(1) In health education, students acquire the health
information and skills necessary to become healthy adults and learn
about behaviors in which they should and should not participate. To
achieve that goal, students will understand the following: students
should first seek guidance in the area of health from their parents;
personal behaviors can increase or reduce health risks throughout
the lifespan; health is influenced by a variety of factors; students
can recognize and utilize health information and products; and personal/interpersonal
skills are needed to promote individual, family, and community health.
(2) Kindergarten students are taught basic factors
that contribute to health literacy. Students learn about their bodies
and the behaviors necessary to protect them and keep them healthy.
Students also understand how to seek help from parents and other trusted
(b) Knowledge and skills.
(1) Health behaviors. The student recognizes that personal
health decisions and behaviors affect health throughout life. The
student is expected to:
(A) identify and practice personal health habits that
help individuals stay healthy such as a proper amount of sleep and
(B) identify types of foods that help the body grow
such as healthy breakfast foods and snacks; and
(C) identify types of exercise and active play that
are good for the body.
(2) Health behaviors. The student understands that
behaviors result in healthy or unhealthy conditions throughout the
life span. The student is expected to:
(A) identify the purpose of protective equipment such
as a seat belt and a bicycle helmet;
(B) identify safe and unsafe places to play such as
a back yard and a street;
(C) name the harmful effects of tobacco, alcohol, and
(D) identify ways to avoid harming oneself or another
(E) practice safety rules during physical activity
such as water safety and bike safety;
(F) identify how to get help from a parent and/or trusted
adult when made to feel uncomfortable or unsafe by another person/adult;
(G) demonstrate procedures for responding to emergencies
including dialing 911; and
(H) name objects that may be dangerous such as knives,
scissors, and screwdrivers and tell how they can be harmful.
(3) Health behaviors. The student demonstrates decision-making
skills for making health-promoting decisions. The student is expected
(A) demonstrate how to seek the help of parents/guardians
and other trusted adults in making decisions and solving problems;
(B) plan a healthy meal and/or snack.
(4) Health information. The student knows the basic
structures and functions of the human body and how they relate to
personal health. The student is expected to:
(A) name the five senses;
(B) name major body parts and their functions; and
(C) name and demonstrate good posture principles such
as standing straight with shoulders back.
(5) Health information. The student understands how
to recognize health information. The student is expected to:
(A) name people who can provide helpful health information
such as parents, doctors, teachers, and nurses; and
(B) explain the importance of health information.
(6) Influencing factors. The student understands the
difference between being sick and being healthy. The student is expected
(A) tell how germs cause illness and disease in people
of all ages;
(B) name symptoms of common illnesses and diseases;
(C) explain practices used to control the spread of
germs such as washing hands; and
(D) discuss basic parts of the body's defense system
against germs such as the skin.
(7) Influencing factors. The student understands that
various factors influence personal health. The student is expected
(A) tell how weather affects individual health such
as dressing for warmth, protecting skin from the sun, and keeping
classrooms and homes warm and cool; and
(B) identify ways to prevent the transmission of head
lice such as sharing brushes and caps.
(8) Personal/interpersonal skills. The student understands
ways to communicate consideration and respect for self, family, friends,
and others. The student is expected to:
(A) recognize and describe individual differences and
communicate appropriately and respectfully with all individuals;
(B) explain the importance of showing consideration
and respect for teachers, family members, friends, peers, and other
(C) recognize and explain the importance of manners
and rules for healthy communication and treating others with respect.
(9) Personal/interpersonal skills. The student comprehends
the skills necessary for building and maintaining healthy relationships.
The student is expected to:
(A) identify and use refusal skills to avoid unsafe
behavior situations such as saying no in unsafe situations and then
telling an adult if he/she is threatened; and
(B) demonstrate skills for making new acquaintances.
(10) Personal/interpersonal skills. The student understands
that bullying behaviors result in unhealthy conditions throughout
the life span. The student is expected to:
(A) identify bullying behaviors;
(B) identify replacement behaviors to avoid bullying
friends, family members, and peers;
(C) demonstrate how to get help from a teacher, parent,
or trusted adult in solving problems and conflicts with peers; and
(D) describe appropriate actions to take in response