Health Promotion and Disease Prevention: Students will comprehend concepts related to health promotion and disease prevention as related to: (a) community health, (b) environmental health, (c) mental and emotional health, (d) nutrition, e) prevention and control of disease, (f) consumer health, (g) family life and sexuality, (h) injury prevention and safety, i) personal health, (j) substance use, misuse, abuse and addictions.
Benchmark 1
Students demonstrate comprehension of basic concepts related to health promotion and disease prevention by identifying and describing relationships between well being and the health behaviors in the ten content areas.
Indicator 1
The student will understand the reasons for handwashing and dental care. Taken from SC.06.01.02--responsibility of classroom teacher)
Benchmark 2
Students demonstrate comprehension of basic concepts related to physical growth and development.
Indicator 1
The student will understand that life comes from the same kind of life. Responsibility of the classroom teacher)
Indicator 2
The student will identify that all animal babies have a father and mother. Responsibility of the classroom teacher)
Indicator 3
The student will identify there are two kinds of life, male and female. Responsibility of the classroom teacher)
Indicator 4
The student will recognize that adult animals were once babies. (Responsibility of the classroom teacher)
Access Health Information, Products, and Services-Students demonstrate the ability to access valid health information and health-promoting products and services.
Benchmark 1
Students locate information on products and services and recognize the validity of that information.
Indicator 1
The student will recognize situations where adult help is needed and know to get help. (Taken from CNCN.01.03.06--responsibility of Counselor)
Self-Management- Students demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
Benchmark 1
Students identify health risks as related to the ten content areas in Standard One.
Indicator 1
Personal safety awareness (Taken from CNCN01.03.01--responsibility of Counselor)
Personal Safety Awareness Unit, Personal Space, Greenbush Life Van
Indicator 2
The student will discuss weather safety, cross walk and fire safety. (Taken from SC06.01.01--responsibility of classroom teacher)
Discuss the need to obey traffic signals, the use of crosswalks, and the danger of talking to strangers.
Benchmark 2
Students identify and demonstrate healthy behaviors as related to the ten content areas in Standard One.
Indicator 1
The student will discuss the food pyramid. (Taken from SC06.01 03--responsibility of classroom teacher)
Life Van, balanced diet/food group discussions
Influence of Culture, Media, and Technology- Students analyze the influence of culture, media, technology, and other factors on health.
Benchmark 1
Students describe how culture, media, technology, and other factors influence health behavior as related to the ten content areas contained in Standard One.
Indicator 1
The student will discuss litter and pollution. (Taken from SC06.02 01--responsibility of classroom teacher)
Interpersonal Communication- Students demonstrate the ability to use interpersonal communication skills to enhance health.
Benchmark 1
Students demonstrate verbal and non-verbal communication skills to enhance health as related to the ten content areas contained in Standard One.
Indicator 1
The student will describe personal strengths and limitations. (Taken from CNCN01.01.01--responsibility of Counselor)
Alike and Different books - "We are all Special", "Spotty Pig", "I Like Me!", Uniqueness
Indicator 2
The student will identify the influence of positive and negative messages. (Taken from CNCN01.01.02--responsibility of Counselor)
Conflict Resolution, I-Messages, Challenger Program
Indicator 3
The student will describe one's own unique abilities. (Taken from CNCN01.01 04--responsibility of Counselor)
Alike and Different books - "We are all Special", "Spotty Pig", "I Like Me!", Uniqueness
Benchmark 2
Students demonstrate refusal and conflict resolution skills to enhance health.
Indicator 1
The student will describe the possible short-term and long-term consequences of choices. (Taken from CNCN01.02.03--responsibility of Counselor)
Conflict Resolution, I-Messages, Challenger Program
Benchmark 3
Students demonstrate healthy ways to express needs, wants, and feelings.
Indicator 1
The student will identify the influence of positive and negative messages. (Taken from CNCN01.01.02--responsibility of Counselor)
Conflict Resolution, I-Messages, Challenger Program
Goal-Setting and Decision-Making Skills- Students demonstrate the ability to use goal setting and decision-making skills to enhance health.
Benchmark 1
Students identify, describe, and demonstrate goal setting and decision making skills to enhance health as related to the ten content areas contained in Standard One.
Indicator 1
The student will describe the possible short-term and long-term consequences of choices. (Taken from CNCN01.02.03--responsibility of Counselor)
Conflict Resolution, I-Messages, Challenger Program
Advocating for Health- Students demonstrate the ability to advocate for personal, family, and community health.
Benchmark 1
Students identify a variety of methods to advocate for personal, family and community health as related to the ten content areas contained in Standard One.
Indicator 1
The student will recognize situations where adult help is needed and know to get help. (Taken from CNCN01.03.06--responsibility of Counselor)
Fire Dept. visits, DARE (5th grade), CAC @ 2nd & 4th grades, Bike officer, Extension Office (handwashing 2nd grade)
USD
250 Home Page
General info:
Vicki Horton
Tech info:
Rick Duling
Webmaster:
Noah Grotheer
©
Pittsburg Public Schools