K-5 Health Curriculum Rapid City Area Schools

Transcription

1 K-5 Health Curriculum Rapid City Area Schools Approved by the Board of Education, January 2003 Update approved by the Board of Education, May 7,

2 RAPID CITY AREA SCHOOLS th Street Rapid City, South Dakota BOARD OF EDUCATION: Mrs. Sheryl Kirkeby... President Mrs. Leah Lutheran... 1st Vice President Mr. Doug Kinniburgh... 2nd Vice President Mrs. Daphne Richards-Cook... Board Member Mr. Arnie Laubach... Board Member Mr. Wes Storm... Board Member Mr. Bret Swanson... Board Member ADMINISTRATION: Dr. Peter M. Wharton... Superintendent of Schools Dr. James F. Ghents... Director of Curriculum, Assessment, Instruction and Gifted Education Services K - 5 HEALTH CURRICULUM COMMITTEE 2009: Peggy Anderson... Elementary Standards Specialist... South Park Elementary School Glendora Estacion... Adapted Physical Education... Kibben Kuster Elementary School Wendy Greer... 1 st Grade... Black Hawk Elementary School Shelly Morris-Carlson... 3 rd Grade... Pinedale Elementary School Erin Preston... 1 st Grade... Valley View Elementary School Pat Zent... Nurse... Dakota Middle School, Horace Mann Elementary School 2

3 HEALTH EDUCATION COMMUNITY ADVISORY COMMITTEE 2009: Dr. Martin Spahn... Physician, Rapid City Community Health Weyland Anderson... South Dakota Department of Health Karen Keyser... South Dakota Dept. of Education, Office of Educational Services and Support K - 5 HEALTH CURRICULUM COMMITTEE 2003: Peggy Anderson... South Canyon Jan Knowlton... Knollwood Pam Beshara... Wilson Joyce Koth... Pinedale Linda Boland... Knollwood Diane Meier... Canyon Lake Malinda Chapell... Pinedale Cindy Nelson...General Beadle Crystal Decker... South Canyon Karen Nelson... Meadowbrook Lynn Dinehart... Grandview Ann O Connell... Grandview Rita Dzintars... Corral Drive Pat Parks... Black Hawk Cindy Elkjer... Horace Mann Carol Posthumus... Kibben Kuster Darlene Fernandez... Rapid Valley Ann Reiling... South Park Cindy Fletcher... Rapid Valley Luanne Russell... E.B. Bergquist Sandra Grout... Horace Mann Joanne Thomas... Corral Drive Pauline Jones... Canyon Lake Mary Weidenbach... Meadowbrook Susan Kelts... General Beadle 6-8 PHYSICAL EDUCATION / HEALTH EDUCATION COMMUNITY ADVISORY COMMITTEE : Renae Dahlke... President Rapid City PTA Andrea Dehinke... Western Prevention Resources Georgia Green... Rapid City Sioux San Hospital Lynn Laird... Professor, SDSU School of Nursing John Niehaus... Rapid City Fire Department Pam Teaney Thomas... Coordinator, Rapid City Safe Schools Dr. Kevin Weiland... Physician, Rapid City Medical Arts Center 3

4 Table of Contents K-5 Health Curriculum Guide Credits... 2 Preface... 5 Philosophy Statement... 6 Vision & Mission Statements... 8 South Dakota K-12 Health Education Standards & Rationale... 9 South Dakota K-12 Health Education Standards & Indicators Essential Knowledge: Level of Emphasis General Description of Standards K Scope and Sequence of Health Curriculum Resources

5 The material on this page is reprinted with permission from the American Cancer Society Preface A Vision of Excellence Imagine a nation where children and adolescents are healthy, fit, and ready to learn; where youth are prepared with essential skills they need to live life to its fullest; where adult health and wellness are the natural outgrowth of skills, understanding, and behavior built from childhood; where health challenges, differences in ability, and socioeconomic disparities do not prevent our most precious human resources from reaching their potential. Imagine a nation where children and adolescents are wise about the influences of technology and the media on their lives; where they are prepared to be prudent consumers of goods and services that enhance their health and well-being; where they are skilled in employing thoughtful decision-making and goal-setting strategies to achieve their greatest ambitions; where they passionately and compassionately advocate for the best for themselves, their families, and their communities. We live in a time in which challenges to this vision come from forces surrounding our youth, our families, and our communities. There is unprecedented competition for our time, our attention, and our resources. Yet we also live in a time when the best thinking exists to move us in the right direction, a time when health education has dedicated itself to achieving this vision, a time when the vision will continue to move from existing as mere imagination to becoming an attainable goal for this generation of young people and for generations to come. Imagine... National Health Education Standards, Second Edition, Achieving Excellence 5

6 Philosophy Statement Schools have an enormous responsibility for helping students develop the knowledge and skills they need to be healthy and achieve academically. Since comprehensive school health education occurs within the context of education and learning, it contributes to the broader mission of schools. The intent of comprehensive school health education is to motivate students to maintain and improve their health, prevent disease and avoid or reduce health-related risk It also provides students with the knowledge and skills to be healthy for a lifetime. Comprehensive school health education is a planned, sequential pre-kindergarten through grade 12 curriculum that addresses these dimensions of health. Physical Mental Emotional Social A comprehensive curriculum includes broad content areas on the following: Promoting Healthy Eating Promoting Physical Activity Promoting an Alcohol and Other Drug-Free Lifestyle Promoting a Tobacco-Free Lifestyle Promoting Injury Prevention Preventing Violence Promoting Sexual Health Promoting Mental and Emotional Health Promoting Personal and Consumer Health Community and Environmental Health 6

7 An effective curriculum focuses on learning the skills essential to achieving health literacy. Accessing information Analyzing influences Decision making Goal setting Interpersonal communication Self-management Advocacy The rational for the focus on skills is derived from health education theory and is support by research that has demonstrated the effectiveness of skills-based curricula in influencing students health attitudes and practices. 7

8 MISSION To create a research based, differentiated curriculum that is developmentally appropriate and culturally relevant that integrates national, state, and local standards VISION To create a curriculum that teaches and models healthy choices and empowers students to "live a life" of physical, social and emotional wellness. 8

9 South Dakota K-12 Health Education Standards and Rationale 1. Students will understand health promotion and disease prevention concepts and practices. Rationale: The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting healthenhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the performance indicators. 2. Students will access and evaluate health information, products, and services. Rationale: Access to valid health information and health-promoting products and services is critical in the prevention, early detection, and treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven sources. Application of the skills of analysis, comparison, and evaluation of health resources empowers students to achieve health literacy. 3. Students will understand the benefits of practicing health-enhancing behaviors, which reduce health risks. Rationale: Decision-making skills are needed to identify, implement, and sustain health-enhancing This standard includes the essential steps that are needed to make health decision as prescribed in the performance indicators. When applied to health issues, the decision-making process enables individuals to collaborate with others to improve their quality of life. Goal-setting skills are essential to help students identify, adopt, and maintain healthy This standard includes the critical steps that are needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future. Research confirms that the practice of health-enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and risk-taking This standard promotes the acceptance of personal responsibility for health and encourages the practice of healthy 9

10 4. Students will use interpersonal communication skills to enhance personal health. Rationale: Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use verbal and nonverbal skills to develop and maintain healthy personal relationships. The ability to organize and convey information and feelings is the basis for strengthening interpersonal interactions and reducing or avoiding conflict. 5. Students will contribute to the health of their families, peers, schools, communities, and the environment. Rationale: Health is affected by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influences health practices and behaviors among youth, including personal values, beliefs, and perceived norms. Advocacy skills help students promote healthy norms and healthy This standard helps students develop important skills to target their health-enhancing messages and to encourage others to adopt healthy 10

11 South Dakota K-12 Health Education Standards and Indicators The South Dakota Health Education Standards and Indicators remain the same throughout the K-12 Standards document. It is within the benchmarks and sample grade level activities that there is a difference of what would be expected based on each grade level cluster. STANDARD/GOAL ONE Students will understand health promotion and disease prevention concepts and practices. INDICATOR 1: Students will evaluate how personal behavior can impact the health of self, peers, and family. INDICATOR 2: Students will evaluate the impact of mental, emotional, social, and physical health on various interrelated body systems. INDICATOR 3: Students will analyze how medical research, government agencies, and public health policies influence health promotion and disease prevention. STANDARD/GOAL TWO: Students will access and evaluate health information, products, and services. INDICATOR 1: Students will evaluate the impact of culture, media, and technology on personal health decisions and practices. Students will access and evaluate health information, products, and services. INDICATOR 2: Students will evaluate strategies for achieving and maintaining personal health goals. INDICATOR 3: Students will analyze how medical research, government agencies, and public health policies influence health promotion and disease prevention. 11

12 STANDARD/GOAL THREE: Students will understand the benefits of practicing health-enhancing behaviors that reduce health risks. INDICATOR 1: Students will evaluate health-enhancing behaviors that promote wellness. INDICATOR 2: Students will evaluate strategies for achieving and maintaining personal health goals. INDICATOR 3: Students will evaluate the role of personal responsibility in health-related decisions. STANDARD/GOAL FOUR: Students will use interpersonal communication skills to enhance personal health. INDICATOR 1: Students will evaluate how communication affects relationships with family, peers, and community. INDICATOR 2: Students will evaluate and select effective communication skills, which enhance personal health. INDICATOR 3: Students will analyze conflict and engage in healthy communication and resolution strategies. STANDARD/GOAL FIVE: Students will contribute to the health of their families, peers, schools, communities, and the environment. INDICATOR 1: Students will analyze community and environmental health issues based on valid and reliable information. INDICATOR 2: Students will evaluate the impact of strategies used to address community and environmental health issues. INDICATOR 3: Students will advocate and support practices which promote a healthy community and environment. 12

13 ESSENTIAL KNOWLEDGE: LEVEL OF EMPHASIS Rapid City Area Schools Health Curriculum is based on the South Dakota Health Contents Standards. Concepts are presented in a spiral format, which presents a given concept multiple times throughout the curriculum. Initially a concept is introduced, next it is developed, after that it is emphasized, and finally, it is reinforced. The rubric has been developed to assist curriculum guide users in identifying the level of instructional emphasis that a standard should receive at a particular grade level or in a given course. Level of Instructional Emphasis: I - Introduce First exposure to content concept D Develop Knowledge extended, mastery not expected E Emphasize In-depth study to mastery R Reinforce Mastery is maintained 13

14 STANDARD/GOAL ONE: Students will understand health promotion and disease prevention concepts and practices. Indicator K Indicator 1: Personal Health Behavior Indicator 2: Emotional, Social and Physical Health Indicator 3: Health and Disease Prevention Identify that healthy behaviors affect personal health Recognize that there are multiple dimensions of health List ways to prevent common childhood injuries Describe ways to prevent communicable diseases Describe why it is important to seek health care Identify that healthy behaviors affect personal health Recognize that there are multiple dimensions of health List ways to prevent common childhood injuries Describe ways to prevent communicable diseases Describe why it is important to seek health care Identify that healthy behaviors affect personal health Recognize that there are multiple dimensions of health List ways to prevent common childhood injuries Describe ways to prevent communicable diseases Describe why it is important to seek health care Describe the relationship between healthy behaviors and personal health Describe ways in which safe and healthy school and community environments can promote personal health Identify examples of emotional, intellectual, physical, and social health Describe ways to prevent common childhood injuries and health problems Describe when it is important to seek health care Describe the relationship between healthy behaviors and personal health Describe ways in which safe and healthy school and community environments can promote personal health Identify examples of emotional, intellectual, physical, and social health Describe ways to prevent common childhood injuries and health problems Describe when it is important to seek health care Describe the relationship between healthy behaviors and personal health Describe ways in which safe and healthy school and community environments can promote personal health Identify examples of emotional, intellectual, physical, and social health Describe ways to prevent common childhood injuries and health problems Describe when it is important to seek health care 14

15 STANDARD/GOAL TWO: Students will access and evaluate health information, products, and services. Indicator K Indicator I: Personal Decisions and Practices Identify trusted adults and professionals who can help promote health Identify trusted adults and professionals who can help promote health Identify trusted adults and professionals who can help promote health Influences Cultural Media Technology Identify characteristics of valid health information, products, and services Influences Cultural Media Technology Identify characteristics of valid health information, products, and services Influences Cultural Media Technology Identify characteristics of valid health information, products, and services Indicator 2: Health services Health services Health services Local resources and organizations Local resources and organizations Local resources and organizations Personal Health Goals Identify ways to locate school and community health helpers Identify ways to locate school and community health helpers Identify ways to locate school and community health helpers Locate resources from home, school, and community that provide valid health information Locate resources from home, school, and community that provide valid health information Locate resources from home, school, and community that provide valid health information Indicator 3: Health and Disease Prevention Emergency helpers Medications 911 Dental Health Emergency helpers Medications 911 Dental Health Emergency helpers Medications 911 Dental Health Describe ways to prevent common childhood injuries and health problems. Describe when it is important to seek health care. Describe ways to prevent common childhood injuries and health problems. Describe when it is important to seek health care. Describe ways to prevent common childhood injuries and health problems. Describe when it is important to seek health care. 15

16 STANDARD/GOAL THREE: Students will understand the benefits of practicing health-enhancing behaviors that reduce health risks. Indicator K Indicator 1: Wellness healthy practices and behaviors to maintain or improve personal health behaviors that avoid or reduce health risks healthy practices and behaviors to maintain or improve personal health behaviors that avoid or reduce health risks healthy practices and behaviors to maintain or improve personal health behaviors that avoid or reduce health risks List healthy options to health-related issues or problems. Identify responsible personal health a variety of healthy practices and behaviors to maintain or improve personal health. List healthy options to health-related issues or problems. Identify responsible personal health a variety of healthy practices and behaviors to maintain or improve personal health. List healthy options to health-related issues or problems. Identify responsible personal health a variety of healthy practices and behaviors to maintain or improve personal health. a variety of behaviors that avoid or reduce health risks. a variety of behaviors that avoid or reduce health risks. a variety of behaviors that avoid or reduce health risks. Indicator 2: Maintaining Personal Health Goals Identify a shortterm personal health goal and take action toward achieving that goal. Identify who can help when assistance is needed to achieve a personal health goal. Identify a short-term personal health goal and take action toward achieving the goals Identify who can help when assistance is needed to achieve a personal health goal. Identify a short-term personal health goal and take action toward achieving the goals Identify who can help when assistance is needed to achieve a personal health goal. Set a personal health goal and track progress toward its achievement. Identify resources to assist in achieving a personal health goal. Set a personal health goal and track progress toward its achievement. Identify resources to assist in achieving a personal health goal. Set a personal health goal and track progress toward its achievement. Identify resources to assist in achieving a personal health goal. 16

17 Indicator 3: Personal Responsibility Identify situations when a healthrelated decision is needed. Differentiate between situations when a healthrelated decision can be made individually or when assistance is needed. Identify situations when a healthrelated decision is needed. Differentiate between situations when a healthrelated decision can be made individually or when assistance is needed. Identify situations when a healthrelated decision is needed. Differentiate between situations when a healthrelated decision can be made individually or when assistance is needed. Identify healthrelated situations that might require a thoughtful decision. Analyze when assistance is needed in making a healthrelated decision. Predict the potential outcomes of each option when making a health-related decision. Identify healthrelated situations that might require a thoughtful decision. Analyze when assistance is needed in making a healthrelated decision. Predict the potential outcomes of each option when making a health-related decision. Identify healthrelated situations that might require a thoughtful decision. Analyze when assistance is needed in making a healthrelated decision. Predict the potential outcomes of each option when making a health-related decision. 17

18 STANDARD/GOAL FOUR: Students will use interpersonal communication skills to enhance personal health. Indicator K Indicator 1: Communication with others listening skills to enhance health. listening skills to enhance health. listening skills to enhance health. effective verbal and nonverbal communication skills to enhance health. effective verbal and nonverbal communication skills to enhance health. effective verbal and nonverbal communication skills to enhance health. how to ask for assistance to enhance personal health. how to ask for assistance to enhance personal health. how to ask for assistance to enhance personal health. Indicator 2: Self-Expression healthy ways to express needs, wants, and feelings. healthy ways to express needs, wants, and feelings. healthy ways to express needs, wants, and feelings. refusal skills that avoid or reduce health risks. refusal skills that avoid or reduce health risks. refusal skills that avoid or reduce health risks. Indicator 3: Conflict- Resolution ways to respond when in an unwanted, threatening, or dangerous situation. ways to tell a trusted adult if threatened or harmed listening skills to enhance health. ways to respond when in an unwanted, threatening, or dangerous situation. ways to tell a trusted adult if threatened or harmed listening skills to enhance health. ways to respond when in an unwanted, threatening, or dangerous situation. ways to tell a trusted adult if threatened or harmed. listening skills to enhance health. nonviolent strategies to manage or resolve conflict. nonviolent strategies to manage or resolve conflict. nonviolent strategies to manage or resolve conflict. 18

19 STANDARD/GOAL FIVE: Students will contribute to the health of their families, peers, schools, communities, and the environment. Indicator K Indicator 1: Communication and Environmental Health Issue Identify how the family influences personal health practices and Identify how the family influences personal health practices and Identify how the family influences personal health practices and Describe how the family influences personal health practices and Express opinions and give accurate information about health issues. Describe how the family influences personal health practices and Express opinions and give accurate information about health issues. Describe how the family influences personal health practices and Express opinions and give accurate information about health issues. Indicator 2: Communication and Environmental Health Strategies Identify what the school can do to support personal health practices and Make requests to promote personal health. Identify what the school can do to support personal health practices and Make requests to promote personal health. Identify what the school can do to support personal health practices and Make requests to promote personal health. Identify the influence of culture on health practices and Identify how peers can influence healthy and unhealthy Identify the influence of culture on health practices and Identify how peers can influence healthy and unhealthy Identify the influence of culture on health practices and Identify how peers can influence healthy and unhealthy Encourage others to make positive health choices. Encourage others to make positive health choices. Encourage others to make positive health choices. 19

20 Indicator 3: Communication and Environmental Health Practices Describe how the media can influence health Encourage peers to make positive health choices. Describe how the media can influence health Encourage peers to make positive health choices. Describe how the media can influence health Encourage peers to make positive health choices. Describe how the school and community can support personal health practices and Explain how media influences thoughts, feelings, and health Describe how the school and community can support personal health practices and Explain how media influences thoughts, feelings, and health Describe how the school and community can support personal health practices and Explain how media influences thoughts, feelings, and health Describe ways that technology can influence personal health. Describe ways that technology can influence personal health. Describe ways that technology can influence personal health. 20

21 Health Curriculum Clusters Grades K-2 Standards for K-5 are grouped by grade level. Educators should refer to the level of instructional emphasis key to determine grade level depth of content standard coverage. Level of Instructional Empasis: I Introduce First exposure to content concept D Develop Knowledge extended, mastery not expected E Emphasize In-depth study to mastery R Reinforce Mastery is maintained Kindergarten 2 nd Grade I D E R GOAL # 1 Students will understand health promotion and disease prevention concepts and practices. Objectives: 1. Identify expressions, behaviors, and appropriate ways to deal with emotions associated with different feelings. K 1, 2 2. Identify appropriate ways to deal with emotions. K 1, 2 3. Explain why sleep and rest are important for proper growth and good health. K 1, 2 4. Discuss how food choices and activity affect a healthy lifestyle. K 1, 2 5. Recognize that the body has many different systems, e.g., digestive, circulatory. K 1, 2 6. Describe what it means to be healthy, e.g., physically, emotionally, and socially. K 1, 2 7. Recognize various health conditions e.g., allergies, diabetes, asthma, and seizures. K 1, 2 8. List various community health and safety helpers, e.g., nurse, police, firefighters, doctor, dentist. K Describe safety rules in school, home and the community, e.g., crossing the street, bike helmet, and seatbelts. K List specific practices that help prevent and control the spread of germs and head lice, e.g., hand washing, covering mouth when coughing, handling body fluids and sharing combs, hats, and hair accessories. K 1, 2 21

22 Kindergarten 2 nd Grade I D E R GOAL # 2 Students will access and evaluate health information, products and services. Objectives: 1. Identify personal health habits and family beliefs/practices regarding health. K 1, 2 2. Identify examples of hygiene related products, e.g., shampoo, toothpaste, soap, sunscreen, etc. K List community used health care technology, e.g., x-ray, medical equipment. K 1, 2 4. Explore how local health agencies protect and promote the well being and safety of community members. K List personal/family situations, which require medical attention. K 1, 2 6. Introduce 911 emergency number and its uses. K 1, 2 7. Describe rules for the safe use of medicines or treatment. K 1, 2 GOAL # 3. Students will understand the benefits of practicing health-enhancing behaviors that I D E R reduce health risks. Objectives: 1. Recognize various harmful or risky behaviors and situations. K Describe qualities of a good friend and managing conflict. K 1, 2 3. Identify personal behaviors that promotes a healthy lifestyle and contrast a healthy lifestyle vs. unhealthy lifestyle K 1, 2 4. Compare good health vs. poor health. K 1, 2 22

23 Kindergarten 2 nd Grade I D E R GOAL # 4 Students will use interpersonal communication skills to enhance personal health. Objectives: 1. Demonstrate respect and courtesy about similarities and differences in human health. K Practice healthy ways to communicate with family members and peers. K 1, 2 3. Model positive ways to express needs, wants and feelings with classmates. K Identify personal skills and talents. K 1, 2 5. Learn strategies to manage anger and solve conflict. K 1, 2 6. Explore, define, and demonstrate cooperation. K 1, 2 7. Identify ways to refuse harmful substances. K 1, 2 GOAL # 5 Students will contribute to the health of their families, peers, schools, communities and the environment. Objectives: 1. Explain how a student's healthy habits affect a family, school, community. K 1, 2 2. Identify signs and symbols that keep us safe, e.g., no smoking, poison, exit, fire, no trespassing. I D E R K Explore ways medicine can improve health. K 1, 2 4. Explore environmental health issues that affect the classroom, e.g., room temperature, air quality, lighting. K 1, 2 5. Explore ways to work as a team to make healthy choices, e.g., classroom goals, recycling projects, trash pickup. K 1, 2 6. Explain why families need good health care. K 1, 2 23

24 Health Curriculum Cluster Grades 3-5 Standards for K-5 are grouped by grade level. Educators should refer to the level of instructional emphasis key to determine grade level depth of content standard coverage. Level of Instructional Emphasis: I Introduce First exposure to content concept D Develop Knowledge extended, mastery not expected E Emphasize In-depth study to mastery R Reinforce Mastery is maintained Third Fifth Grade I D E R GOAL # 1 Students will understand health promotion and disease prevention concepts and practices. Objectives: 1. Describe and demonstrate reasons why it's important to identify and properly express feelings. 3 4, 5 2. Explore the behavioral and environmental factors associated with the major causes of death in the United States. 3 4, 5 3. Explore the difference between infectious diseases and non-infectious diseases. 3 4, 5 4. List specific practices and behaviors that prevent and control the spread of diseases. 3 4, 5 5. Identify and discuss body systems. 3 4, 5 6. Describe positive and negative characteristics of social, emotional and physical health. 3 4, 5 7. Explain physical, social, and emotional health and how it affects well being, e.g., how worry/fear affects physical well being. 3 4, 5 8. Examine safety procedures and health regulations that affect self, family, and community. 3 4, 5 9. Establish personal goals that enhance physical, social, and emotional health. 3 4, 5 24

25 Third Fifth Grade I D E R GOAL # 2 Students will access and evaluate health information, products and services. Objectives: 1. Explore societal practices that influence a healthy lifestyle. 3 4, 5 2. Analyze the influence of the media on personal health practices. 3 4, 5 3. Determine how to locate/access local resources, medical services and various products. 3 4, 5 4. Explore how local, state, and national health organizations resolve various health issues/situations. 3 4, 5 5. Describe health problems which require professional evaluation and attention. 3 4, 5 6. Describe the differences between over-the-counter and prescribed medication. 3 4, 5 GOAL # 3 Students will understand the benefits of practicing health-enhancing behaviors that reduce health risks. Objectives: I D E R 1. Explain the effects of alcohol, tobacco and other drugs on the body. 3 4, 5 2. Determine how peers can influence individual and/or group behavior. 3 4, 5 3. Recognize that health is both a condition and a process. 3 4, 5 4. Recognize the need to set priorities for personal health. 3 4, 5 5. Explore food groups, nutritional content and healthy food choices. 3 4, 5 6. Investigate how negative/positive decisions can impact one's future health. 3 4, 5 25

26 Third Fifth Grade GOAL #4 Students will use interpersonal communication skills to enhance personal health. Objectives: 1. Demonstrate appropriate ways to talk to someone about personal health problems, issues, and concerns, such as a parent or health care provider. I D E 3 R 4, 5 2. Model appropriate verbal and nonverbal communication. 3 4, 5 3. Model open communication with others 3 4, 5 4. Describe how a positive self-image contributes to a healthy lifestyle 3 4, 5 5. Investigate conflict situations and model appropriate resolution techniques. 3 4, 5 GOAL # 5 Students will contribute to the health of their families, peers, schools, communities and the environment. Objectives: I D E R 1. Discuss the significance of community health and environmental issues. 3 4, 5 2. Describe ways in which technological, scientific and medical advances have improved family and personal health. 3. Identify the benefits of working together to share local, state, and national resources and solve health problems. 3 4, 5 3 4, 5 4. Describe community health and environmental protection recommendations. 3 4, 5 5. Model health practices which have positive effects on others. 3 4, 5 6. Work cooperatively with others to promote healthy families. 3 4, 5 7. Describe strategies to cope with family and school crises. 3 4, 5 26

27 Health Education Resources Websites U.S. Centers for Disease Control and Prevention o CDC s School Health Education Resources (SHER) Website provides user-friendly access to the myriad of school health education offerings available from the U.S. Department of Health and Human Services, Centers for Disease Control and Prevention (CDC) o Characteristics of Effective Health Education Curricula Reviews of effective programs and curricula and input from experts in the field of health education have identified characteristics of effective health education curricula. o National Health Education Standards the National Health Education Standards (NHES) are written expectations for what students should know and be able to do by grades 2, 5, 8, and 12 to promote personal, family, and community health. The standards provide a framework for curriculum development and selection, instruction, and student assessment in health education. o Youth Risk Behavior Surveillance System The YRBSS was developed in 1990 to monitor priority health risk behaviors that contribute markedly to the leading causes of death, disability, and social problems among youth and adults in the United States. These behaviors, often established during childhood and early adolescence, include: Tobacco use. Unhealthy dietary Inadequate physical activity. Alcohol and other drug use. Sexual behaviors that contribute to unintended pregnancy and sexually transmitted disease, including HIV infection. Behaviors that contribute to unintentional injuries and violence. 27

28 o The School Health Policies and Programs Study (SHPPS) A national survey conducted every six years to assess school health policies and practices at the state, district, school, and classroom levels. SHPPS was most recently conducted in State Health-Related Organizations South Dakota Health EDventure.org o Promoting healthy lifestyles one EDventure at a time! National Health-Related Organizations American Cancer Society o The American Cancer Society provides basic information and resources about school health for teachers, parents, and other health professionals. American Association for Health Education o The American Association for Health Education serves health educators and other professionals who promote the health of all people. AAHE encourages, supports, and assists health professionals concerned with health promotion through education and other systematic strategies. 28

29 Alliance for a Healthier Generation o The Alliance for a Healthier Generation is a partnership between the American Heart Association and the William J. Clinton Foundation with funding from the Robert Wood Johnson Foundation. The organizations have come together to fight one of our nation s leading health threats childhood obesity. The Alliance provides a four-pronged approach that works with schools, children, families, the food and beverage industries, healthcare insurers, and pediatricians. American School Heath Association o The American School Heath Association unites the many professionals working in schools who are committed to safeguarding the health of school-aged children. The Association is a multidisciplinary organization of administrators, counselors, health educators, physical educators, psychologists, school health coordinators, school nurses, school physicians, and social workers. Its mission is to protect and promote the health and well-being of children and youth through coordinated school health programs as a foundation for school success. Society of State Directors of Health, Physical Education and Recreation o Established in 1926, the Society of State Directors of Health, Physical Education and Recreation is a professional association whose members supervise and coordinate programs in health, physical education, and related fields within state departments of education. Associate members are those who are interested in the goals and programs of the Society who do not work within a state education agency. 29