Healthful Living: Grades 3-5 (Adopted in 2003)

Personal Health and Wellness

Domain Description: Personal Health and Wellness is influenced by individual heredity and involves a lifelong process of choices and behaviors that lead to healthful living and disease prevention.

Standard 1: The student will understand the role of personal hygiene practices as it relates to healthful living.

Learning Expectations:

The student will:

1.1 demonstrate the concepts of personal hygiene in daily life;

1.2 describe physical/mental/social health implications of personal hygiene;

1.3 identify personal health responsibilities.

Performance Indicators:

At Level 1, the student will be able to:

• describe basic personal hygiene methods including handwashing, dental/oral care, bathing/shampooing, and dressing;
• explain that personal hygiene practices can affect personal health and friendships.

At Level 2, the student will be able to:

• apply basic hygiene methods including handwashing, dental/oral care, bathing/shampooing, use of deodorant, and appropriate dress;
• describe how good personal hygiene relates to a positive outlook and self image;
• analyze the affect of personal hygiene on social relationships.

At Level 3, the student will be able to:

• formulate personal hygiene practices;
• integrate personal health responsibilities into daily activities.

Teacher Assessment Indicators (examples):

The teacher may:

• have students list common basic personal hygiene practices that they perform daily;
• have students compose a book or scrapbook about basic personal hygiene practices;
• have students write an essay that describes the value of basic personal hygiene in developing positive self-image and social relationships.

Curriculum Integration:

N/A

Standard 2: The student will understand the role of body systems as related to healthful living.

Learning Expectations:

The student will:

2.1 describe the basic human body structures;

2,2 describe the functions of the human body systems;

2.3 explain how health is influenced by the interaction of human body systems.

Performance Indicators:

At Level 1, the student will be able to:

• name basic human body organs (e.g. heart, lungs, stomach, intestines, liver, and brain)
• name major human body systems (e.g. muscular, skeletal, digestive, excretory, cardiovascular, circulatory, and respiratory);

At Level 2, the student will be able to:

• compare functions of major human body systems;
• illustrate ways the skeletal and muscular systems work together;
• explain the structure and function of the skin;
• classify components of various body systems.

At Level 3, the student will be able to:

• evaluate the interaction of body systems.

Teacher Assessment Indicators (examples):

The teacher may:

• have students list four basic body organs;
• place students in groups to make a puzzle game using the major body systems;
• read the Magic School Bus "Inside the Human Body" and show the video. After reading, have the students answer specific questions on a teacher made assessment (open book).

Curriculum Integration:

Math 2.1, 2.4; Life Science 1.1, 3.2, 5.1, Physical Education 4.6; Earth and Space Science 7.2, 14.2.

Standard 3: The student will understand the relationship of physical activity to healthful living.

Learning Expectations:

The student will:

3.1 explain the importance of physical activity to personal health;

3.2 identify personal physical activity practices in order to achieve desired physical fitness levels.

Performance Indicators:

At Level 1, the student will be able to:

• explain the benefits of daily physical activity, good posture, rest, and sleep on personal health;

At Level 2, the student will be able to:

• identify the effects of physical exercise on muscular growth and development;
• select physical activities that will promote personal fitness;
• implement a physical fitness program (e.g. physical activity, good posture, adequate rest and sleep).

At Level 3, the student will be able to:

• assess the relationship between human growth and development and physical activity.

Teacher Assessment Indicators (examples):

The teacher may:

• have students maintain a daily journal of physical activity and hours of sleep;
• have students implement a personal fitness plan from activities they enjoy;
• have students predict the results of positive health decisions (e.g. diet, physical activity, and sleep) as it relates to human growth and development.

Curriculum Integration:

Physical Education 1.1-1.13, 4.1-4.6, 5.6.

Nutrition

Domain Description: Proper nutrition is essential for maintaining a healthy lifestyle. Healthful nutrition helps to prevent chronic diseases such as diabetes, cancer, and cardiovascular disease. Using the Food Guide Pyramid can provide guidelines for healthy eating. It is important to balance food intake and physical activity to promote healthful living.

Standard 4: The student will understand the relationship of nutrition to healthful living.

Learning Expectations:

The student will:

4.1 use the Food Pyramid as a guide for choosing a variety of foods necessary for good health;

4.2 explain how weight is controlled by balancing diet and physical exercise.

Performance Indicators:

At Level 1, the student will be able to:

• describe the Food Guide Pyramid;
• identify the causes of obesity;
• explain the importance of sanitary and safe handling of foods;
• describe that adequate water intake and a nutritious breakfast are essential components of healthful living;
• explain the role of dietary supplements and nutrients.

At Level 2, the student will be able to

• name the reasons for including various foods within the Food Guide Pyramid;
• demonstrate an understanding of proportionality in food choices;
• explain the relationship between weight and a balanced diet and exercise regime;
• explain the connection of junk food and calorie intake to poor nutrition and obesity;
• analyze food labels in order to determine nutritional content;
• demonstrate awareness of family, multicultural, and media influences on food choices.

At Level 3, the student will be able to:

• prepare nutritious menus that include breakfast, lunch, supper, and healthy snacks;
• assess personal current nutritional intake.

Teacher Assessment Indicators (examples):

The teacher may:

• have students draw a food complete guide pyramid;
• have students draw the foods they ate the day before(on paper or paper plate). Then have students compare what they ate to the Food Guide Pyramid, noting areas of strengths and weaknesses.
• give students five different meal menus, and have them list the meals in order of nutritional value from highest to lowest.

Curriculum Integration:

English/Language Arts 3.2.08, 4.2.08, 5.2.08; Life Science 3.1, 3.2; Math 3.1, 5.2.8; Social Studies 1.01, 1.04; Physical Education 4.3, 4.5, 4.6.

Family Life

Domain Description: The dynamic process of growth and development encompasses physical, mental, emotional, and social maturation. Positive personal and family relationships provide a foundation that promotes healthy development. (Refer to TCA 49-6-1303 with regard to children excused from family life instruction by parent or guardian).

Standard 5: The student will understand the contributions of family relationships to healthful living.

Learning Expectations:

The student will:

5.1 identify all families as unique;

5.2 demonstrate respect for the responsibilities of each person within the family;

5.3 identify how to improve family relationships;

5.4 describe how family structures change.

Performance Indicators:

At Level 1, the student will be able to:

• describe a variety of family structures (e.g. two parent, single parent, blended, extended, foster, and adopted) and how they change over time;
• know that being loved and cared for are human needs;
• describe how abuse, neglect, and violence in the family do not promote healthy relationships.

At Level 2, the student will be able to:

• examine roles, responsibilities, and contributions of family members;
• describe how culture, religion, and ethnic diversity contribute to the variety of family structures in our society;
• explain how environmental factors can affect family life (socio-economic factors, urban/suburban/rural areas, etc.);
• apply conflict resolution skills to improve relationships within the family.

At Level 3, the student will be able to:

• assess how individual attitudes and behaviors relate to family dynamics;
• demonstrate support for the emotional needs of family members;
• formulate a response plan for cases of neglect, abuse, and violence in the home (e.g. reporting incidents to a trusted adult and refusal skills).

Teacher Assessment Indicators (examples):

The teacher may:

• lead students in class discussion of the different types of family structures;
• lead students in role play of conflict resolution skills;
• have students discuss family relationships and roles within homes and differences in family structures.

Curriculum Integration:

Physical Education 3.3, 3.5, 3.7, 3.8; Math 2.4.

Standard 6: The student will understand the stages of human growth and development.

Learning Expectations:

The student will:

6.1 identify changes in the body that occur throughout the life cycle;

6.2 demonstrate respect for others as physical changes occur at varying rates.

Performance Indicators:

At Level 1, the student will be able to:

• describe how the body changes as it grows and develops;
• describe how physical growth and development is accompanied by changes in emotions.
• define growth spurts.

At Level 2, the student will be able to:

• compare changes in the body and emotions at different stages of the life cycle;
• identify changes in the body and emotions that occur during puberty;
• describe how reproductive changes relate to puberty;
• compare and contrast the varying rates of change that occur with individuals.
• demonstrate how to be respectful of others as they grow and develop.
• consider how being respectful of an individual’s feelings and emotions is related to self-image during puberty.

Teacher Assessment Indicators (examples):

The teacher may:

• have students write a cartoon strip to show the sequence of events throughout the life cycle;
• ask parents to send in care package item(s) (e.g. deodorants, toothpaste, and soap). After distribution and discussion, have students write a paragraph about one of the items and the reasons for using it;
• provide specific scenarios related to growth and development then have students describe respectful ways to be supportive of their classmates (e.g. voice changes-students laugh, and body odor);

Curriculum Integration:

Life Science 4.1, 4.2, 4.3, 6.2; Visual Art 1.3; Physical Education 3.7, 3.8, 3.9, 3.10; Math 2.4, 5.2.8.

Standard 7: The student will understand the need and process of setting personal goals and standards for healthful living.

Learning Expectations:

The student will:

7.1 identify effective decision making techniques;

7.2 determine influences on setting personal goals and standards;

7.3 apply the decision-making process in developing personal goals and standards that affect family life.

Performance Indicators:

At Level 1, the student will be able to:

• describe the steps of the decision-making process;
• explain the difference between short and long term personal goals.

At Level 2, the student will be able to:

• demonstrate the decision-making process;
• analyze how influences affect personal decision-making processes;
• describe the connection between choices, actions, and consequences;
• identify how goals and standards relate to self worth.

At Level 3, the student will be able to:

• evaluate how various people provide influences in personal choices;
• demonstrate making personal choices based on reasoned arguments.

Teacher Assessment Indicators (examples):

The teacher may:

• have students list the steps of the decision making process;
• have students compare and contrast the decisions of a character in a story;
• provide a variety of role-play situations in a basket for students to choose from. Have groups of students role-play the situations for the class then the rest of the class evaluates each role-playing situation and provides feedback.

Curriculum Integration:

Visual Art 1.10; Physical Education 3.1, 3.2, 3.3, 3.4, 3.5, 3.9, 3.10, 4.5; Social Studies 6.01.

Emotional, Social, and Mental Health

Domain Description: Emotional, social, and mental health is dependent upon a healthy self-concept and communicating needs, wants, and feelings in a healthy manner. Conflict resolution, anger management, and stress management provide skills for healthful living.

Standard 8: The student will understand the importance of positive self-concept and interpersonal relationships for healthful living.

Learning Expectations:

The student will:

8.1 describe how feelings affect behavior;

8.2 demonstrate respect for the unique qualities of self and others;

8.3 describe characteristics to be a responsible friend and family member.

Performance Indicators:

At Level 1, the student will be able to:

• discuss the connection between feelings and behavior;
• explain that emotions may be expressed in different ways;
• identify appropriate manners.

At Level 2, the student will be able to:

• analyze how tolerant behaviors can reduce prejudice, discrimination and bullying (e.g. race, culture, disabilities, and gender);
• describe the feelings involved in the grieving process;
• demonstrate non-abrasive behaviors toward others;
• demonstrate respect for individual and cultural differences;
• demonstrate appropriate ways to include individuals with disabilities.

At Level 3, the student will be able to:

• evaluate qualities that promote healthy relationships (e.g. integrity, trust, nurturing, responsibility, and manners);
• formulate skills for building self-esteem;
• select appropriate strategies for managing positive and negative stress.

Teacher Assessment Indicators (examples):

The teacher may:

• have students identify appropriate manners from a list provided by the teacher;
• ask students to role-play situations that might lead to bullying, prejudice, or discrimination;
• develop a character map of a character in a story. After listing traits, have students determine if the character would have a positive self-image and the feelings in the story related to self-concept.

Curriculum Integration:

Social Studies 4.03, 4.04; Physical Education 2.2, 2.3, 3.2, 3.3, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 5.2, 5.5, 5.7; Visual Art 2.5; English/Language Arts 3.2.03-3.2.05, 4.2.03-4.2.05, 5.2.03-5.2.05.

Standard 9: The student will understand how positive social, emotional, and mental health practices promote healthful living.

Learning Expectations:

The student will:

9.1 identify how attitudes and behaviors, and attitudes relate to social health;

9.2 develop skills for dealing with pleasant and unpleasant situations;

9.3 describe how feelings, behaviors, and attitudes relate to personal mental health.

Performance Indicators:

At Level 1, the student will be able to:

• describe the importance of responsibility and cooperation;
• describe the effect of hormones on social/emotional/mental health;
• identify healthy ways of dealing with anger.

At Level 2, the student will be able to:

• identify how attitudes affect behavior toward individuals different from oneself;
• demonstrate awareness of conflict resolution skills;
• demonstrate respect for the rights of others;
• demonstrate communication skills to develop and maintain healthy relationships;
• identify the affects of gangs and bullying on social/emotional/mental health;
• describe the signs and symptoms of depression and their effects on healthful living.

At Level 3, the student will be able to:

• demonstrate the valuing of self-worth and self-confidence;
• formulate strategies for dealing with various life situations (e.g. family life incidents, relationships, grief, divorce, death, and dying).

Teacher Assessment Indicators (examples):

The teacher may:

• provide students with a blank check list of household chores. Have students insert their own chores, take the list home, and check them off as completed;
• give students a scenario and have them write a story in which the main character must demonstrate conflict resolution skills.
• have students write an essay describing a major event in their life and how they dealt with it, and then have them evaluate their strategies.

Curriculum Integration:

Physical Education 3.2, 3.5, 3.6, 5.1, 5.2, 5.3, 5.4, 5.6, 5.7; Visual Art 1.6; English/Language Arts 3.2.09, 4.2.09, 5.2.09.

Disease Prevention and Control

Domain Description: Disease prevention is greatly influenced by health enhancing knowledge and behaviors practiced throughout life.

Standard 10: The student will understand attitudes and behaviors for preventing and controlling disease.

Learning Expectations:

The student will:

10.1 compare and contrast communicable and non-communicable diseases;

10.2 describe ways diseases are spread, prevented, and managed;

10.3 distinguish between safe and risky behaviors as related to disease prevention.

Performance Indicators:

At Level 1, the student will be able to:

• define communicable and non-communicable diseases;
• identify universal precautions.

At Level 2, the student will be able to:

• analyze the relationship between communicable disease and hygiene, childhood diseases and parasites;
• apply universal precautions in every day life;
• describe the risk-reduction behaviors that prevent the spread of germs and viruses including HIV;
• identify possible causes and prevention of heart disease, cancer, diabetes, high blood pressure, stroke, asthma/allergies (e.g. heredity, environment, and life styles);
• relate factual information about HIV/AIDS.

At Level 3, the student will be able to:

• assess the relationship between illness and alcohol and tobacco use.

Teacher Assessment Indicators (examples):

The teacher may:

• provide the students with a word find puzzle containing the names of communicable and non-communicable diseases. The students will find the hidden words and then categorize the words into communicable or non-communicable columns;
• have students create a "billboard" about preventing the spread of communicable diseases;
• have students write a letter to someone stating the reasons to not begin smoking or the reasons to quit smoking if they are already a smoker.

Curriculum Integration:

Life Science 1.1, 2.1, 2.2, 4.1, 5.2, 6.2; Physical Education 4.3, 4.4, 4.6; English/Language Arts 3.1.01, 3.1.03, 3.1.04, 3.1.06, 3.1.08, 4.1.01, 4.1.03, 4.1.04, 4.1.06, 4.1.08, 5.1.01, 5.1.03, 5.1.04, 5.1.06, 5.1.08.

Injury Prevention and Safety

Domain Description: According to All About Risk Watch, "Every time a child is injured or killed by something that could have been prevented, everyone suffers - the child, his or her family, classmates and friends, and the entire community. For children ages 14 and under, the #1 health risk isn’t drugs or disease: it’s injuries."

Standard 11: The student will understand attitudes and behaviors for preventing accidents and injuries.

Learning Expectations:

The student will:

11.1 list the eight most common injury risks for children

11.2 identify ways to reduce the risk of accidents and injuries.

11.3 explain the importance of safety rules.

Performance Indicators:

At Level 1, the student will be able to:

• identify the 8 most common risks of childhood injury and death (poisoning, fire & burns, bike & pedestrian accidents, firearm accidents, motor vehicle accidents, choking/suffocation and strangulation, drowning, and falls);
• list two or more rules for preventing falls.

At Level 2, the student will be able to:

• describe how personal risk behaviors relate to the 8 most common risks of childhood injury and death;
• explain safety precautions that would help prevent accidents/injuries (e.g. helmet, pads, harnesses, seat belts, sun safety, bus safety, water safety, personal safety, gun safety, etc.).

At Level 3, the student will be able to:

• demonstrate safety precautions to daily life situations.

Teacher Assessment Indicators (examples):

The teacher may:

• have students bring in safety equipment and demonstrate proper equipment usage in a show and tell situation;
• invite outside agencies to come into the class and demonstrate safety techniques. After discussion, place students in groups and develop a jingle that focuses on injury prevention;
• have students write a short story concerning personal safety and how the use or misuse of safety precautions or equipment affects its outcome.

Curriculum Integration:

Physical Education 1.11, 1.13, 3.1, 3.3, 3.5; English/Language Arts 3.2.01, 4.2.01, 5.2.01.

Standard 12: The student will understand appropriate care for injuries and sudden illnesses.

Learning Expectations:

The student will:

12.1 describe appropriate actions for emergency and non-emergency situations;

12.2 demonstrate first aid techniques.

Performance Indicators:

At Level 1, the student will be able to:

• distinguish between emergency and non-emergency situations;
• explain the importance of first aid and emergency care.

At Level 2, the student will be able to:

• analyze situations that may require administration of basic first aid techniques;
• demonstrate basic first aid techniques for emergency care (e.g. A-B-C, poisoning, wounds, burns, insect bites, allergic reactions, seizures/fainting, CPR, Heimlich Maneuver, broken bones, sprains and strains);
• demonstrate an ability to locate and utilize resources in emergency situations (e.g. 911 telephone number, first aid kit, and fire extinguisher).

At Level 3, the student will be able to:

• evaluate proper first aid techniques for emergencies;
• design a plan of action for various emergency situations.

Teacher Assessment Indicators (examples):

The teacher may:

• provide small groups with a box containing pieces of paper with emergency and non-emergency situations from which the students will draw. Have students categorize the situations as emergency and non-emergency.
• place students in groups and observe them demonstrating proper first aid techniques;
• provide the students with different emergency situations. Have students write out a plan of action for their emergency situation

Curriculum Integration:

Visual Art 1.3, English/Language Arts 3.2.01, 4.2.01, 5.2.01.

Standard 13: The student will understand the appropriate action to take when personal safety is threatened.

Learning Expectations:

The student will:

13.1 identify situations that should be reported to a trusted adult;

13.2 demonstrate self-protection skills and identify appropriate resources for help.

Performance Indicators:

At Level 1, the student will be able to:

• describe physical, sexual, and emotional abuse and the appropriate procedures to follow for reporting;
• explain safety procedures for staying home alone for short periods of time (latch key kids).

At Level 2, the student will be able to:

• demonstrate self protection skills to maximize personal safety (e.g. refusal skills, instincts);
• describe behaviors that threaten personal safety;
• analyze procedures to follow in case of natural or man-made disasters;
• explain where to find immediate help in unsafe situations;
• differentiate between appropriate and inappropriate touch (e.g. good, bad, confusing);
• Identify situations of abuse and neglect (e.g. physical and mental harm, being left home along for long periods of time, and lack of food).

At Level 3, the student will be able to:

• prepare a plan to be used at home for natural disasters (e.g. fire, tornado, earthquake).
• analyze personal behavior relative to unsafe situations.

Teacher Assessment Indicators (examples):

The teacher may:

• have students develop a list of trusted adults to whom they can report suspected abuse;
• have students produce a puppet show that focuses on personal safety measures;
• have students prepare and present a personal plan to be used at home for natural disasters (e.g. fire, tornado, earthquake).

Curriculum Integration:

Earth and Space Science 8.1, 8.2, 9.1, 9.2.

Substance Use and Abuse Prevention

Domain Description: The use of chemical substances can have both benefits and risks. Knowledge, attitudes, and personal choices can determine responsible behaviors towards the use of chemical substances, including the avoidance of alcohol and tobacco.

Standard 14: The student will understand appropriate and inappropriate uses of chemical substances for healthful living.

Learning Expectations:

The student will:

14.1 distinguish between appropriate use and the misuse/abuse of chemical substances for healthful living;

14.2 analyze the influences of peers, family, and community on chemical substance use and abuse.

Performance Indicators:

At Level 1, the student will be able to:

• classify chemical substances for healthful living as medicinal and non-medicinal;
• list the positive and negative effects of peer pressure.

At Level 2, the student will be able to:

• explain the difference between appropriate use and the abuse of chemical substances for healthful living;
• identify the difference between proper use and misuse of medicinal substances;
• connect influences of the family, community, and media to personal views of appropriate use and the abuse of chemical substances.

At Level 3, the student will be able to:

• compose a list of resources that may provide positive influences in decisions concerning appropriate chemical substance use for healthful living.

Teacher Assessment Indicators (examples):

The teacher may:

• divide the class into groups of three. Assign each group to create a short skit that demonstrates a situation where peer pressure has a negative or positive effect on the outcome;
• divide the class into two groups and have them participate in a panel discussion related to either appropriate or inappropriate use of substances for healthful living;
• have students locate an internet resource that provides positive and appropriate information concerning chemical substance use. The students then write a short paragraph explaining why they would recommend the site to others.

Curriculum Integration:

English/Language Arts 3.1.01, 4.1.01, 5.1.01; Computer Technology 5.1, Earth and Space Science 12.1, 12.2.

Standard 15: The student will understand the effects of substance use and abuse.

Learning Expectations:

The student will:

15.1 evaluate the effects of substance use and abuse (e.g. tobacco, alcohol, and illegal drugs) on physical, mental, and social functioning;

15.2 demonstrate decision making and refusal skills;

15.3 explain how personal choices relate to health and wellness consequences.

Performance Indicators:

At Level 1, the student will be able to:

• explain how the avoidance of substances can enhance physical, mental and social functioning;
• describe the effects of substance use, abuse and misuse on physical, mental and social functioning.

At Level 2, the student will be able to:

• practice skills needed to avoid risk-taking behaviors (e.g. decision making, conflict resolution, and refusal skills);
• explain the connections between substance abuse and health related illnesses (e.g. heart disease, cancer, cirrhosis of the liver, and impaired mental functioning);
• analyze the relationship between substance abuse/misuse and negative consequences (e.g. legal ramifications, personal finances, successful relationships).

At Level 3, the student will be able to:

• draw conclusions concerning the quality of life of those individuals who choose to use and abuse substances.

Teacher Assessment Indicators (examples):

The teacher may:

• provide the students with a list of true and false statements concerning the affects of substances on physical, mental, and social functioning. Students will indicate which statements are true and false;
• provide the students with the beginning of a story that involves an opportunity to abuse a substance. The students will demonstrate their decision-making and refusal skills by completing the story;
• have the students write an essay comparing and contrasting their future lives based on their choices related to the use of substances.

Curriculum Integration:

Earth and Space Science 12.1, 12.2; English/Language Arts 3.2.02, 4.2.02, 5.2.02.

Environmental and Community Health

Domain Description: The health of the environment and the community is directly impacted by responsible individual behavior. Public health and community services are essential to promote a healthy community.

Standard 16: The student will recognize environmental practices and products that affect personal and community health.

Learning Expectations:

The student will:

16.1 identify the causes and effects of different types of pollution on health;

16.2 apply the practices of "reduce, reuse, and recycle";

16.3 evaluate and select environmentally safe products.

Performance Indicators:

At Level 1, the student will be able to:

• identify various types of pollution (e.g. water, air, noise, and ground).

At Level 2, the student will be able to:

• describe the importance of environmental practices and their impact on healthful living;
• identify the causes of water, air, noise and ground pollution;
• demonstrate the practices of "reduce, reuse, and recycle.";
• analyze information on labels to determine whether products are environmentally safe;
• describe the steps individuals can take to promote safe water supplies, sanitary trash, and sewage disposals;
• determine which household cleaners and pesticides/insecticides are environmentally friendly;
• demonstrate personal routines that enhance a healthy environment (e.g. trash disposal, conservation of water, energy, and natural resources).

At Level 3, the student will be able to:

• assess the effects of pollution on personal and community health.

Teacher Assessment Indicators (examples):

The teacher may:

• have the students draw a picture of a polluted environment and write a short essay describing the types of pollution illustrated;
• bring in labels of products and have students determine if the products are environmentally safe (e.g. tuna, aerosols cans, etc.);
• have students make charts that show the cause and effects of pollution on air, ground, and water;

Curriculum Integration:

Social Studies 2.01, 2.02, 2.03; Life Science 6.1, 6.2; Earth and Space Science 8.1, 8.2, 8.3, Math 2.1, 5.2.5.

Standard 17: The student will be aware of and appropriately use community services that promote healthful living.

Learning Expectations:

The student will:

17.1 describe ways health agencies assist in promoting health and the environment;

17.2 explain the importance of community organizations to healthful living.

Performance Indicators:

At Level 1, the student will be able to:

• identify public, professional, and voluntary agencies and their roles in community health (e.g. health department, EPA, recycling agencies, and OSHA).

At Level 2, the student will be able to:

• explain how health agencies promote healthy schools and home environments;
• analyze situations that may require a health agency to be contacted for assistance.

At Level 3, the student will be able to:

• appraise the importance of health agencies to the community.

Teacher Assessment Indicators (examples):

The teacher may:

• have the students list various community agencies and identify the services they provide;
• create a health situation that requires medical assistance (e.g. toothache, cough, blurry vision, sore ear, etc.). Have each student determine which healthcare professional to contact by using the yellow pages to write down an appropriate doctor’s specialty, name, and phone number;
• show an instructional video of a child, needing medical attention, from a disadvantaged country or community. Have the students write a story about how community health agencies and providers could improve the child’s health.

Curriculum Integration:

Social Studies 2.02, 5.14; English/Language Arts 3.2.02, 4.2.02, 5.2.02; Computer Technology 7.3.

Consumer Health

Domain Description: According to the National Health Education Standards – Achieving Health Literacy, accessing valid health information and health-promoting products and services is important in the prevention, early detection, and treatment of most health problems. Critical thinking involves the ability to…access health-promoting services and products. Applying skills of information analysis…provides a foundation for individuals to move toward becoming health literate and responsible, productive citizens".

Standard 18: The student will understand how the culture, media, and technology impact consumer decisions about healthful living.

Learning Expectations:

The student will:

18.1 describe the influence of cultural beliefs on personal and community health behaviors and the use of health services;

18.2 analyze how messages from media and technology influence health behaviors.

Performance Indicators:

At Level 1, the student will be able to:

• explain how individual decisions related to health behaviors and services are often connected to media, technology, and/or cultural influences and beliefs.

At Level 2, the student will be able to:

• interpret advertising methods which are used to promote the sale of health-related products;
• describe the relationship between culture and personal/community health practices;
• explain the importance of obtaining valid information regarding health products and services;
• analyze how media messages affect personal image and self worth.

At Level 3, the student will be able to:

• judge the validity of health information from a variety of sources (e.g. internet, media, magazines, etc.).

Teacher Assessment Indicators (examples):

The teacher may:

• bring in a taped commercial of a product and have students analyze the techniques used to influence them to purchase that item (e.g. what appeals to them?);
• schedule a guest speaker from a different culture to speak about their culture’s health practices. Have the students compare and contrast the guest speaker’s culture to their own;
• have students visit predetermined web sites to find health related information and asses the validity of the information received.

Curriculum Integration:

Physical Education 1.8, 3.6, 3.7, 3.8, 3.9; Computer Technology 2.3; English/Language Arts 3.1.10, 4.1.09, 5.1.10, 5.1.12; Social Studies 1.01, 1.02, 1.03, 1.04.

Standard 19: The student will demonstrate the ability to access valid health information and health-promoting products and services.

Learning Expectations:

The student will:

19.1 access valid health information;

19.2 explain the uses of various health-promoting products and services.

Performance Indicators:

At Level 1, the student will be able to:

• identify sources of valid health information (e.g. physician, nurse, health department, internet, pharmacist);
• identify health facilities which can be found in the community (e.g. YMCA, fitness centers, community centers, etc.).

At Level 2, the student will be able to:

• demonstrate the ability to access valid health information;
• analyze labels to determine products which may promote healthful living;
• identify the role of exercise equipment in overall personal health;
• select health promoting products which may enhance personal health needs;
• differentiate between proper use and abuse of health products (e.g. energy drinks, performance enhancing drugs, exercise equipment, etc.).

At Level 3, the student will be able to:

• compose a personal health and fitness plan to review with their parents, which includes the appropriate use of health promoting products and services.

Teacher Assessment Indicators (examples):

The teacher may:

• have students draw a picture of their community consisting of various health facilities;
• have the students locate specific health related services and products using local phone books;
• have the students compose a personal health and fitness plan to review with their parents, which includes the appropriate use of health promoting products and services.

Curriculum Integration:

Social Studies 2.01, 2.03; Computer Technology 5.1; English/Language Arts 3.1.10, 4.1.09, 5.1.10.