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 addiction.
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 SC06.01.02--responsibility of classroom teacher)
Cover handwashing, dental care, exercise, the need for sleep, and appropriate clothing.
Indicator 2
The student will identify negative effects of tobacco and alcohol. (Taken from CNCN01.03.04--responsibility of counselor) Discuss "saying no" strategies, healthy vs. unhealthy drugs
Indicator 3
The student will discuss germs and how they are spread. (Responsibility of classroom teacher)
Indicator 4
The student will demonstrate respect for others by not exposing them to your germs. (Responsibility of classroom teacher)
Indicator 5
The student will discuss how some germs are spread through blood and how blood should be handled. (Responsibility of classroom teacher Resource: nurse)
Benchmark 2
Students demonstrate comprehension of basic concepts related to physical growth and development.
Indicator 1
The student will discuss life cycles of mammals. (Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 2
The student will identify the characteristics of mammals. (Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 3
The student will understand that most mammals develop within the body of the mother. (Responsibility of classroom teacher Resource: nurse, counselor)
Indicator 4
The student will learn that mammals have the instinct to care for their young. Responsibility of classroom teacher Resource: nurse, counselor)
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 CNCN01.03.06--responsibility of the counselor)
Discuss police, fire, hospital, mental health, dental office, community walk.
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
The student will describe how to be a good friend. (Taken from CNCN01.03 01--responsibility of the counselor)
"Be a Fair Friend" Social Skills Activities for Special Children, p. 207-208
Indicator 2
Personal safety awareness (Taken from CNCN01.03.01--responsibility of the counselor)
Life Resource van on brain control and organs.
Indicator 3
The student will discuss weather safety, cross walk and fire safety.(Taken from SC06.01.01--responsibility of the classroom teacher)
Discuss the need to obey traffic signals, the use of crosswalks, and the danger of talking to strangers.
Indicator 4
The student will review safety rules taught and car passenger safety. (Taken from SC06.01.01--Responsibility of classroom teacher)
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 the classroom teacher)
Life Van, balanced diet/food group discussions
Indicator 2
The student will describe the importance of a healthy diet. (Taken from SC06.01 03--responsibility of the classroom teacher)
Health Science unit on change.
Indicator 3
The student will identify alternatives to substance abuse. (Taken from CNCN01 03.06--responsibility of the counselor and classroom teacher)
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 students will discuss turning off lights and water. (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 identify feelings. (Taken from CNCN01.05.01--responsibility of the counselor)
Indicator 2
The student identifies how people in his/her community satisfy their basic needs and wants (e.g., transportation, agriculture, mining, trade, manufacturing, services). (Taken from SS03.04.02--responsibility of the classroom teacher)
Benchmark 2
Students demonstrate refusal and conflict resolution skills to enhance health.
Indicator 1
The student explains why conflicts arise over control of territory and how these conflicts can be resolved (e.g., place in line, seat in car, area of playground). Taken from SS03.04.03--responsibility of the classroom teacher)
Indicator 2
The student will describe the possible short-term and long-term consequences of choices. (Taken from CNCN01.02.03--responsibility of the counselor)
Conflict Resolution, I-Messages, Challenger Program
Indicator 3
The student will identify negative effects of tobacco and alcohol. (Taken from CNCN01.03.04--responsibility of the counselor)
"I Can Say "No"" (MCG Kit EP 215, EP 217)
Benchmark 3
Students demonstrate healthy ways to express needs, wants, and feelings.
Indicator 1
The student identifies how people in his/her community satisfy their basic needs and wants (e.g., transportation, agriculture, mining, trade, manufacturing, services). (Taken from SS03.04.02--responsibility of the classroom teacher)
Indicator 2
The student will identify feelings. (Taken from CNCN01.05.01--responsibility of the counselor)
"Sending I-Messages" - Esteem Builders, p. 114-115
Indicator 3
The student will describe how to be a good friend. (Taken from CNCN01.05 03--responsibility of the counselor) "Be a Fair Friend" -Social Skills Activities for Special Children, p. 207-208
Indicator 4
The student will recognize own personal space and the privacy of others. (Taken from CNCN01.05.04--responsibility of the counselor)
"Not Disturbing Others" -Social Skills Activities for Special Children, p. 170-173
Indicator 5
The student will describe the influence people have on one another. (Taken from CNCN01.05.05--responsibility of the counselor)
Sharing materials and space during centers.
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 the 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 the counselor)
Fire Dept. visits, DARE (5th grade), CAC @ 2nd & 4th grades, Bike officer, Extension Office (handwashing 2nd grade)
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