dental examinations. The student will describe ways to avoid getting sick. The student will understand t he importance of sanitary food preparation and storage to avoid communicable diseases and food-borne illness. 5

6 2. The student will demonstrate behaviors that prevent disease and speed recovery from illness. TREATMENT OF DISEASE B. Can the student recognize the common symptoms of illness and behaviors that can be taken to recover from illnesses? The student will identify some common childhood diseases and the need to be immunized. The student will recognize the symptoms of common illnesses, such as fever, rashes, coughs, congestion, and wheezing. The student will describe symptoms of illness to parents or health-care providers. The student will take medicines under the direction of parents or health-care providers. 6

7 3. The student will practice behaviors that reduce the risk of becoming involved in potentially dangerous situations and react to potentially dangerous situations in ways that help to protect his/her health. POTENTIALLY DANGEROUS SITUATIONS A. Can the student recognize the potential for danger in everyday situations and behave in ways that help to protect his/her own safety and well-being? The student will understand the importance of safe behavior in and around his/her neighborhood. The student will identify potentially dangerous situations one might encounter outside school. The student will understand the dangers of weapons. The student will practice safety skills that will prevent personal harm. The student will identify safe behaviors in and around motorized vehicles including crossing the street. The student will recognize emergencies and respond appropriately. The student will practice behaviors that help prevent poisonings including: never smelling, tasting, or swallowing unfamiliar items. The student will identify safety rules for working in the kitchen. The student will understand the importance of water-safety rules. The student will identify potentially dangerous situations. The student will practice reporting and or obtaining assistance when faced with unsafe situations. 7

8 3. The student will practice behaviors that reduce the risk of becoming involved in potentially dangerous situations and react to potentially dangerous situations in ways that help to protect his/her health. ALCOHOL, TOBACCO, AND OTHER DRUGS B. Can the student demonstrate an understanding of the negative impact that chemical substances can have on health? The student will understand how drugs and alcohol can hurt the body s organs. The student will develop and use interpersonal skills (i.e., refusal, negotiation, and conflict-resolution) to avoid use of alcohol, to tobacco, or other drugs. The student will distinguish between helpful and harmful substances. The student will identify ways to cope with or seek assistance when confronted with situations involving alcohol, tobacco, or other drugs. The student will practice skills for resisting alcohol, tobacco, and other harmful drugs. C. Can the student understand and develop skills necessary to resist influences that promote drug use and prevent personal harm? The student will avoid, recognize, and respond to negative social influences and pressure to use alcohol, tobacco, or other drugs. The student will develop skills for avoiding unhealthy behaviors related to all forms of drugs. The student will demonstrate skills for resisting drugs. The student will recognize that behaviors have consequences and the need to think before acting. The student will demonstrate ways to cope with or seek assistance when confronted with situations involving alcohol, tobacco, or drugs. 8

9 3. The student will practice behaviors that reduce the risk of becoming involved in potentially dangerous situations and react to potentially dangerous situations in ways that help to protect his/her health. CHILD ABUSE, INCLUDING SEXUAL EXPLOITATION D. Can the student recognize behaviors of child abuse and sexual exploitation? The student will be able to communicate to a trusted adult when uncomfortable touching occurs. The student will identify ways to seek assistance if worried, abused, or threatened. 9

10 3. The student will practice behaviors that reduce the risk of becoming involved in potentially dangerous situations and react to potentially dangerous situations in ways that help to protect his/her health. EMERGENCIES E. Can the student recognize emergencies and know how to respond appropriately? The student will report or obtain assistance when faced with unsafe situations. The student will recognize an emergency situation and be able to call 911 at home, school, and in the classroom. The student will know and practice vital information necessary in an emergency situation (full name, address, phone number). The student will recognize the universal poison sign. The student will understand the dangers of poisons. 10

11 Curriculum Standard Two: The student will respect and promote the health of others. 1. The student will play a positive, active role in promoting the health of his/her family. ROLE OF FAMILY MEMBERS A. Can the student demonstrate ways he/she can support and contribute to positive family interactions? The student will define family. The student will understand the wide variety of family configurations. The student will respect and support all family members and learn ways children can help support positive family interactions. The student will identify and appreciate different types of family structures. The student will identify ways to communicate with family and friends. The student will understand the importance of accepting differences and being considerate of other people s feelings. The student will identify cooperative and considerate behaviors. B. Can the student appreciate family roles, rules, and responsibilities? The student will understand the importance of family responsibilities. The student will accept responsibility for his/her actions. The student will recognize family roles, rules, and responsibilities. 11

12 1. The student will play a positive, active role in promoting the health of his/her family. CHANGE AND THE FAMILY C. Can the student strengthen family pride while accepting and welcoming diversity? The student will identify the special qualities of families. The student will define/understand diversity and accept individuals for themselves. The student will show family pride. The student will identify family roles. 12

13 2. The student will promote positive health practices within the school and the community, including positive relationships with peers. FRIENDSHIP AND PEER RELATIONSHIPS A. Can the student view the differences of others and respect them for their uniqueness? The student will recognize and appreciate differences among people throughout the world. The student will appreciate differences among people with disabilities or with different appearances. The student will practice accepting and respecting others. The student will identify qualities in a friend. The student will practice being a good friend to others. The student will identify positive activities friends can do together. B. Can the student will cooperate and show kindness inside and outside the classroom? The student will understand the importance of kindness and sharing. The student will practice being kind to one another. The student will demonstrate consideration and kindness toward others. 13

14 2. The student will promote positive health practices within the school and the community, including positive relationships with peers. FRIENDSHIP AND PEER RELATIONSHIPS CON T. C. Can the student understand the need to get along well with others? The student will identify characteristics of friendships. The student will illustrate the importance of being a good friend. The student will identify positive actions toward others, including kindness, respect, attention, and avoiding demeaning statements. D. Can the student identify situations, emotions, and actions that lead to conflict? The student will recognize situations and actions that lead to conflict. The student will discuss effective ways to resolve problems. The student will practice resolving conflict in non-violent ways. 14

15 SCHOOL-BASED AND COMMUNITY- BASED EFFORTS TO PROMOTE AND PROTECT HEALTH 2. The student will promote positive health E. Can the student show an appreciation and The student will define nature. practices within the school and the respect for nature? The student will illustrate visible and community, including positive relationships hidden wonders found in nature. with peers. The student will explore nature and understand the importance of preserving its balance and beauty. F. Can the student respect and practice protecting resources found on the planet? G. Can the student understand concepts related to nature, pollution, and community health? H. Can the student participate in school and community efforts that address local health and environmental issues? The student will identify different types of pollution. The student will practice making healthy choices that protect and improve the environment. The student will understand the importance of protecting and preserving the environment. The student will identify parts of nature using his/her senses. The student will understand and follow school rules related to health. The student will participate in school activities that promote health. The student will understand the need for helping to take care of the school. The student will participate in school and community activities and efforts that address community and environmental issues (i.e., recycling). 15

16 Curriculum Standard Three: The student will understand the process of growth and development. 1. The student will understand the variety of physical, mental, emotional, and social changes that occur throughout life. LIFE CYCLE A. Can the student develop an appreciation for the wonder of the human body? The student will identify and describe the functions of the major organs found in the body. The student will understand the importance of bones and muscles and choose behaviors which protect them. B. Can the student accept and practice behaviors which promotes personal health and well-being? The student will identify and avoid risky behaviors. The students will identify and practice healthy behaviors. 16

17 GROWTH AND 2. The student will understand and accept individual differences in growth and development. DEVELOPMENT A. Can the student demonstrate an understanding of individual differences in appearance and physical abilities as it relates to growth and development? The student will explore how people are alike and how they differ. The student will explore the variations in growth and development. The student will accept and respect differences among peers. The student will demonstrate an ability to accept differences in all people, including physically challenged. The student will describe his/her own physical characteristics. 17

18 2. The student will understand and accept individual differences in growth and development. MENTAL AND EMOTIONAL DEVELOPMENT B. Can the student recognize and label different emotions and demonstrate effective coping strategies to deal with unpleasant feelings? The student will identify, express, and manage feelings appropriately. The student will develop and use effective communication skills. 18

19 Curriculum Standard Four: The student will become an informed user of health-related information, products, and services. 1. The student will identify products, services, and information that may be helpful or harmful to his/her health. PRODUCTS AND SERVICES A. Can the student distinguish medicines from candy look-a-likes and street drugs? The student will participate in activities that help them to distinguish medications and look-a-likes. The student will identify appropriate steps to take when medications or drugs are found out of the original packages. 19

20 1. The student will identify products, services, and information that may be helpful or harmful to his/her health. FOOD CHOICES B. Can the student recognize influences that affect decisions he/she makes regarding food and fitness and his/her health? The student will identify health-care workers. The student will read and interpret information available on food labels. The student will identify advertising strategies used to influence food choice decisions. The student will demonstrate the ability to distinguish between healthy and unhealthy nutrition and fitness choices. 20

21 21