| (a) Introduction.
(1) The goal of health education is to provide instruction
that allows youth to develop and sustain health-promoting behaviors
throughout their lives. The understanding and application of these
standards will allow students the ability to gather, interpret, and
understand health information; achieve health literacy; and adapt
to the ever-evolving science of health. The health education knowledge
and skills should be presented to students in a positive manner to
support the development of a healthy self-concept and responsible
decision making. The standards will help students reinforce, foster,
and apply positive character traits.
(2) There are essential skills that repeat throughout
the five strands and embody the interconnection of health literacy.
These skills include decision making, problem solving, goal setting,
maintaining healthy relationships with self and others, seeking help
and support, and recognizing various influences on health such as
social, environmental, media, and genetic. These skills, developed
early on and reinforced throughout a student's education, will foster
mastery of health concepts. Health class educators are encouraged
to partner with school counselors where available to schedule time
for them to deliver classroom guidance lessons to help teach these
essential competencies.
(3) In Kindergarten-Grade 3, students gain an understanding
of health information and skills through five strands: physical health
and hygiene; mental health and wellness; healthy eating and physical
activity; injury and violence prevention and safety; and alcohol,
tobacco, and other drugs.
(A) Physical health and hygiene education helps to
prepare students for improved lifelong health outcomes. Learning about
body systems lays the foundation for personal health and hygiene.
Health literacy and preventative behaviors empower students to make
informed choices to support self, family, and community.
(B) The mental health and wellness strand recognizes
that the knowledge and skills necessary to manage emotions, reactions,
and relationships are essential to reaching one's full potential.
Students gain knowledge about social and emotional health, including
developing a healthy self-concept, understanding risk and protective
factors, and identifying and managing mental health and wellness concerns.
In the early grades, students develop fluency around emotions and
self-regulation and understand the relationship between feelings,
thoughts, and behavior. In subsequent grades, students learn and practice
appropriate ways to solve interpersonal conflicts, work to develop
a positive self-image, and develop healthy self-management skills.
(C) The healthy eating and physical activity strand
addresses the importance of nutrition and physical activity to support
a healthy lifestyle. Students apply critical-thinking and decision-making
skills to make positive health choices. Students learn about essential
nutrients, food groups, portion control, government nutritional recommendations,
and the health benefits of being physically active. Students evaluate
the connection between physical activity and nutrition and the prevention
of chronic diseases.
(D) By focusing on injury and violence prevention and
safety, the standards promote student well-being and awareness of
dangerous situations. Supporting student well-being and providing
instruction in digital citizenship, bullying prevention, first aid,
and identification of safe and unsafe situations creates empowered
and educated students who are able to make decisions that keep themselves
and others safe. Beginning in Kindergarten and continuing through
high school, students gain knowledge and skills to support safety
and wellness at school, at home, online, and in the community.
(E) The standards under the alcohol, tobacco, and other
drugs strand focus on a number of protective factors that develop
empowered students who are able to make better-informed decisions,
including understanding the impact of substance use on physical, mental,
and social health. Through this strand, students learn key concepts
about alcohol, tobacco, and other drugs, including the use, misuse,
and physiological effects; short- and long-term impacts on health;
treatment; risk and protective factors; and prevention. These concepts
introduce healthy alternatives and ways for students to ask for and
seek out help from parents and other trusted adults.
(4) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(5) Students should first seek guidance in the area
of health from a parent or legal guardian.
(b) Knowledge and skills.
(1) Physical health and hygiene--body systems. The
student examines the structure, function, and relationships of body
systems and their relevance to personal health. The student is expected
to name the five senses.
(2) Physical health and hygiene--personal health and
hygiene. The student understands health literacy, preventative health
behaviors, and how to access and evaluate health care information
to make informed decisions. The student is expected to:
(A) name people who can provide health care guidance
such as parents, family members, other trusted adults, teachers, and
health care professionals;
(B) identify personal hygiene and health habits that
help individuals stay healthy such as hand washing and brushing teeth;
(C) discuss ways in which germs are transmitted, methods
of preventing the spread of germs, and the importance of immunization;
and
(D) identify head lice and biting insects that may
cause illness and their proper removal and care.
(3) Mental health and wellness--social and emotional
health. The student identifies and applies strategies to develop socio-emotional
health, self-regulation, and healthy relationships. The student is
expected to:
(A) identify their own feelings and emotions;
(B) describe and practice calming and self-management
strategies;
(C) discuss how friends can influence a person's behavior;
(D) demonstrate skills for making new acquaintances;
(E) demonstrate respect and communicate appropriately
with individuals; and
(F) identify and practice ways to solve conflicts with
a friend.
(4) Mental health and wellness--developing a healthy
self-concept. The student develops the capacity for self-assessment
and evaluation, goal setting, and decision making in order to develop
a healthy self-concept. The student is expected to:
(A) describe positive social skills and personal qualities
such as truth, kindness, reliability, and respectfulness; and
(B) discuss the meaning of goals and identify at least
one health-related goal.
(5) Mental health and wellness--identifying and managing
mental health and wellness concerns. The student develops and uses
appropriate skills to identify and manage conditions related to mental
health and wellness. The student is expected to discuss how to treat
peers with different learning needs with dignity.
(6) Healthy eating and physical activity--food and
beverage daily recommendations. The student identifies and explains
healthy eating strategies for enhancing and maintaining personal health
throughout the lifespan. The student is expected to:
(A) demonstrate an understanding that the human body
is composed mostly of water and explain the importance of drinking
water daily;
(B) identify healthy portion sizes for common food
items;
(C) identify types of foods that help the body grow,
including fruits and vegetables, dairy, and protein; and
(D) identify healthy and unhealthy snack choices.
(7) Healthy eating and physical activity--risk and
protective factors. The student identifies and explains risk and protective
factors related to healthy eating and physical activity. The student
is expected to:
(A) describe basic facts of food allergy safety such
as not sharing food and explain the importance of respecting others
who have allergies; and
(B) identify habits that help individuals stay healthy
such as getting the proper amount of sleep and daily physical activity.
(8) Injury and violence prevention and safety--safety
skills and unintentional injury. The student identifies and demonstrates
safety and first aid knowledge to prevent and treat injuries. The
student is expected to:
(A) discuss and demonstrate procedures for responding
to emergencies, including reporting to a parent or another trusted
adult or contacting 911; and
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