(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) In Grade 1, students learn more about their bodies
and how to care for themselves. Students also begin to learn that
relationships exist between behaviors and health, and that there are
community helpers such as nurses and doctors who help them stay healthy.
In Grade 1, students also learn skills to help them make friends,
resolve conflicts, and solve problems.
(b) Knowledge and skills.
(1) Health behaviors. The student understands that
personal health decisions and behaviors affect health throughout the
life span. The student is expected to:
(A) describe and practice activities that enhance individual
health such as enough sleep, nutrition, and exercise; and
(B) describe activities that are provided by health
care professionals such as medical check-up and dental exams.
(2) Health behaviors. The student understands that
safe, unsafe, and/or harmful behaviors result in positive and negative
consequences throughout the life span. The student is expected to:
(A) identify and use protective equipment to prevent
(B) name safe play environments;
(C) explain the harmful effects of, and how to avoid,
alcohol, tobacco, and other drugs;
(D) identify ways to avoid weapons and drugs or harming
oneself or another person by staying away from dangerous situations
and reporting to an adult;
(E) identify safety rules that help to prevent poisoning;
(F) identify and describe safe bicycle skills;
(G) identify and practice safety rules during play;
(H) identify how to get help from a parent and/or trusted
adult when made to feel uncomfortable or unsafe by another person/adult.
(3) Health behaviors. The student demonstrates basic
critical-thinking, decision-making, goal setting, and problem-solving
skills for making health-promoting decisions. The student is expected
(A) explain ways to seek the help of parents/guardians
and other trusted adults in making decisions and solving problems;
(B) describe how decisions can be reached and problems
can be solved; and
(C) explain the importance of goal setting and task
(4) Health information. The student understands the
basic structure and functions of the human body and how they relate
to personal health throughout the life span. The student is expected
(A) identify and demonstrate use of the five senses;
(B) identify major body structures and organs and describes
their basic functions; and
(C) identify and apply principles of good posture for
healthy growth and development.
(5) Health information. The student recognizes health
information. The student is expected to:
(A) identify people who can provide helpful health
information such as parents, teachers, nurses, and physicians; and
(B) list ways health information can be used such as
knowing how to brush teeth properly.
(6) Health information. The student recognizes the
influence of media and technology on health behaviors. The student
is expected to:
(A) identify examples of health information provided
by various media; and
(B) cite examples of how media and technology can affect
behaviors such as television, computers, and video games.
(7) Influencing factors. The student understands the
difference between sickness and health in people of all ages. The
student is expected to:
(A) name types of germs that cause illness and disease;
(B) identify common illnesses and diseases and their
(C) explain common practices that control the way germs
(8) Influencing factors. The student understands factors
that influence the health of an individual. The student is expected
(A) name various members of his/her family who help
them to promote and practice health habits; and
(B) describe ways in which a person's health may be
affected by weather and pollution.
(9) Personal/interpersonal skills. The student knows
healthy and appropriate ways to communicate consideration and respect
for self, family, friends, and others. The student is expected to:
(A) demonstrate respectful communication;
(B) list unique ways that individuals use to communicate
such as using body language and gestures;
(C) express needs, wants, and emotions in appropriate
(D) describe and practice techniques of self-control
such as thinking before acting;
(E) list ways of actively discouraging bullying; and
(F) practice refusal skills and replacement behaviors
to avoid and resolve conflicts.
(10) Personal/interpersonal skills. The student comprehends
the skills necessary for building and maintaining healthy relationships.
The student is expected to:
(A) describe ways to build and maintain friendships;
(B) practice refusal skills to avoid and resolve conflicts.
(11) Personal/interpersonal skills. The student understands
that bullying behaviors result in negative consequences throughout
the life span. The student is expected to:
(A) demonstrate how to get help from a teacher, parent,
or trusted adult when made to feel bullied, uncomfortable, or unsafe
by a peer or an adult; and
(B) describe negative consequences for both the victim
and the bully.