Pre K complete by 1TY0b5

VIEWS: 7 PAGES: 43

									                         Plymouth Public Schools
                     Comprehensive Health Curriculum
                             Pre-Kindergarten




Pre-Kindergarten                                       38
Performance Reflection
                                         Scope and Sequence
                                          Pre-Kindergarten


                   Physical Health Strand                            Social and Emotional Health Strand



Standard 1      Standard 2      Standard 3      Standard 4     Standard 5         Standard 6      Standard 7

Growth and       Physical        Nutrition      Reproduction       Mental         Family Life     Interpersonal
Development     Activity and                       Human           Health                         Relationships
                  Fitness                         Sexuality

  Aids for       Apparatus        Nutrition       Found in     Reactions of         Types of            Why
 people with     Movement                         Grade 5      feelings             families      communication
  physical       Climbing                                                                           is essential
 disabilities    Ball skills

                 Locomotor       A plan for                    Ways to reduce      Factors that    Verbal/non-
                   skills       healthy meals                  angry feelings      strengthen         verbal
                 Jump ropes      and snacks                                         families      communication
                                                                                                       skills
                  Exercise       Body shape                    Character traits    Who to talk      Friendship
                 Tumbling         and size                      Leadership           to about
                  Project                                          skills         problems and
                 Adventure                                                          successes

                 Hula hoops      Hygiene in                       Problem                           Effects of
                                 preparing                      solving skills                    prejudice and
                                   foods                                                          discrimination

                  Rhythms       Influences of                   Coping skills
                   Dance        food choices                    that influence
                                                                 self concept

                Changes and     Healthy foods
                  feelings

                 Benefits of
                   fitness

                 Behaviors
                and wellness

                Responsible
                 behavior




       Pre-Kindergarten                                                                                  39
       Performance Reflection
                 Safety and Prevention Strand                        Personal and Community Health Strand



Standard 8       Standard 9         Standard 10     Standard 11      Standard 12      Standard 13    Standard 14

Disease            Safety and         Tobacco         Violence        Consumer        Ecological      Community
Prevention           Injury         Alcohol and      Prevention      Health and        Health         and Public
and Control        Prevention          other                          Resource                          Health
                                     Substance                       Management
                                        Use
                                    Prevention

   Germs          Fire/Candle          Non-           Developing      School and      Found in the   School health
                     safety          alcoholic          positive      community         Science         helpers
                 Weapon safety       beverages       relationships   health careers   Curriculum
                                      Alcohol

Communicable       Car safety        Prescription    Taking turns      Product                        Community
   disease                          and over-the-                     safety and                     health helpers
                                    counter drugs                     effects on
                                                                        health

    Non-         Bicycle safety       Tobacco        Interrupting                                    Practices that
communicable                                           politely                                       make living
   disease                                                                                               safer

Chronic health    Traffic safety     Poisoning       Coping with                                     Products that
 conditions       Train safety                       name calling                                    make living
                 Calling for help                                                                        safer

Fighting germs   Personal safety                       Helping
with medicine    Types of touch                       resources
      and
immunization

Symptoms of      Personal safety
  illness          rule/skills

   Skills to        Universal
   prevent         precautions
   disease

Dental health      First aid for
   skills        cuts and bruises




       Pre-Kindergarten                                                                                    40
       Performance Reflection
                                 Physical Health Strand


Physical Health includes those aspects of health that are often the most salient in our immediate lives and
related closely to the natural progression inherent in human development. The knowledge and skills
presented are the foundation for individual control over many of the factors related to a healthy lifestyle.
The areas covered share common goals in their emphasis and focus on building and maintaining healthy
habits.



Growth and Development
Growth and Development addresses the study of the structure and function of body systems, including how
human body systems function as a whole and their interdependence, throughout the human life cycle.

The study of Growth and Development provides understanding of the complex process of natural
progression through the life cycle as heredity and the environment influence it. By recognizing that growth
and development have a reciprocal relationship and each of the body systems contributes to the survival
and health of the total system, students can better see the influence that behavior has on health and overall
well being. Growth and Development are fostered by responsible actions and conduct related to health
needs and health concerns. The concepts learned in Growth and Development can contribute to decisions
about caring for oneself and others. Topics generally covered in Growth and Development include: Body
Systems and Life Cycle.



PreK-12 Standard 1: Growth and Development
Students will learn the basic characteristics of physical growth and development, including body functions
and systems throughout the life cycle, and will acquire skills to promote and maintain positive growth and
development.

Learning Standards: Growth and Development

PreK-5 Body Systems

1.1 Name the external and internal parts of the body and the body systems (nervous, muscular, skeletal,
circulatory, respiratory, endocrine, and excretory systems).


Found in Grade 1.




Pre-Kindergarten                                                                                               41
Performance Reflection
1.2 Identify behaviors and environmental factors that influence functioning of body systems.


Found in Grade 1.


1.3 Identify appropriate accommodations and aids for people with physical disabilities.

Appropriate accommodations and aids for people           Staff/aides of disabled students explain the equipment
with physical disabilities                                needed to help students with disabilities.
     Ramps
     Elevators
     Wheel chair accessible
     Aides for students with special needs

Life Cycle

1.4 Distinguish the characteristics of living and non-living organisms.


Found in the Science Curriculum


1.5 List the stages in the basic growth process of living organisms (fertilization, growth, reproduction, and
death).


Found in the Science Curriculum




Pre-Kindergarten                                                                                      42
Performance Reflection
Physical Activity and Fitness
Physical Activity and Fitness addresses physical development and wellness. Physical Activity and Fitness
focuses on individual competence and versatility in movement skills, understanding movement concepts
and body dynamics, and relating physical activity to lifelong health. Wellness captures the combination of
activity and fitness and a healthy lifestyle.

Students can increase their awareness of the benefits of physical activity and fitness through knowledge
about how the body functions. By identifying and experiencing the relationship of exercise to overall
health, applying important social skills and safety in physical activity, integrating learning movement with
other modes of learning, and practicing strategies to respond to stress, students can enhance their overall
health and wellness. Topics generally covered in Physical Activity and Fitness include: Motor Skill
Development, Fitness, and Personal and Social Competency.

PreK-12 Standard 2: Physical Activity and Fitness
Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and non-
locomotor movement skills, and will utilize principles of training and conditioning, will learn biomechanics
and exercise physiology, and will apply the concept of wellness to their lives.

Learning Standards: Physical Activity and Fitness
PreK-5 Motor Skill Development

2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve,
zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and
improve physical performance.

Games to Keep Kids Moving
Moving and Learning
You’ll Never Guess What We Did in Gym Today
Physical Education for Elementary School Children

Direction, balance, and level                                Students will be introduced to the basics of how to use
    Apparatus                                                 playground equipment and all of the safety factors that
         Playground equipment                                 go along with it.
         Beam activities
                                                             Students practice walking on the balance beam or a
                                                              rope.

          High level                                         Students complete an obstacle course.
          Low level
          Going over                                         Students use the movement education skills in chase
          Going under                                         and fleeing activities directed by the teacher.
          Walk                                                Activities will include a change in direction, balance,
          Run                                                 level, pathway, range, application of force and force
          Hop                                                 absorption.
          Gallop
          Skip
          Slide

     Climbing                                                Students will be introduced to climbing ladders.




Pre-Kindergarten                                                                                           43
Performance Reflection
Games to Keep Kids Moving

Pathway                                                     Students sit on the scooter board then move using
    Scooters                                                 hands or feet.
        Movement
        Balancing                                           Students balance on their stomach on the scooter
                                                             board.

                                                            Students participate in various movement games using
                                                             the scooters. Ex: Snail Race

Range

Games to Keep Kids Moving
Moving and Learning
You’ll Never Guess What We Did in Gym Today
Physical Education for Elementary School Children

Force absorption                                            Students strike balloons with different body parts.
   Body parts
       Arms                                                 Students break bubbles with different body parts.
       Elbows
       Head                                                 Students shake specific body parts to a drum signal or
       Knees                                                 other music.
       Legs
        Other                                               Students travel to another student and touch the same
                                                             specific body part. (toe to toe, etc.)


2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping,
hopping, galloping, sliding, jumping, leaping), and non-locomotor (twisting, balancing, extending) skills as
individuals and in teams.

Games to Keep Kids Moving
Moving and Learning
You’ll Never Guess What We Did in Gym Today
Physical Education for Elementary School Children
Play With a Purpose, Harper and Row

Manipulative skills                                           Students roll and throw playground balls at targets
  Ball Skills                                                  of various levels.
       Rolling
       Tossing                                                Students toss the Beanbag gently into the air so they
       Beanbags                                                will be able to catch it.

Locomotor skills                                              Children will engage in cooperative types of play
   Crawling                                                    where they need to work together with a variety of
   Crab Walk                                                   manipulatives and explore various movements.
   Walk on heels
   Tall knee walking




Pre-Kindergarten                                                                                          44
Performance Reflection
    Toe walking                                         Children will engage in cooperative types of play
    Jumping                                              where they need to work together with a variety of
        One foot                                         manipulatives and explore various movements.
        Two feet together
    Walking backwards
    Galloping

   Jump Ropes                                           Students will jump back and forth over a stationary
                                                         rope.

    Exercise                                            Students perform a fitness song with actions: If
    Parachute Exploration                                you’re healthy and you know it run in place. If
                                                         you’re healthy and you know it then your body’s
                                                         going to show it. If you’re healthy and you know it
                                                         run in place.

                                                        Students perform umbrellas and merry-go-rounds.

   Tumbling                                             Students perform egg rolls and log rolls.
      Rolling
      Balancing                                         Students balance on hands (wheelbarrow).

Non-Locomotor                                           Students will form various shapes as asked,
    Project Adventure                                    individually, in pairs and in small groups.
        Numbers, shapes, letters
    Hula Hoops                                          Students examine different ways of using hula
        Exploration                                      hoops, i.e., over, under, through, around, etc.


2.3 Perform rhythm routines, including dancing, to demonstrate fundamental movement skills.

Rhythms                                             Students use scarves to move to music.
   Balls
   Hoops                                            Students tap rhythm sticks to the “beat” of music in
   Sticks                                            response to various rhythms.

Dance                                               Students are directed by the teacher to creatively move
  Creative                                           to music that changes from fast to slow to stop to go.




Pre-Kindergarten                                                                                     45
Performance Reflection
2.4 Identify physical and psychological changes that result from participation in a variety of physical
activities.

Moving Into the Future

Physical changes and feelings that result from               Each student through, dictation or drawing a
participation in a variety of physical activities             picture, express personal likes, dislikes and physical
   Identify the effects on the body                           changes associated with participating in a physical
   Identify the feelings associated with the activity.        activity. (Frameworks-connects with Arts, English
                                                              Language Arts)

Psychological changes that result from participation in a    Each student will be introduced to the physiological
variety of physical activities                                signs of moderate physical activity. (i.e., fast heart
                                                              rate and heavy breathing)

                                                             Each student will be introduced to the
                                                              psychological effects of moderate physical activity.


2.5 Explain the benefits of physical fitness to good health and increased active lifestyle.

Health, McGraw Hill

Benefits of physical fitness                                 Students talk about how being physically active
    Strengthens the body                                      helps to keep them healthy.
    Helps you to think clearly
    Increases self esteem
    Improves self concept
    Helps to keep you at your right weight.
    Improves sleep
    Improves social health


2.6 Identify the major behaviors that contribute to wellness (exercise, nutrition, hygiene, rest, and
recreation, refraining from using tobacco, alcohol, and other substances).

Moving Into the Future

Major behaviors that contribute to wellness                  Students identify likes and dislikes connected with
   Exercise                                                   participation.
   Nutrition
   Hygiene                                                   Students work together in a group to create a
   Recreation                                                 “Health and Physical Education Book” for their
   Refrain from using tobacco, alcohol and other              classroom. Each child will draw something that
   substances                                                 represents the major behaviors that contribute to
                                                              wellness. (Connects to English Language Arts and
                                                              the Arts frameworks)




Pre-Kindergarten                                                                                         46
Performance Reflection
Personal and Social Competency

2.7 Demonstrate responsible personal and social conduct used in physical activity settings.

Fitness Fun
Human Kenetics
Moving Into the Future

Responsible personal behavior                              Students will identify feelings that result from
   Following directions                                     participation in physical activity.
   Participation
                                                           Students know the rules for participating in the
                                                            gymnasium and on the playground.

                                                           Students respond to rule infractions when reminded
                                                            once.

Responsible social behavior                                Students imitate the teddy bear stretch. Students
   Safety in a group                                        follow along repeating the stretches of a stuffed
   Getting along with others                                teddy bear held by the teacher. Reinforce
                                                            following directions, participation, safety and
                                                            getting along with others.

                                                           Students practice sharing by playing Mirror,
                                                            Mirror.

   Sharing                                                 Students practice sharing equipment, taking turns
   Taking turns                                             and give each other adequate space to exercise.

                                                            Students sing, “Work It Out, Taking Turns.

                                                           Students learn safety rules and how to take care of
                                                            equipment.

     Following rules                                       The student will recognize the joy of shared play.
     Cooperation
     Acceptance of differences                             Student will demonstrate a willingness to join in an
                                                            activity.

                                                           Interact positively with students in class regardless
                                                            of personal differences (i.e., race, gender,
                                                            disability).




Pre-Kindergarten                                                                                       47
Performance Reflection
Nutrition
Nutrition addresses the development of a healthy body composition through the balance of food intake and
physical activity. Nutrition includes many concepts, such as the relationships among food choices and
growth, nutrition guidelines, food insecurity, current health needs, chronic disease, and a healthy lifestyle.

An adequate and healthy intake of food and nutrients is essential for students to take full advantage of the
learning environment in school. Thus, students of all ages need the knowledge and skills to make wise
food choices in the contemporary food environment and throughout their lives. Instruction in Nutrition
includes evaluation of food promotion and media messages regarding realistic body size and shape, and
consumer and nutrition skills needed to select appropriate foods in varied settings. Topics generally
covered in Nutrition include: Improving Nutrition, Safe and Adequate Food Supply, and Social Influences.

PreK-12 Standard 3: Nutrition
Students will gain the knowledge and skills to select a diet that supports health and reduces the risk if
illness and future chronic diseases.

Learning Standards: Nutrition

PK-5 Improving Nutrition

3.1 Identify the key nutrients in food that support healthy body systems (skeletal, circulatory and
recognize that the amount of food needed changes as the body grows.

Key nutrients in food that support healthy body systems       Discuss the importance of eating healthy foods
    Nutrition                                                  during each meal.
         Good food gives energy.
         Good food helps children grow stay healthy
         Good nutrition habits are important for growth,
                                                              Examine the food pyramid and the types and
               energy, wellness, and mental alertness.         amounts of food necessary to maintain health.


3.2 Use the USDA Food Guide Pyramid and its three major concepts of balance, variety, and
moderation to plan healthy meals and snacks.

A plan for healthy foods and snacks                           Using the pyramid, show students the food
    USDA Food Guide                                            groups and sample of serving sizes.
         Food groups
         Serving sizes                                        Invite the students to bring a healthy food to
                                                               class and show where the food is found in the
                                                               pyramid.


3.3 Recognize hunger and satiety cues and how to make food decisions based upon these cues.


Found in Grade 5.




Pre-Kindergarten                                                                                            48
Performance Reflection
3.4 Identify heredity, diet, and physical activity as key factors in body shape and size.

Key factors in body shape and size                        Use a see saw to show how what you eat must
    Heredity                                               be balanced with exercise to maintain a healthy
    Diet                                                   body. (One side of the see saw is food, the
    Physical activity                                      other side is exercise)

Safe and Adequate Food Supply

3.5 Identify the connection between food served in the home with regional food production.


This Standard is not addressed.


3.6 Describe personal hygiene and safety measures used in preparing foods.

Personal hygiene and safety measures used in              Students talk about the importance of having
preparing foods.                                           clean hands before eating. Practice washing
    Washing hands                                          hands
    Using utensils
                                                          Students talk about why it is unhealthy to lick
                                                           a utensil then put them back into the container
                                                           for others to use.

Social Influence

3.7 Describe how food choices are influenced by availability, individual and family preferences,
media, and background, and identify healthy foods within various social groups.


This Standard is not addressed.




Pre-Kindergarten                                                                                          49
Performance Reflection
Reproduction/Sexuality
Reproduction/Sexuality involves physical development, emotions, and social elements. Instruction
incorporates aspects of biology, psychology, sociology, literature, the arts, and philosophy.

The study of Reproduction/Sexuality provides young people with the knowledge and skills necessary to
make informed choices. It addresses decisions about abstaining from and postponing sexual intercourse.
Knowledge about how to avoid sexually transmitted infections that endanger one's health and well being as
well as that of a partner is an important component of instruction. Communication skills can support such
decisions. Addressing Reproduction/Sexuality in an appropriate and factual fashion leads to informed
young people, increasing the likelihood of students making healthy decisions. It is particularly important in
Reproduction/Sexuality to consider developmental appropriateness. Topics generally covered in
Reproduction/Sexuality include: Development and Wellness.
Note: Please see parental notification law in Appendix B, p. 69.


PreK-12 Standard 4: Reproduction/Sexuality
Students will acquire the knowledge and skills necessary to make effective personal decisions that promote
their emotional, sexual, and reproductive health.

Learning Standards: Reproduction/Sexuality
PreK-5 Development

4.1 Identify the components, functions, and processes of the reproductive system.


Found in Grade 5


4.2 Identify the physical changes as related to the reproductive system during puberty.


Found in Grade 5


4.3 Define sexual orientation using the correct terminology (such as heterosexual, and gay and lesbian).


Found in Grade 5

Wellness

4.4 Recognize that diet, exercise, rest, and avoidance of risk behaviors such as smoking, drinking, and other
substance use contribute to the health of a mother and fetus.


Found in Grade 5




Pre-Kindergarten                                                                                           50
Performance Reflection
                    Social and Emotional Health Strand



Social and Emotional Health includes those aspects of health that are particularly unique to human beings,
namely being aware of ourselves, both as individuals and as members of social groups. The knowledge and
skills presented in this Strand address and support our ability to interact with others in positive and socially
acceptable ways.




Mental Health
Mental Health includes information to increase the development of knowledge and skills specific to one's
inner life, as well as social awareness as it relates to attitudes and conduct. Mental Health is a
multidimensional area involving all aspects of living, and is manifested in terms of emotional and social
well being. Personality, character, heredity and environmental factors, self-esteem, and decision-making
influence mental health.

Being able to identify feelings and emotions felt by all people and to explore how human beings are
affected physically and psychologically by these feelings are important aspects of instruction in Mental
Health. Skills development around the decision-making process, coping, resolving conflicts, and self-
actualization can improve mental and emotional well being. Topics generally covered in Mental Health
include: Feelings and Emotions, Identity, and Decision Making.



PreK-12 Standard 5: Mental Health
Students will acquire knowledge about emotions and physical health, the management of emotions,
personality and character development, and social awareness; and will learn skills to promote self-
acceptance, make decisions, and cope with stress, including suicide prevention.




Pre-Kindergarten                                                                                              51
Performance Reflection
Learning Standards: Mental Health
PreK-5 Feelings and Emotions

5.1 Identify the various feelings that most people experience and describe the physical and emotional
reactions of the body to intense positive and negative feelings.

Second Step, Pre-K Unit II

Physical and emotional reactions of the body to intense    Students observe pictures of emotion and explain the
positive and negative feelings                              emotion in words; one student act out an emotion
   Happy-When we are happy, we show that we feel            and another student explain the expressed emotion.
        good about something or someone.

   Sad-When we are sad, we are unhappy about               The teacher expresses a feeling and the students try to
       something or someone                                 identify it.
   Mad-When we are mad, we are angry about
      something or someone.

   Surprised-When we are surprised, we show that           Students role play different feelings. The class try to
        we didn’t know something was going to               identify the feeling
        happen.
   Afraid-When we are afraid, we are scared of
       something or someone.
   Disgusted-When we are feeling disgusted, we
        really don't like something.

Body’s reaction to strong feelings                         Students role play giving physical cues to express
       Wrinkled forehead                                    emotions. Class tries to identify the physical cue.
       Clenched teeth
       Clenched fists
       Mouth in a frown.


5.2 Apply methods to accommodate a variety of feelings in a constructive manner in order to promote well
being.

Second Step, Pre-K Unit II                              Second Step Unit III
                                                           Students role play how to calm down when they are
Ways to reduce angry feelings                               angry.
  Deep breathing
  Counting
  Positive self-statements




Pre-Kindergarten                                                                                        52
Performance Reflection
Identity

5.3 Define character traits such as honesty, trustworthiness, self-discipline, respectfulness, and kindness and
     describe their contribution to identity, self-concept, decision-making, and interpersonal relationships.

Character traits that contribute to identity, self concept,     Students talk about what is right and wrong behavior
decision-making, interpersonal relationships                     based on positive character traits. Talk about how
     Honesty                                                     wrong behavior can be corrected.
     Trustworthiness
     Self discipline                                            Talk about how we can help our friends and family
     Respectfulness                                              use positive behavior traits.
     Kindness


5.4 Describe the effects of leadership skills on the promotion of teamwork.

Leadership skills.                                             Students use communication and cooperation skills to
    Communication skills                                        show leadership and teamwork.
    Cooperation

Decision Making

5.5 Explain and practice a model for decision-making that includes gathering information, predicting
outcomes, listing advantages and disadvantages, identifying moral implications, and evaluating decisions.

Second Step, Unit II

Problem solving skills                                      Second Step, Unit II, Lessons 1-5
    Identify the problem                                     Students role play using the problem solving steps.
    Look at the clues on the face and body.
    Gather more information                                    Students role play situations where they must choose
                                                                a solution to a problem.

    Choose a solution                                          Students role play changing solutions because the first
       Brainstorm different ideas                               choice did not work.
        Evaluate the solutions for possible
           consequences
            Is it safe?

                 How might people feel?                        Students role play changing solutions because the first
                 Is it fair?                                    choice did not work.
                 Will it work?
           Is the solution working?
                 Evaluate if the solution is working
           If it is not, change to an alternate solution.




Pre-Kindergarten                                                                                            53
Performance Reflection
5.6 Explain how coping skills (such as perceiving situations as opportunities, taking action/exerting control
where possible) positively influence self-concept.

Talking About Touching, Pre-K                        TAT K-3, Lesson 5
Second Step, Unit 1                                   Students sing “Listen When I say No” from Sam’s
Second Step, Unit II                                    Story.

Coping skills that influence self concept           Students learn and practice how to interrupt politely.
   Say “NO” when you are asked to break the safety
        rules.                                     TAT K-3
   Use a strong voice to say, “NO”.                 Students learn and practice saying, “No.”
   Stand firm and tall.
   Look the person in the eye when you say “NO”.
   Don’t say why you are saying no.
   Keep saying “No” until the person stops.




Pre-Kindergarten                                                                                    54
Performance Reflection
Family Life
Family Life focuses on the importance of the family as a basic unit of society and the many responsibilities
within a family. Family Life highlights the diverse perspectives, needs, and characteristics of families and
the internal and external supports that families rely on throughout the family life cycle. Family Life
addresses parenting in a world where technology and research provide new information and options on a
regular basis.

A critical focus of Family Life is helping students understand that while families differ, there are many
similarities within all families. Through the study of Family Life, students can gain an understanding that a
family, regardless of its composition, fulfills certain critical needs. Resilience can be fostered by the
recognition that many factors may affect the stability and health of a family, but that many supports are
available to help families. Family Life focuses on parenting as a choice and as a major responsibility. Both
emotional maturity and parenting skills are necessary for child rearing. The development of good character
in children is one important responsibility for parents and families. Understanding the stages of child
development will make parenting more successful for both the child and the parent. Topics generally
covered in the study of Family Life include: Functions and Purposes, Supports, and Parenting.



PreK-12 Standard 6: Family Life
Students will gain knowledge about the significance of the family on individuals and society, and will learn
skills to support the family, balance work and family life, be an effective parent, and nurture the
development of children.

Learning Standards: Family Life
PreK-5 Functions and Purpose

6.1 Describe different types of families, addressing membership and social influences, and the functions of
family members.

Different types of families                                Talk with the students about how families are the same
                                                            and how they are different.


6.2 Describe factors, such as character traits of individuals and life events, that can strengthen families.

Factors that can strengthen families.                      Talk with children about how they can help out at home
                                                            to strengthen the family.




Pre-Kindergarten                                                                                           55
Performance Reflection
Supports

6.3 Identify whom to talk with about family problems and successes.

Talking About Touching, Early Childhood Kit

Who to talk to about family problems and successes TAT
    Family members                                  Students discuss how they could be a help to a friend
    Teachers                                          who may have family problems.
    School nurse
    Police                                          Talk to children about who they can turn to for help with
    Caring adult                                      problems.
    Friends

Parenting

6.4 Identify what parents do to provide a safe, healthy environment for their children.


Found in Grade 1.




Pre-Kindergarten                                                                                    56
Performance Reflection
Interpersonal Relationships
Interpersonal Relationships focuses on the importance of sound and stable relationships with other people
with whom individuals share their lives, such as family, friends, co-workers, and community members.
Communication skills are an essential component to help build safe and long-lasting relationships
throughout the life cycle. Equally important are character attributes such as respect and responsibility,
which are essential for healthy personal development, caring interpersonal relationships, and a humane and
democratic society.

Instruction in Interpersonal Relationships facilitates students' understanding that very few events in life
occur in isolation from other people, so the ability to achieve healthy relationships is critical for well being.
This is especially true for major life events such as starting school, going away to college, entering the
workforce, marriage, or child rearing. Students learn about the different kinds of relationships that people
can have, such as neighborly relationships, family relationships, peer and friend relationships, and romantic
relationships. Instruction in Interpersonal Relationships highlights the recognition that each person has
internal personal choices and decisions to make regarding relationships, as well as providing the knowledge
about the many external factors that can affect those relationships. Skills and strategies to relate to others as
well as the recognition of the contribution of personality and good character to relationships can be learned
through health education programs that address Interpersonal Relationships. Topics generally covered in
Interpersonal Relationships include: Communication, Peer Relationships, and Romantic Relationships.
Note: Please see parental notification law in Appendix B, p. 69.


PreK-12 Standard 7: Interpersonal Relationships
Students will learn that relationships with others are an integral part of the human life experience and the
factors that contribute to healthy interpersonal relationships, and will acquire skills to enhance and make
many of these relationships more fulfilling through commitment and communication.

Learning Standards: Interpersonal Relationships
PreK-5 Communication

7.1 Explain why communication is essential in human relationships and identify people from whom children
can learn how to communicate, such as family members, friends, community members, and members of
faith-based groups.

Why communication is essential                                Given situations, children will act out ways to problem
   Share ideas                                                 solve.
   Share feelings
   Share information                                          Brainstorm group discussion rules and why they are
                                                               important.

                                                              Students share why it is important to be able to express
                                                               themselves to someone else.




Pre-Kindergarten                                                                                               57
Performance Reflection
7.2 Apply both verbal and non-verbal communication skills to develop positive relationships and improve
the social environment of the school.

Second Step, Unit I

Developing positive relationships and improving the   Second Step, Lessons 10-12
social environment of the school.                      Students practice using “I feel” statements.
     Verbal skills
        Communication skills
             “I” messages
              I feel ____ when you ____.

Second Step Unit I

   Non verbal communication skills                    Second Step, Unit I, Lesson 11
      Listening skills                                 Students practice using listening skills.
      Stop what you are doing.
      Face the person.
      Look the person in the eye.
      Show the message was heard.
      Nodding the head.
      Ask questions.

Peer Relationships

7.3 Describe the concept of friendship and contrast qualities that strengthen or weaken a friendship,
including the importance of sound character in interacting with others.

Health, McGraw Hill

Friendship                                               Students explain why they are a good friend.
     Share common interests
     Friends care for one another
     Friends share
     Friends help one another


7.4 Describe the concepts of prejudice and discrimination.

Second Step Unit I

Effects of prejudice and discrimination                  Discuss same and different and how it feels if you are
   All cultures have similarities and well as             treated differently by others.
           differences.
    It is unkind and unfair to make fun of others’
           differences.




Pre-Kindergarten                                                                                       58
Performance Reflection
                                Safety and Prevention Strand

Safety and Prevention includes those aspects of health most often related to risky and dangerous behaviors
and conduct that can have negative life-long consequences on health. The topics are of particular
importance for young people who are at the age when many of these behaviors are being contemplated. The
knowledge and skills presented in the Personal Safety Strand provide a means for young people to avoid
risky behavior, now and in the future, so that they can lead healthier lives.




Disease Prevention and Control
Disease Prevention and Control focuses on factors contributing to the development of chronic,
degenerative, and communicable diseases, including genetic and environmental factors. Disease Prevention
and Control addresses methods for detection and strategies for prevention of chronic and communicable
diseases. Maintaining good health is a topic of importance in Disease Prevention and Control. Because
disease prevention and control is integral to health, these elements are also addressed in other
specific areas of the Framework.

Study in Disease Prevention and Control conveys the important message that students have a considerable
measure of control over their health. The contribution of science and technology/engineering has added
greatly to disease prevention and control. Chances of contracting most illnesses can be greatly influenced
by students' health-related choices and decisions. While the effects of heredity must be considered,
behaviors and decisions also affect the development of such chronic diseases as cardiovascular disease,
cancer, hypertension, strokes, diabetes, and osteoporosis. The risk factors for these diseases can be detected
early in life and are heavily influenced by health-related choices. Instruction in Disease Prevention and
Control also includes the skills necessary to act in a supportive yet safe manner toward people with
diseases. Topics generally covered in Disease Prevention and Control include: Signs, Causes, and
Treatment; Prevention; and Health Maintenance.



PreK-12 Standard 8: Disease Prevention and Control
Students will learn the signs, causes, and treatment of chronic and communicable diseases, and will gain
skills related to health promotion, disease prevention, and health maintenance.




Pre-Kindergarten                                                                                           59
Performance Reflection
Learning Standards: Disease Prevention and Control
PreK-5 Prevention

8.1 Describe how the body fights germs and disease naturally and with medicines and immunization.

Scrubby Bear

Germs
    Germ-A microscopic organism that causes          Discuss the importance of seeing a doctor when we
        disease.                                      don not feel good.
    Viruses are the smallest germs
    Bacteria are the most common germs.

     Most viruses are harmful.                       Discuss the importance of seeing a doctor when we
     Most bacteria are good, some are bad.            don not feel good.
     Germs need warmth, food and water
        to live.

Communicable diseases                             Scrubby Bear Lesson 1
  Diseases passed from one person to               #1 Students look at the picture of Scrubby Bear and
      another.                                        listen as the teacher explains that Scrubby Bear is a
      Sharing food                                    special bear who helps teach kids how to stay healthy.

        Washing hands                             Scrubby Bear Lesson 1
        Putting objects in mouth                   #2 Students volunteer to tell of illnesses they have had.
                                                      Categorize into communicable, non-communicable or
                                                      chronic.

                                                     #3 Discuss how germs make people sick and how to
                                                      prevent illness.

Non-Communicable diseases                         Scrubby Bear
  Diseases that are not passed from one            #2 Students volunteer to tell of illnesses they have had.
  person to another.                                  Categorize into communicable, non-communicable or
       Asthma                                         chronic.
       Allergies

Chronic health conditions                         Scrubby Bear
        A health condition that worsens over       #2 Students volunteer to tell of illnesses they have had.
        time.                                         Categorize into communicable, non-communicable or
                                                      chronic.

CASPAR Learning About Drugs, K-6

How the body fights germs with medicine              Role play different situations showing the
  Medicine helps us get well when we are sick.        appropriateness of taking medicines and the role
  Medicine should only be used as prescribed.         medicine plays in making us well.
  Always follow the directions on the medicine
        bottle.
  Only take medicine from a caregiver.




Pre-Kindergarten                                                                                  60
Performance Reflection
CASPAR Learning About Drugs, K-6

How the body fights gems with immunization                   Invite the school nurse to speak to the children about
  Immunization helps to prevent illness                       getting immunized.


Signs, Causes, and Treatment

8.2 Identify the common symptoms of illness and recognize that being responsible for individual health
means alerting caretakers to any symptoms of illness.

Common symptoms of illness                                   Invite the school nurse to speak to the children about
   Tired                                                      symptoms of common illnesses and what they should
   Fever                                                      do when they feel sick.
   Aches
   Pain
   Loss of appetite

Health Maintenance

8.3 Apply skills to prevent and control the spread of disease, including those that help promote cleanliness
(such as correct hand washing, regular bathing, and washing clothes).

Scrubby Bear

Skills to prevent and control the spread of disease          Students practice covering their mouth and nose when
   Cover mouth and nose when coughing or                      sneezing and coughing.
         sneezing.
    Cut food into portions before sharing.                   Practice breaking food in portions then sharing and/or
                                                              pouring a drink into another glass to share.

Scrubby Bear
Building Blocks: An AIDS Curriculum Guide for Early
Elementary Educators

     Hand washing                                         Scrubby Bear
                                                           Students list materials needed to bathe, wash hands
                                                              and brush teeth; students list appropriate times to
                                                              bathe, wash hands and brush teeth; students pretend to
                                                              bathe, practice washing hands and brushing teeth.

Building Blocks: An AIDS Curriculum Guide for Early
Elementary Educators

     Regular Bathing                                          Students share why it is important to bathe or shower
        Bathe/shower every day                                 each day.

     Washing clothes                                          Students share why it is important to wear clean
        Wear clean clothes                                     clothes each day.




Pre-Kindergarten                                                                                           61
Performance Reflection
8.4 Identify tooth functions and causes of tooth health and decay, and apply proper dental health skills (such
as choosing healthy tooth snacks, brushing, flossing).

Proper dental health skills                             Demonstrate proper tooth brushing techniques.
   Brush teeth
   Regular check ups at the dentist                     Explain the importance of going to the dentist.
        Proper growth of teeth
        Health of gums




Pre-Kindergarten                                                                                      62
Performance Reflection
Safety and Injury Prevention
Safety and Injury Prevention includes information to promote knowledge and skills for personal safety for
the prevention and treatment of intentional or unintentional injury.

Through the study of Safety and Injury Prevention, students identify, learn, and reinforce the use of rules
and procedures for safe living at home, in school, and within the community to help reduce the incidence of
hazardous situations. Safety and Injury Prevention teaches students strategies to reduce their risk of
personal danger. Training students in first aid and emergency procedures to assist with accidents and
injuries promotes potentially life-saving intervention. Topics generally covered in Safety and Injury
Prevention include: Hazard Prevention, Self Protection, and Emergency Intervention.



PreK-12 Standard 9: Safety and Injury Prevention
Students will gain the knowledge and skills to administer first aid and carry out emergency procedures,
including cardiopulmonary resuscitation, will avoid, recognize, and report verbal, physical, and emotional
abuse situations, and will assess the factors that contribute to intentional and unintentional injury, including
motor vehicle accidents, fire safety, and weapons safety.

Learning Standards: Safety and Injury Prevention
PreK-5 Hazard Prevention

9.1 List rules for fire safety, weapons safety, bus safety, and seat belt use where applicable, such as at home,
school, community, and play, and explain why the rules are important.

Learn Not To Burn
EDITH

Fire safety(home, school, community, play)                Learn Not To Burn
     Stop, Drop, Roll                                      Students practice “Stop, Drop and Roll”.
     Never play with matches
     Do not play around fireplaces
     Do not touch stoves
     Do not play with lighted candles

     EDITH                                                   Students teach this procedure to their family.
         Exit
        Drill                                                Students practice exit drills in the home.
        In
        The
         Home

     Candle safety                                           Demonstrate candle safety using a candle, holder and
        Never leave a burning candle in a room                snuffer.
             alone.
        Burn candles in candle holders and only on
             heat resistant surfaces.
        Keep young children, pets and objects that
             catch fire easily, such as curtains or
             drapes, away from burning candles.




Pre-Kindergarten                                                                                               63
Performance Reflection
          Place candles away from drafts, fans, air     Students pretend to extinguish a candle flame using the
             conditioners or heating vents.              candle snuffer.
          Trim candle wicks to 1/4 inch before
             lighting.
          Use a candle snuffer to extinguish flames
             and prevent hot wax from spraying.
          Extinguish flames when they burn down to
             within 2 inches of a decoration.
          Remove any wax, burned wicks or matches
             from holders before lighting a new
             candle.

Weapon safety                                           Discuss why guns and sharp objects should never be
   Weapon safety(home, school, community, play)          picked up.
   Do not pick up weapons or sharp objects
   Call an adult for help                               Design a class rule about touching dangerous objects,
                                                         share with the school. Show how to follow the class
                                                         rule.

Car safety                                              Students ask their parents to be mindful of the seat belt
    Car seats must be used for children under 5          and car seat law.
         years old and up to 40 pounds.
    Seat belts are mandatory for all

Bicycle safety                                          Students examine their bicycle safety habits including
    Bicycle helmets must be worn if you are age 12       use of a helmet.
         or under.

Plymouth Police Department
   911/746-1212/746-2211
Plymouth Fire Department
Talking About Touching, Pre-K Unit 1, CASPAR Drug
Education K-6, Lesson 6

                                                     TAT Lesson 3
                                                      #1 Using making tape, make an outline of a crosswalk
                                                        on the floor. Practice safely crossing an imaginary
                                                        street by stopping, looking both ways, holding hands
                                                        and proceeding across the crosswalk.

Traffic safety                                       TAT Lesson 3
         Traffic signs                                # 4 Students role play "What if... situations to
         Traffic signals                                learn/reinforce how to respond to safety signs and
                                                        signals.

                                                     TAT Lesson 3
                                                      #6 Provide pictures of traffic signs/signals and discuss
                                                        their meaning.




Pre-Kindergarten                                                                                       64
Performance Reflection
Operation Lifesaver

Train safety                                           Operation Lifesaver
   Stay away from railroad tracks                        Show pictures of the dangerous activities associated
   Crossing the tracks                                    with trains. Ask the students to identify the activity
   Crossbucks                                             and explain why it is unsafe

  Train crossing signs                                 Operation Lifesaver
       Safety                                            Show pictures of the dangerous activities associated
        Stop, Look and Listen                             with trains. Ask the students to identify the activity
                                                          and explain why it is unsafe


9.2 Name persons and community helpers (such as police officers, fire fighters, and emergency medical
personnel) who can be contacted to help with health, safety, and injury prevention and describe the
appropriate procedures for contacting healthcare personnel in an emergency.

Talking About Touching Unit 3, Lesson 12

Ways to get assistance                                    Students practice calling 911.
  Dial 911


9.3 Describe personal responsibility for reducing hazards and avoiding accidents.


Found in Grade 1.

Self Protection

9.4 Distinguish among safe, unsafe, and inappropriate touch.

Talking About Touching , Early Childhood Kit, Unit
   I
Willy Learns the Touching Rule, VHS
“Sam’s Story”

Distinguish among safe, unsafe, and inappropriate
touch.

Personal safety                                        TAT Early Childhood Kit
    Private body parts-Those parts of the body          Use the Talking About Touching flannel board to
        covered by a bathing suit. (breasts, vagina,      demonstrate unsafe (hitting, pulling hair, biting,
        buttocks, penis, testicles)                       touching private parts) touches. Students describe how
    Safe touch-Caring touch                               they felt when they observed the unsafe touch.
    Unsafe touch-A touch that hurts our bodies or
        our feelings                                      View Willy Learns the Touching Rule and discuss.

                                                          Read Sam’s Story and sing “Keep on Telling”




Pre-Kindergarten                                                                                         65
Performance Reflection
9.5 Demonstrate the use of assertive behavior, refusal skills, and actions intended for personal safety.

Talking About Touching, Early Childhood Kit

Actions intended to maintain personal safety in         Students practice how to respond to unsafe touches
response to an unsafe touch.
   Say, “No”.
   Get away.
    Tell an adult.

Emergency Intervention

9.6 Follow universal precautions for all first aid involving any blood and other body fluids.

Talking About Touching, Unit I, Lessons 1-5

Universal Precautions                                   Students role play how to wash hands.
    Do not touch body fluids
    Wash hands after contacting body fluids             Students role play how to get help


9.7 Apply appropriate first aid for cuts and bruises, including observing universal precautions.

Talking About Touching, Unit 1, Lessons 1-5

First aid for cuts                                      Students role play how to wash hands.
      Universal precautions
          Do not touch body fluids
          Wash hands after contacting body fluids.

First aid for bruises                                   Students practice covering a cut and applying direct
    Wash the bruise                                      pressure.
    Get help
                                                        Students practice washing a bruise.




Pre-Kindergarten                                                                                      66
Performance Reflection
Tobacco, Alcohol, and Other Substance Use/Abuse
Prevention
Tobacco, Alcohol, and Other Substance Use/Abuse Prevention addresses safe and unsafe substances,
effects on the body and health, and drug dependence. This area deals with critical thinking to incorporate
accurate, relevant information into health-enhancing decisions and taking responsibility for one's health.
This includes skills such as how to negotiate, refusal skills, and how to seek assistance for abuse and
addiction. Tobacco, Alcohol, and Other Substance Use/Abuse Prevention provides information and skills
training to promote good health for self, peers, family members, the school, and the larger community.

The use of tobacco, alcohol, and other substances is quite prevalent among young people and has major
implications for the health of individuals and society. Tobacco use continues to be the leading preventable
cause of death in the United States, while alcohol and other drug use also cause significant morbidity and
exact a high social cost.

Appropriate use of medications and avoidance of dangerous substances require an understanding about the
benefits and risks of these substances, responsible personal conduct, and enhanced health decision-making
that address the influence of peers, the family, and society. Health education provides appropriate
information about behaviors related to substance use and abuse. Topics generally covered in Tobacco,
Alcohol, and Other Substance Use/Abuse Prevention include: Effects on the Body and Healthy Decisions.

PreK-12 Standard 10: Tobacco, Alcohol, & Substance Use/Abuse
Prevention
Students will acquire the knowledge and skills to be competent in making health-enhancing decisions
regarding the use of medications and avoidance of substances, and in communicating about substance
use/abuse prevention for healthier homes, schools, and communities.


Learning Standards: Tobacco, Alcohol, & Other Substance Use/Abuse
PreK-5 Effects on the Body

10.1 Identify and distinguish between substances that are safe and unsafe to be taken by mouth.

Substances that are safe to be taken by mouth               Ask students to list/draw all the beverages that adults
   Non-alcoholic beverages                                   drink. Categorize into beverages that build bone,
                                                             muscle and teeth; that are OK once in a while; and
                                                             that are not acceptable to me.




Pre-Kindergarten                                                                                             67
Performance Reflection
CASPAR Learning About Alcohol K-3

Substances that are unsafe to be taken by mouth
   Alcohol-A drug that changes the way the body       Provide pictures of alcohol and put a diagonal line
       and mind work.                                  across the drawing to show that the use of alcohol is
   Types of beverages                                  inappropriate. Discuss the appropriate use of alcohol
       Soft drinks                                     by adults.
       Juice drinks
       Alcohol

   Products that contain alcohol.                          Categorize various beverages by: Building bone,
   Use of the drug                                          muscle and teeth; O.K. once in a while; Not for
       No use                                               me.
       Moderate
       Excess


10.2 Describe the purpose of medicines (prescription and over-the-counter) and how they can be used or
misused in the treatment of common medical problems.

CASPAR Learning About Drugs, K-6

Purpose of prescription and over the counter           Role play different situations showing the
medicines                                               appropriateness of taking medicines and the role
    Help us get well                                    medicine plays in making us well. Emphasize taking
    Prevent illness                                     medicines only from a care giver.
    Use only when prescribed
    Follow directions

Guidelines for using prescription and over-the-        Provide pictures of doctors, nurses, parents and care
counter drugs                                           givers giving a child medicine.
    Who gives medicine
         Care giver
         Nurses
         Doctors


10.3 Describe how tobacco and prolonged exposure to cigarette smoke affects the body.

Starting Free, Good Air For Me, American Cancer
Society

How tobacco effects the body                       Read Starting Free books 2, 3, 4 to the students.
   Nicotine-A drug in tobacco that speeds up the
       heart.




Pre-Kindergarten                                                                                       68
Performance Reflection
    Products that contain nicotine                           Provide pictures of tobacco products. Draw a diagonal
        Cigarettes                                            line across the drawing to show that use of tobacco
        Pipes                                                 items is inappropriate. Show pictures of the heart and
        Cigars                                                lungs and explain that clean air helps them work
        Smokeless tobacco                                     properly. Cigarette smoke harms the lungs and heart.
    Harmful effects
        Lungs
        Heart

Healthy Decision

10.4 Identify whom to seek help from for a possible poisoning or overdose.

CASPAR Learning About Drugs, K-6

Identify who to seek help from for a possible                Students roll play calling 911.
poisoning or overdose.
     Poison safety                                           Students sort pictures of food products, beverages,
         If it is not food, do not put it in your mouth       medicines, and vitamins into three categories--Safe to
     Help for poisoning                                       Eat, Not Safe to Eat, Things I Need to Ask About.
         Call 911




Pre-Kindergarten                                                                                          69
Performance Reflection
Violence Prevention
Violence Prevention addresses actions that bring harm to a person's body, feelings, or possessions.
Violence Prevention acknowledges that violence can affect everyone and that the interaction among a
complex set of factors internal and external to individuals influences violence-related attitudes and
behaviors. The foundation of Violence Prevention involves skills for teaching students methods to prevent
and avoid violence while recognizing the contribution that individuals can make to violence prevention
through having good character, acknowledging the rights of others, and living peacefully.

As violence has often been recognized as a major problem that affects not only the health of students in
schools, but inhibits schools from accomplishing their primary mission of education, schools have both an
obligation and an opportunity to become involved in violence prevention. Students explore personal
attitudes and attributes and learn skills for violence prevention. Learning alternatives to violence, such as
how to manage anger and resolve conflicts without violence, should be taught at early ages to counteract
violence as an accepted way of life. Topics generally covered in Violence Prevention include: Awareness,
Contributing Factors, and Alternatives. Self protection is addressed in Violence Prevention and in Safety
and Injury Prevention as well.

PreK-12 Standard 11: Violence Prevention
Students will learn how their actions affect others, will understand the power that positive character traits
can have in violence prevention, will gain skills to report incidents of violence and hurtful behavior to
adults in the school and community, will avoid engaging in violence, and will identify constructive
alternatives to violence, including how to discourage others from engaging in violence.

Learning Standards: Violence Prevention
PreK-5 Awareness

11.1 Describe some of the ways that young children can be intentionally helpful and intentionally hurtful to
one another.

Second Step PK-K

Ways young children can be intentionally helpful          Second Step
   Developing positive relationships                       Students practice asking to share something.
       Sharing
       Cooperation                                           Students practice taking turns
   Taking turns
       State that you would like to share
       Do something else while you wait

     Interrupting politely                                   Students practice interrupting politely.
         Wait quietly for a stop in the talking
         Say, "Excuse me."
         Say what you want to say.

Second Step PK-K

Ways young children can be intentionally hurtful             Students role play coping with a student who is name
   Coping with name calling                                   calling.
       Ignore the remarks
       Tell the person how you feel
            Calm down




Pre-Kindergarten                                                                                                70
Performance Reflection
               Say, "I feel hurt when you call me        Students role play coping with a student who is name
                   names."                                calling.
               Say, "Stop it."
               Tell someone if it does not stop

Contributing Factors

11.2 Identify factors (such as internal character and personality attributes and forces external to
individuals, such as the media or society) related to both violent and nonviolent attitudes.


Found in Grade 1.

Alternatives

11.3 Differentiate between one's personal rights and those of others and use communication and problem-
solving to set personal boundaries, resolve conflicts, and develop positive relationships.


Found in Standard 7.2


11.4 Identify helping resources regarding violence in the school and community, such as counselors,
neighbors, law enforcement, and members of faith-based groups.

Helping resources regarding violence                     Students name all the helping resources they know in
   School                                                 school and the community.
        Counselors
        Teachers
        Nurse
   Community
        Police
        Clergy
        Neighbors




Pre-Kindergarten                                                                                      71
Performance Reflection
                      Personal and Community Health Strand

Personal and Community Health includes those aspects of health most often related to our larger
community and world. The knowledge and skills presented in this Strand lay the groundwork for
participation in preserving and improving our surroundings and for dealing with future health-related
events. The contribution of Public Health is addressed in this Strand.



Consumer Health and Resource Management
Consumer Health and Resource Management addresses obtaining and evaluating health-related
information, services, and products. Information on the management of the home, the workplace, and
resources is included in Consumer Health and Resource Management.

A major focus of Consumer Health and Resource Management is the concept that students have choices, as
well as rights and responsibilities, in the management of their personal and health resources. Although laws
protect the consumer, individuals must still take personal responsibility for decisions about purchases of
goods and services. Money is not the only resource over which students have control. Effective time
management can have a substantial influence on physical and mental health and well being. Consumer
Health and Resource Management recognizes the contribution made by science and technology and
business and industry to both health care as well as consumer products and choices. The information
contained in Consumer Health and Resource Management can help students become wise consumers.
Topics generally covered in Consumer Health and Resource Management include: Health Care and
Resource Management Practices.

PreK-12 Standard 12: Consumer Health and Resource Management
Students will acquire the knowledge and skills necessary to obtain, manage, and evaluate resources to
maintain physical and mental health and well being for themselves, their family, and the community.

Learning Standards: Consumer Health and Resource Management
PreK-5 Health Care

12.1 Identify and describe health careers.

Health careers                                           Play “Who Am I?” Present a situation in which a health
   Health educator                                        helper has assisted a child or his/her family/friends.
   School nurse                                           Students try to identify a health helper by seeing how
   Health aide                                            he/she helps in certain situations.
   Occupational therapist
   Physical therapist




Pre-Kindergarten                                                                                          72
Performance Reflection
   Speech therapist                                     Play “Who Am I?” Present a situation in which a health
   Plymouth Police                                       helper has assisted a child or his/her family/friends.
   Plymouth Firefighters                                 Students try to identify a health helper by seeing how
   Doctors                                               he/she helps in certain situations.
   Dentists


12.2 Interpret the symbols and information provided on labels for health care products and food products.


Found in Grade 4.

Resource Management Practices

12.3 Identify advertising techniques.


Found in Grade 4.


12.4 Identify resources used by individuals to manage their daily lives (such as time and money).


Found in Grade 5.


12.5 Name and weigh criteria for selecting a consumer product and evaluate the product's safety and health
aspects.

Evaluate product safety and effects on health             Students bring their favorite toy, game or sports
   Toys                                                    equipment to class and examine it for safety and
   Games                                                   warning labels.
   Sports equipment
   Playground equipment                                   Students examine the playground equipment for safety




Pre-Kindergarten                                                                                        73
Performance Reflection
Ecological Health
Ecological Health addresses the interdependence between the ecological environment and human physical
health.

The ecological environment affects individual, community, and global health through the condition of the
Earth's natural resources, which in turn is influenced by the behavior of humans on the environment.
Ecological Health highlights understanding the relationships among energy use, water use, waste disposal,
food production, and physical and social health in the areas of disease, hunger, and well being. Economic
and social attitudes and practices influence the state of the environment. Responsible behavior and the
contribution of business and industry and science and technology/engineering related to the care and
improvement of the ecological environment can improve current ecological health and help facilitate good
ecological health in the future. Topics generally covered in Ecological Health include: Interdependence and
Improvement.



PreK-12 Standard 13: Ecological Health
Students will gain knowledge of the interdependence between the environment and physical health, and
will acquire skills to care for the environment.

Learning Standards: Ecological Health
PreK-5 Interdependence

13.1 Describe types of natural resources and their connection with health.


Found in the Science Curriculum.

Improvement

13.2 Describe how business, industry, and individuals can work cooperatively to solve ecological health
problems, such as conserving natural resources and decreasing pollution.


Found in the Science Curriculum..




Pre-Kindergarten                                                                                         74
Performance Reflection
Community and Public Health
Community and Public Health focuses on characteristics of a healthy community, the contribution of public
health, the functions and purposes of community and public health agencies, and skills for health promotion
and collaboration.

In Community and Public Health, students are introduced to the connections between all aspects of their
community, both in and out of school, and the health of themselves and others. Students gain an
understanding of why rules about health exist at home and at school and why those rules should be
followed by themselves, their peers, and their family members. Opportunities to examine how laws,
policies, and practices influence health locally, nationally, and internationally are an important part of
Community and Public Health. The recognition of the contribution of public health to the quality of life is a
key component of Community and Public Health. By learning how the actions of people affect the
community as a whole, students understand how participating in school and community efforts supports
positive health behaviors on many levels. Instruction in Community and Public Health also teaches students
how to access community health services as well as information about agencies and organizations that
support health. Topics generally covered in Community and Public Health include: School and Community
Efforts, Social Factors, and Public Health.



PreK-12 Standard 14: Community and Public Health
Students will learn the influence of social factors on health, the contribution of public health, and will gain
skills to promote health and to collaborate with others to facilitate healthy, safe, and supportive
communities.

Learning Standards: Community and Public Health
PreK-5 School and Community Efforts

14.1 List the jobs carried out by people at school and in the community that support health and success in
school.

School health helpers                                        Play “Who Am I?” Present a situation in which a
   Health educator                                            health helper has assisted a child or his/her
   School nurse                                               family/friends. Students try to identify a health helper
   Health aide                                                by seeing how he/she helps in certain situations.
   Occupational therapist
   Physical therapist                                        Students visit the offices of the local police, fire and
   Speech therapist                                           doctor. Discuss the types of problems which they can
                                                              help.

Community health helpers                                     Invite school and community health helpers to class to
  Plymouth Police                                             discuss the types of problems with which they can
  Plymouth Firefighters                                       help.
  Doctors
  Dentists

Social Factors

14.2 Identify ways the physical environment is related to individual and community health.


Found in the Science Curriculum.


Pre-Kindergarten                                                                                             75
Performance Reflection
Public Health

14.3 List practices and products that make living safer.

Practices that make living safer                          Review safe practices with children
   Assertive behavior
   Using the safety rule
   Following family rules
   Following school rules
   Following safety rules

Products that make living safer.                          Demonstrate safety products.
    Seat belts
    Helmets
    Knee pads
    Life preservers




Pre-Kindergarten                                                                                 76
Performance Reflection
                                         Pre-Kindergarten
                                              Reflection

Teachers will utilize the reflection column to comment on the extent students have achieved
the standard:

                Proficient          Satisfactory      Needs Improvement         Failure

                                                                                          Reflection
                         At the completion of the course, my students are now:

 Standard 1              1.3 Able to identify appropriate accommodations and aids for
                         people with physical disabilities.
 Growth and
 Development

 Standard 2              2.1 Able to apply the movement concept of direction to extend
                         versatility and improve physical performance.
 Physical Activity
 and Fitness

                     2.1 Able to apply the movement concept of balance to extend
                     versatility and improve physical performance.

                     2.1 Able to apply the movement concept of high and low
                     levels to extend versatility and improve physical performance.

                         2.1 Able to apply the movement concept of straight, curve and
                         zigzag pathways to extend versatility and improve physical
                         performance.

                     2.1 Able to apply the movement concept of expansive and
                     narrow range to extend versatility and improve physical
                     performance.

                     2.1 Able to apply the movement concept of rigid and bent
                     knee force absorption to extend versatility and improve
                     physical performance.

                     2.2 Able to use manipulative skills as an individual and team
                     member.

                     2.3 Able to use locomotor skills as an individual and team
                     member.

                         2.2 Able to use non-locomotor skills as an individual and
                         team member.




Pre-Kindergarten                                                                                77
Performance Reflection
 Standard 2              2.3 Able to perform rhythm routines, including dancing, to
                         demonstrate fundamental movement skills.
 Physical Activity
 and Fitness

                     2.4 Able to identify physical and psychological changes that
                     result from participation in a variety of physical activities.

                     2.5 Able to explain the benefits of physical fitness to good
                     health and increased active lifestyle.

                         2.6 Able to identify major behaviors that contribute to
                         wellness.

                     2.7 Able to demonstrate responsible personal and social
                     conduct used in physical activity settings.

 Standard 3              3.1 Able to identify the key nutrients in food that support
                         healthy body systems.
 Nutrition

                         3.2 Able to use the USDA Food Guide Pyramid and its three
                         major concepts of balance, variety, and moderation to plan
                         healthy meals and snacks.

                         3.4 Able to identify heredity, diet, and physical activity as key
                         factors in body shape and size.

                         3.6 Able to describe how food choices (snacks) are influenced
                         by availability, individual and family preferences, media, and
                         background, and identify healthy foods within various social
                         groups
                         5.1 Able to identify the various feelings that most people
 Standard 5
                         experience and describe the physical and emotional reactions
 Mental Health           of the body to intense positive and negative feelings.

                         5.2 Able to apply methods to accommodate a variety of
                         feelings in a constructive manner in order to promote well
                         being.

                         5.3 Able to define character traits such as honesty,
                         trustworthiness, self-discipline, respectfulness, and kindness
                         and describe their contribution to identity, self-concept,
                         decision-making, and interpersonal relationships.

                         5.5 Able to explain and practice a model for decision-making
 Standard 5
                         that includes gathering information, predicting outcomes,
 Mental Health           listing advantages and disadvantages, identifying moral
                         implications, and evaluating decisions.

                         5.6 Able to explain how coping skills (such as perceiving
                         situations as opportunities, taking action/exerting control where
                         possible) positively influence self-concept.




Pre-Kindergarten                                                                             78
Performance Reflection
                         6.3 Able to identify whom to talk with about family problems
 Standard 6
                         and successes.
 Family Life

                     7.1Able to explain why communication is essential in human
 Standard 7
                     relationships and identify people from whom children can learn
 Interpersonal       how to communicate, such as family members, friends,
 Relationships       community members, and members of faith-based groups.

                     7.2 Able to apply both verbal and non-verbal communication
                     skills to develop positive relationships and improve the social
                     environment of the school.

                     7.3 Able to describe the concept of friendship and contrast
                     qualities that strengthen or weaken a friendship, including the
                     importance of sound character in interacting with others.

                         7.4 Able to describe the concepts of prejudice and
                         discrimination.

 Standard 8
                         8.1 Able to describe how the body fights germs and disease
 Disease                 naturally and with medicines and immunization.
 Prevention and
 Control

                     8.2 Able to identify the common symptoms of illness and
                     recognize that being responsible for individual health means
                     alerting caretakers to any symptoms of illness.

                     8.3 Able to apply skills to prevent and control the spread of
                     disease, including those that help promote cleanliness (such as
                     correct hand washing, regular bathing, and washing clothes).

                     8.4 Able to identify tooth functions and causes of tooth health
                     and decay, and apply proper dental health skills (such as
                     choosing healthy tooth snacks, brushing, flossing).

                         9.1 Able to list rules for fire safety, weapons safety, bus
                         safety, and seat belt use where applicable, such as at home,
                         school, community, and play, and explain why the rules are
                         important.

                     9.2 Able to name persons and community helpers (such as
 Standard 9
                     police officers, fire fighters, and emergency medical personnel)
 Safety and Injury   who can be contacted to help with health, safety, and injury
 Prevention          prevention and describe the appropriate procedures for
                     contacting healthcare personnel in an emergency.

                         9.4 Able to distinguish among safe, unsafe, and inappropriate
                         touch.

                         9.5 Able to demonstrate the use of assertive behavior, refusal
                         skills, and actions intended for personal safety.



Pre-Kindergarten                                                                          79
Performance Reflection
 Standard 9              9.6 Able to follow universal precautions for all first aid
                         involving any blood and other body fluids.
 Safety and Injury
 Prevention

                         9.7 Apply appropriate first aid for cuts and bruises,
                         including observing universal precautions.


 Standard 10             10.1 Able to identify and distinguish between substances that
                         are safe and unsafe to be taken by mouth.
 Tobacco, Alcohol,
 and Substance
 Use Abuse

                         10.2 Able to describe the purpose of medicines (prescription
                         and over-the-counter) and how they can be used or misused in
                         the treatment of common medical problems.

                         10.3 Able to describe how tobacco and prolonged exposure to
                         cigarette smoke affects the body.

                         10.4 Able to identify whom to seek help from for a possible
                         poisoning or overdose.
                         11.1 Able to describe some of the ways that young children
 Standard 11
                         can be intentionally helpful and intentionally hurtful to one
 Violence                another.
 Prevention

                         11.4 Able to identify helping resources regarding violence in
                              the school and community, such as counselors, neighbors,
                              law enforcement, and members of faith-based groups.

 Standard 12             12.1 Able to identify and describe health careers.
 Consumer Health
 and Resource
 Management

                         12.5 Able to name and weigh criteria for selecting a
                         consumer product and evaluate the product's safety and health
                         aspects.

                         14.1 Able to list the jobs carried out by people at school and in
 Standard 14
                         the community that support health and success in school.
 Community and
 Public Health

                         14.3 Able to list practices and products that make living safer.




Pre-Kindergarten                                                                             80
Performance Reflection

								
To top