State Curriculum - Health

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Grade K	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8
Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.	Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.	Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.	Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.	Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.	Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.	Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.	Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.	Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
A. Communication	A. Communication	A. Communication	A. Communication	A. Communication	A. Communication	A. Communication	A. Communication	A. Communication
1. Recognize methods of communication.	1. Recognize methods of communication.	1. Recognize appropriate methods of communication.	1. Recognize different types of communication skills.	1. Recognize effective communication skills.	1. Recognize and apply effective communication skills.	1. Recognize and apply effective communication skills.	1. Recognize and apply effective communication skills.	1. Recognize and apply effective communication skills.
a. Demonstrate positive communication among peers.	a. Define ways to communicate with friends and family, such as eye-contact and tone of voice.	a. Identify methods of communication appropriate for specific situations.	a. Practice verbal and non-verbal methods of communication.	a. Identify verbal and non-verbal methods of communication.	a. Model verbal and non-verbal methods of communication.	a. Demonstrate effective listening skills.	a. Identify reasons for advocacy, including for needs and rights of others, healthy social environment, and fairness.	a. Analyze barriers to effective communication.
		b. Demonstrate appropriate methods of communication.		b. Demonstrate healthy ways to communicate needs, wants, emotions, opinions, and information.		b. Demonstrate effective speaking skills.	b. Demonstrate effective advocacy skills, in oral and written forms.	b. Utilize/model strategies to overcome barriers when communicating information, ideas, emotions, and opinions.
						c. Demonstrate ways to communicate respect for diversity, including mental and physical disabilities, culture, and race/ethnicity.		c. Evaluate effective communication in everyday situations.
B. Emotions	B. Emotions	B. Emotions	B. Emotions	B. Emotions	B. Emotions	B. Emotions
1. Examine emotions and responses to various situations.	1. Examine emotions and responses to various situations.	1. Examine emotions and responses to various situations.	1. Recognize that emotions come from basic needs.	1. Describe how emotions influence behaviors.	1. Examine emotions and responses to various situations.	1. Establish how emotions influence behavior.
a. Identify basic emotions/feelings.	a. Define different feelings.	a. Demonstrate the meaning of emotion.	a. Relate human needs to human emotions.	a. Demonstrate the ability to modify emotional responses.	a. Identify different complex emotions, such as anxiety, frustration, doubt, grief, elation, and others.	a. Synthesize positive ways to manage emotions.
b. Demonstrate expression of basic emotions/feelings.	b. Describe how it feels to be happy, upset, calm, surprised.	b. Categorize other words that mean happy, upset, calm, and surprised.		b. Compare helpful and harmful emotional responses.	b. Recognize the importance of expressing feelings verbally and non-verbally.
	c. Identify what makes you happy, upset, calm, and surprised.				c. Model positive verbal and non-verbal responses to various situations.
C. Components of well being	C. Components of Personal Well-being	C. Components of Personal Well-being	C. Components of Personal Well-being	C. Components of Personal Well-being	C. Components of Personal Well-being
		1. Identify components to promote personal well-being.	1. Identify the components to promote personal well-being.	1. Summarize the components that promote personal well-being.	1. Develop strategies to promote components of personal well-being.	1. Analyze components to promote personal well-being.		1. Apply the components of personal well-being to develop lifelong wellness skills and strategies.
		a. Name two cooperation skills.	a. Identify and describe the emotional and physical human needs, such as shelter, food, water, and love.	a. Describe components of personal well-being, identified as spiritual, physical, intellectual, emotional/mental, social, and environmental.	a. Investigate at least one component of personal well-being, other than physical, and develop a goal for positive self-change.	a. Define and give examples of the components of personal well-being, identified as spiritual, physical, intellectual, emotional/mental, social, and environmental.		a. Explain the importance of assuming responsibilities of personal health behavior.
		b. Predict what it feels like to work cooperatively with others in a group.	b. Identify and describe human social needs.	b. Relate components of personal well-being to personal life situations and why they are important.		b. Investigate the components of personal well-being to assess areas of personal need.		b. Compose a personal health goal and measure progress towards its achievement.
			c. Describe the social needs addressed by belonging to a group.	c. Explore ways community, family, and school contribute to liking self.				c. Devise a plan that addresses personal strengths, needs, and health risks.
			d. Recognize the feelings of being excluded from a group.
D. Decision Making	D. Decision Making	D. Decision Making	D. Decision Making	D. Decision Making	D. Decision Making
	1. Identify how to make a good choice/decision.	1. Identify choices available in order to make a decision.	1. Examine the steps of the decision-making process.	1. Examine the steps in the decision-making process.	1. Apply the decision-making process to personal issues and problems.	1. Apply the decision-making process to personal issues and problems.
	a. Explain the meaning of the word choice/decision.	a. Choose factors that influence making decisions.	a. Compare the difference between positive and negative consequences in age appropriate situations.	a. Explain how decisions are influenced by individuals, families, and communities.	a. Explain how decisions are influenced by individuals, families, and communities.	a. Predict how decisions regarding behavior have consequences for self and others.
	b. Identify and describe what makes a good choice/decision such as safe, respectful, legal, and parent approval.			b. Compare variations of the decision-making process.	b. Dramatize the decision-making process in various situations.	b. Analyze how decisions are influenced by external conditions including culture and the media.
E. Character Traits	E. Character Traits	E. Character Traits	E. Character Traits	E. Character Traits
1. Identify positive and negative character traits, contributing to one’s uniqueness		1. Identify positive and negative character traits contributing to one’s uniqueness.	1. Identify positive and negative character traits that contribute to one’s uniqueness.	1. Utilize strategies to demonstrate care, consideration, and respect for self and others.		1. Examine personal assets and strengths that contribute to ones uniqueness.
a. Identify character traits contributing to your uniqueness.		a. Describe positive character traits of friends.	a. Select and model strategies to incorporate positive character traits.	a. Develop strategies for making and keeping friends.		a. Develop strategies to incorporate positive character traits.
b. Identify actions to make a friend.		b. Explain how being a good friend demonstrates positive character.
		c. Identify positive and negative traits of characters in media.
F. Stress	F. Stress	F. Stress	F. Stress	F. Stress
		1. Recognize the factors associated with stress experienced in the family.	1. Recognize the factors associated with stress experienced in school.	1. Recognize the factors associated with stress experienced in the community.	1. Recognize time management as an effective stress management skill.	1. Investigate factors associated with personal stress.
		a. Describe examples of family stressors.	a. Describe examples of school stressors.	a. Identify sources of stress in the community.	a. Identify effective time management strategies.	a. Identify personal stressors.
		b. Demonstrate reactions to stressful situations.	b. Discuss symptoms of stress.	b. Describe ways to manage social stressors.	b. Demonstrate effective time management strategies.	b. Evaluate and analyze strategies to manage stress.
		c. Identify stress management skills and strategies.	c. Apply strategies to reduce stress in school.	c. Model effective strategies for stress management.		c. Apply coping skills to manage real-life situations.
G. Conflict Resolution
							1. Recognize the nature of conflict and conflict-resolution.
							a. Identify sources of conflict.
							b. Identify solutions for conflict.
							c. Summarize conflict resolution strategies.
							d. Demonstrate conflict resolution strategies, including collaboration, negotiation, and refusal to avoid harmful situations to self and others.
H. Self Image
						7. Compare internal and external influences on self image.
						a. Analyze how self image is influenced by external forces, such as media, friends, family, and role models.
						b. Analyze how self image is influenced by internal forces, such as heredity, interests, and likes/dislikes.
I. Personal Goals
								1. Implement a strategy and evaluate progress toward achieving personal goals.
								a. Identify the importance of setting goals.
								b. Explain how changing information, abilities, priorities, and responsibilities influence personal goals.
								c. Evaluate strategies, skills and resources that are used to achieve personal goals.
								d. Develop a goal to adopt, maintain or improve a personal wellness habit.
								e. Construct a plan to achieve a personal wellness goal.
J. Mental Illness, Depression, Suicide
								1. Identify potential destructive behaviors.
								a. Identify warning signs of depression, suicide and/or other destructive behaviors.
								b. Identify resources that address depression and suicide.
								c. Examine suicide prevention strategies.