State Curriculum - Health

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Grade PK	Grade K	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8
Standard 5.0 Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.	Standard 5.0 Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.	Standard 5.0 Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.	Standard 5.0 Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.	Standard 5.0 Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.	Standard 5.0 Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.	Standard 5.0 Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.	Standard 5.0 Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.	Standard 5.0 Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.	Standard 5.0 Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.
A. Emergencies	A. Emergencies	A. Emergencies	A. Emergencies	A. Responding to Emergencies	A. Responding to Emergencies	A. Responding to Emergencies	A. Responding to Emergencies
1. Recognize how to respond appropriately to emergency situations.	1. Recognize how to respond appropriately to emergency situations.	1. Describe how to respond appropriately to emergency situations.	1. Demonstrate the ability to respond appropriately to emergency situations.	1. Demonstrate the ability to respond appropriately to emergency situations.	1. Demonstrate the ability to respond appropriately to emergency situations.		1. Demonstrate the ability to respond appropriately to situations requiring emergency services.	1. Demonstrate the ability to respond appropriately to situations that do not require emergency services.
a. Identify how to respond to emergency situations such as tell an adult and call 911.	a. Explain how to respond to emergency situations such as tell an adult and call 911.	a. Practice how to respond to an emergency, for example tell an adult and call 911.	a. Model how to respond to an emergency in different situations.	a. Identify different emergency situations.	a. Distinguish between emergency and non-emergency situations and identify appropriate responses.		a. Construct and perform scenarios applying effective utilization of emergency services.	a. Show basic first-aid procedures for burns, cuts, scrapes, poisonings, sprains, choking/airway obstruction, and others.
				b. Demonstrate basic first aid for small cuts and scrapes, blisters, mild burns, choking, sunburn, and nosebleeds.	b. Identify situations and settings that place an individual at personal risk.			b. Demonstrate universal precautions for dealing with body fluids.
					c. Analyze risky situations and identify ways to avoid them.
				2. Demonstrate the ability to access emergency services.
				a. Categorize procedures for reporting an emergency, such as telephone 911 and/or contact an adult.
				3. Demonstrate the ability to respond appropriately to situations that do not require emergency services.
				a. Plan what to do in situations not requiring the use of emergency services, for example locked out of house, transportation issues, missed bus, parents not showing, or others.
B. Safety Rules and Procedures	B. Safety Rules and Procedures	B. Safety Rules and Procedures	B. Safety Rules and Procedures	B. Safety Rules and Procedures	B. Safety Rules and Procedures
	1. Identify ways to be safe when outdoors.	1. Identify ways to be safe when outdoors.	1. Identify ways to stay safe outdoors.		1. Identify safety rules that will prevent injury or accidents in specific situations.	1. Identify household products that can be abused by inhaling.
	a. Identify how to cross a street safely, including Look (left, right, left), Listen, and Think.	a. Demonstrate crossing the street safely.	a. Discuss strategies to stay safe on a bike or skates by following traffic signs and wearing a helmet.		a. Explain the safety rules for use of electricity.	a. Define inhalants and list examples.
			b. Demonstrate the ability to play safely on playground equipment.		b. Develop a fire evacuation plan.	b. Investigate the effects of inappropriate use of household products on the body.
			c. Demonstrate the ability to stay safe around water.		c. Summarize the four steps of gun safety, including stop, don’t touch, leave the area, and tell an adult.	c. List rules and safe practices for the use of household products.
			d. Plan how to stay safe in the sun.
	2. Identify actions to stay safe from fires.						2. Identify safety rules that prevent injury or accidents.
	a. Describe ways to prevent accidentally starting a fire.						a. Give examples of practices that promote safe living in the home, in the bathroom, using electrical/power tools, being home alone, or on the internet.
	b. Demonstrate skills to keep safe from fires.						b. Distinguish between safe and unsafe behaviors at school such as behaviors in the hallway, outside activities, transitions, cafeteria / auditorium/gymnasium, restroom.
							c. Illustrate techniques for vehicular and recreational safety in activities such as bicycle, skating, ATVs, automobile, and water/boating.
	3. Identify ways to be safe in a car.
	a. List safety rules for being a good passenger, for example wear a seat belt, sit quietly, sit in child safety seat, and always ride in the back seat.
	4. Tell what to know when lost (separated).
	a. Notify a trusted adult.
	b. Designate a location to meet.
	c. Express personal information such as name, phone number, address, parents’/caregivers’ name, school, and group.
		5. Identify ways to stay safe around animals.
		a. Show precautions to take around animals.
		b. Demonstrate steps for approaching pets or other animals safely.
		6. Identify ways to stay safe at home.
		a. List actions to be safe in the kitchen.
		b. Create a list of products in the house that can be harmful.
C. Harassment	C. Harassment	C. Harassment	C. Harassment	C. Harassment	C. Harassment
		1. Identify the characteristics of a bully.		1. Identify teasing and bullying as harassment and their effects on the individual	1. Identify harassment as a form of violence.	1. Recognize sexual harassment as a form of violence.		1. Recognize contributors to harassment and intimidating behaviors.	1. Demonstrate healthy and safe ways to respond to verbal and/or non-verbal interactions.
		a. Describe examples of teasing.		a. Differentiate teasing and bullying.	a. Define harassment.	a. Define sexual harassment.		a. Identify examples of harassment and intimidating behaviors in media.	a. Distinguish between appropriate and inappropriate verbal and/or non-verbal interactions.
		b. Discuss examples of bullying including pushing/shoving (physical) and verbal threats.		b. Recognize examples of teasing and bullying, such as isolation, name calling and other verbal assaults, and pushing and other physical assaults.	b. Discuss the effects of harassment on personal well-being.	b. Describe examples of intimidating behaviors.		b. Analyze the impact of media influences on harassing and intimidating behaviors.	b. Practice safe reactions to sexual harassment.
		c. Identify examples of bullying/teasing in the media.		c. Examine the effects of teasing and bullying from the perspective of the bully and the bullied.	c. Plan strategies to respond to harassment.	c. Demonstrate strategies to overcome or avoid harassment.		c. Recognize the inappropriate use of technology as it relates to harassment and intimidating behaviors.
						d. Develop a list of trusted adults to notify if harassment occurs.		d. Examine the influence of peer groups as they relate to harassing and intimidating behaviors.
		2. Define and identify telling and tattling.		2. Describe and demonstrate the difference between telling and tattling
		a. Distinguish the difference between telling and tattling.		a. Create role play situations for telling and tattling.
D. Abuse and Assault	D. Abuse and Assault	D. Abuse and Assault	D. Abuse and Assault
		1. Identify ways to stay safe from strangers.	1. Identify actions to stay safe from strangers.		1. Identify abuse and assault as a form of violence.		1. Recognize various forms of intimidating behaviors.
		a. Model actions to stay safe around strangers.	a. Describe procedures to follow when approached by a stranger in a variety of situations.		a. Define abuse and assault.		a. Identify various actions such as verbal and/or non-verbal, that constitute abuse and assault.
					b. Explain the effects of abuse and assault on personal well-being.		b. Classify abusive behaviors as physical, emotional, verbal, or sexual.
					c. Develop strategies to respond to abuse and assault.
			2. Describe actions to stay safe around familiar people.		2. Assesses and respond to situations that threaten personal safety and may result in abuse (physical, emotional, verbal, and sexual).
			a. Discuss how familiar people can hurt or make children feel uncomfortable.		a. Identify threatening situations.
			b. Demonstrate how to access help from police, teacher, nurse, guidance counselor, and parent.		b. Create a list of trusted people and/or community resources to notify/contact if assault or abuse occurs.