Health
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Health |
| Health Literacy | |||
| Standard | The student comprehends concepts related to health promotion and disease prevention. | ||
| Benchmarks | |||
| Family Life | |||
| 1. | recognizes that families are different in size and structure and have different needs. (SE) | Importance of Family | |
| 2. | recognizes that individuals have unique characteristics. (SE) |
Race, Religion and Culture |
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| 3. | recognizes parts of the body. (SE) |
Nose, Eyes, Ears, Mouth. Cheeks.
(Champions Book) |
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| 4. | identifies that some parts of the body are personal and private. (SE) |
Developing a Sense of Modesty
(Champions Book) |
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| Personal Health | |||
| 1. | recognizes the importance of protecting the body and body parts. (SE) |
Developing a Sense of Modesty
(Champions Book)
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| 2. | knows names of body parts |
Nose, Eyes, Ears, Mouth, Cheeks
(Champions Book) Five Senses
(Champions Book) |
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| 3. | recognizes that foods help people grow and provide energy |
Food Groups
(Champions Book) |
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| 4. | identifies the five senses and their functions; associates them with parts of the body. |
Nose, Eyes, Ears, Mouth, Cheeks.
(Champions Book)
(Champions Book) |
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| 5. | identifies situations that might be emergencies. |
Prepared for Today |
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| 6. | identifies safety rules. |
Safety
(Champions Book)
(Champions Book) |
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| 7. | knows the proper use of the 911 emergency number. |
Fire Safety
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| Disease Prevention | |||
| 1. | identifies germs as tiny living things that can cause illness |
Basic Kitchen Hygiene (Champions Book)
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| Top of Page | |||
| Health Literacy | |||
| Standard | The student knows how to access valid health information and health-promoting products and services. | ||
| Benchmarks | |||
| Family Life | |||
| 1. | names trusted family members who they can confide in for information. |
Prepared for Today
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| Personal Health | |||
| 1. | recognizes the importance of taking medication only when administered by a parent/guardian or designated adult who knows your health needs. (SE |
Identifying Prescription Bottles, Aspirin and Over-the-Counter Drugs
(Champions
Book)
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| 2. | recognizes the difference between medicines and drugs. (SE) |
Identifying Prescription Bottles, Aspirin and Over-the-Counter Drugs
(Champions
Book)
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| 3. | recognizes the meaning of warning labels and signs on hazardous substances. |
Poison (Champions Book) Identifying Prescription Bottles, Aspirin and Over-the-Counter Drugs (Champions Book) |
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| Substance Abuse Prevention | |||
| 1. | knows who to trust if they need to communicate a problem. |
| Top of Page | |||
| Responsible Health Behavior | |||
| Standard | The student knows health enhancing behaviors and how to reduce health risks. | ||
| Benchmarks | |||
| Family Life | |||
| 1. | recognizes situations that may make a child feel uncomfortable. (SE) |
Overcoming Poor Decisions
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| Personal Health | |||
| 1. | recognizes behaviors that may become good habits or bad habits. (SE) |
Decision
Making
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| 2. | identifies safe and unsafe behaviors |
Emergency Preparedness
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| 3. | identifies common health problems of children and possible ways to prevent these problems. |
Emergency Preparedness (Champions Book)
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| 4. | recognizes why brushing the teeth and other cleanliness practices are important for good health. |
Meeting Deadlines
(Champions Book) (ChampionsBook) Washing Face
(Champions Book) (Champions Book)
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| 5. | recognizes the importance of sleep, rest, and exercise to personal wellness. |
Meeting Deadlines
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| Disease Prevention | |||
| 1. | recognizes personal hygiene habits and attitudes that prevent the spread of germs and illnesses. (SE) | Basic
Kitchen Hygienep (Champions Book)
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| Substance Abuse Prevention | |||
| 1. | discusses the fact that medicine should be purchased only by an adult at a drugstore or doctor’s office |
Identifying Prescription Bottles, Aspirin and Over-the-Counter Drugs (Champions Book) |
| Top of Page | |||
| Responsible Health Behavior | |||
| Standard | The
student analyzes the influence of culture, media, technology, and other
factors on health. |
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| Benchmarks | |||
| Family Life | |||
| 1 | names people or things that can have an influence on them. |
Trust Me- I Won’t Let You Down
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| Personal Health | |||
| 1. | recognizes that people or things can impact health. |
Clean Air and Water
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| 2. | discusses healthful snacks | Food
Groups (Champions Book)
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| Substance Abuse Prevention | |||
| 1. | identifies the difference between a good and bad message as it relates to substance use/abuse. | Making
Good Decisions
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| Top of Page | |||
| Responsible Health Behavior | |||
| Standard | The student knows how to use effective interpersonal communication skills that enhance health. | ||
| Benchmarks | |||
| Family Life | |||
| 1. | recognizes why feelings are important. (SE) |
Choosing What's Right for Me (Champions Book)
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| 2. | identifies that knowing about feelings is important for good health. (SE) | Anger/Conflict
Management
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| 3. | recognizes that people express their feelings in different ways. (SE) |
Violence Prevention (Champions Book)
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| 4. | recognizes feelings related to growth. (SE) |
Overcoming Poor Decisions |
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| Personal Health | |||
| 1. | recognizes that every person has a right to say no to uncomfortable and abusive situations and identifies who to tell about an uncomfortable situation. (SE) |
Decision
Making (Champions Book)
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| 2. | identifies healthy ways to handle feelings |
Violence Prevention |
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| 3. | knows refusal skills to use in potentially harmful or dangerous situations. |
Overcoming Poor Decisions (Champions Book)
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| 4. | knows how to use positive communication skills when expressing needs, wants, and feelings. |
Coping with Stress
Health |
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| Disease Prevention | |||
| 1. | identifies health problems that require the help of a trusted adult. | Prepared for Today |
| Top of Page | |||
| Advocate and Promote Healthy Living | |||
| Standard | The
student knows how to use goal-setting and decision-making skills that
enhance health. |
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| Benchmarks | |||
| Family Life | |||
| 1. | begins to develop good decision-making skills. (SE) |
Being
a Good Worker
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| Personal Health | |||
| 1. | recognizes that you are responsible for making choices and the choices you make are not always easy. (SE) |
Choices
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| 2. | recognizes the importance of long- and short-term goals. (SE) |
Meeting Deadlines
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| Disease Prevention | |||
| 1. | knows the importance of making good choices in disease prevention. |
Choosing What's Right for Me
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| Substance Abuse Prevention | |||
| 1. | knows the importance of not sharing medications. |
Identifying Prescription Bottles, Aspirin and Over-the-Counter Drugs (Champions Book)
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| Top of Page | |||
| Advocate and Promote Healthy Living | |||
| Standard | The student knows how to advocate for personal, family, and community health. | ||
| Benchmarks | |||
| Family Life | |||
| 1. | recognizes that each person has his/her own contributions to make to the family. (SE) |
Being Responsible
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| 2. | recognizes that the individual has personal rights and there is a need to respect the rights of others. (SE) | People
Who Steal From Me
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| 3. | recognizes the importance of rules, courtesy, and manners in everyday living. (SE) |
Respecting My Peers
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| Personal Health | |||
| 1. | knows the community agencies that support healthy families, individuals, and communities. | Prepared
for Today
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| 2. | identifies and practices common courtesies and good manners. |
Respecting My Peers
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| 3. | discusses reasons for showing respect for private and public property |
Being Responsible |
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| Substance Abuse Prevention | |||
| 1. | shares information about drugs with their family |
Identifying Prescription Bottles, Aspirin and Over-the-Counter Drugs (Champions Book) |