HEALTH EDUCATION
GRADE-LEVEL EXPECTATIONS
Missouri Department of Elementary and Secondary Education
May, 2007
HEALTH EDUCATION GRADE LEVEL EXPECTATIONS
The Health Education Grade Level Expectations (GLEs) represent content that Missouri students are expected to know at each grade level. The GLEs are not a curriculum. They are, however, the learner outcomes
that should be assessed at the local level to appraise student achievement. The GLEs should not be taught in isolation. Rather, they should be bundled together where possible into well-planned, sequential, and
targeted lessons to accomplish district objectives to meet the Show-Me Standards.
Alignment to the Missouri Show-Me Content standards is found in the row titled “State Standards.” The row titled “National Standards” refers to standards from the National Health Education Standards, Second
Edition, published by The American Cancer Society (2007).
The following coding system should be used to reference the Health Education GLEs:
STRANDS:
FS = Functions and Interrelationships of Systems
ME = Health Maintenance and Enhancement
RA = Risk Assessment and Reduction
BIG IDEAS:
Use the numeral preceding the Big Idea
CONCEPTS:
Use the capital letter designation
EX: The GLE “recognize the four basic rules of food handling” can be found in the Physical Health Maintenance and Enhancement strand (ME), under the second Big Idea – Nutrition (2), in the concept Food
Handling and Safety (D) in grade 2. Therefore, the code for that particular GLE is: ME2D2. Generally avoid the use of periods or dashes in the coding.
Functions and Interrelationships of Systems
1. Structure and Functions of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Identify the five
senses
Illustrate the
functions of the
Classify the five
sense organs and
Investigate
disorders, their
five senses (e.g., their parts (e.g., treatments, and
eyes to see) iris, ear canal, prevention
olfactory bulb, techniques to
taste buds, nasal maintain a healthy
cavity) and explain sensory system
how the five senses (e.g., hearing loss,
are used in glaucoma, near and
personal and social far-sightedness,
environment (e.g., halitosis,
Sensory System
gathering numbness, tingling)
information,
making
observations,
drawing
conclusions)
Name the major
parts, functions
and disorders of
the sensory organs
(e.g., near-
sightedness, far-
sightedness,
hearing loss)
State HPE 1 HPE 1 HPE 1 HPE 1, HPE 3
Standards
National NH 1 NH 1 NH 1 NH 3
Standards
Missouri Department of Elementary and Secondary Education 3
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
1. Structure and Function of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Tell why people
have muscles
Identify a muscle in
each region of the
Describe the
functions of the
Recognize the
major muscles of
Describe how
muscles affect
Explain ways in
which the muscular
Classify the three
different types of
Explain how
muscles work in
Investigate
disorders, their
body (e.g., arms, muscular systems the muscular overall health (e.g., and other body muscle tissue pairs for movement treatment, and
torso, legs) and provide system (e.g., burning calories, systems work (smooth, cardiac, to occur and prevention
examples (e.g., deltoid, tricep, good posture, together skeletal) and provide examples techniques to
muscles pull on abdominal, healthy heart) differentiate (e.g., flexors and maintain a healthy
bones to move the quadricep) between voluntary extensors, bicep muscular system
joints, move food and involuntary contracts and tricep (e.g., muscular
through the body) muscle movement extends to flex your dystrophy, muscle
Muscular System
elbow bringing cramps, tendonitis,
hand to shoulder) muscle strains)
State HPE 1 HPE 1 HPE1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1, HPE 3
Standards
National NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 3
Standards
Missouri Department of Elementary and Secondary Education 4
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
1. Structure and Functions of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Tell why people
have bones
Identify a bone in
each region of the
Describe the
functions of the
Categorize and
label different
Identify the
different types of
Differentiate
among the types
Explain how the
skeletal system
Investigate
disorders, their
body (i.e., head, skeletal system bones by body bones (i.e., long, of joints in the supports and treatment, and
arms, torso, and (e.g., protects parts (e.g., leg- flat, wide, short, skeletal system protects other prevention
legs) body parts, tibia, arms- and curved) (e.g., ball and body systems techniques to
supports the humerus, head- and their functions socket, hinge, (e.g., circulatory, maintain a healthy
framework, works skull, torso-spine) (mineral storage, gliding, pivot, muscular, nervous) skeletal system
with muscles) calcium, red blood moveable, and (e.g., osteoporosis,
cells, growth immovable) arthritis, sprain,
Skeletal System
plates) scoliosis)
State HPE 1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1, HPE 3
Standards
National NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 3
Standards
Missouri Department of Elementary and Secondary Education 5
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
1. Structure and Functions of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
D. Describe the
function of the skin
Identify the major
components and
Determine the
cause/effect of
Formulate ways to
protect skin from
(e.g., protection) functions of the healthy lifestyle environmental
integumentary choices as they damage
system (i.e., skin, relate to the three
Integumentary System (skin)
hair, nails) layers of skin Explain ways in
(nutrition, which the
hydration, exercise) integumentary
system works with
the sensory organs
Recognize the
importance of self
and regular check-
ups for skin
abnormalities
State HPE 1 HPE 1 HPE 1 HPE 1
Standards
National NH 1 NH 1 NH 5 NH 5, NH 7
Standards
Missouri Department of Elementary and Secondary Education 6
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
1. Structure and Functions of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
E. Show the location
of the heart
Predict what
happens to your
Identify the major
components (i.e.,
Identify the cause
and effect of
Show the effects
of lifestyle choices
Identify the types
of blood vessels
Analyze how
aerobic exercise
Investigate
disorders, their
heart rate during blood vessels, lifestyles choices (e.g., high fat diet, (i.e., arteries, impacts an treatments, and
physical activity heart) and (e.g., activity, physical activity) veins, capillaries) individual prevention
functions (e.g., diet, tobacco use) on the cardio- physically, techniques to
transport blood on the cardio- respiratory system Identify the mentally, and maintain a healthy
Cardio-respiratory/Circulatory
throughout the respiratory system and relate how the chambers of the emotionally cardio-respiratory
body) (e.g., healthy cardio-respiratory heart (i.e., atrium, system (e.g., high
of the cardio- heart vs. system affects ventricle) blood pressure,
respiratory unhealthy heart, quality of life anemia,
system blocked blood Identify types of hemophilia, sickle
vessels, lung blood cells (i.e., cell, asthma,
Name the major capacity) red, white, allergies,
functions of the platelets) bronchitis,
System
cardio-respiratory Identify the cause pneumonia)
system and effect of an Explain ways in
active vs. inactive which the cardio-
lifestyle on the respiratory system
cardio-respiratory interacts with
system (e.g., other systems
healthy vs.
unhealthy heart
and lungs)
State HPE 1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1, HPE 3
Standards
National Standards NH 1 NH 1 NH 1 NH 1 NH 5 NH 1 NH 1 NH 3
Missouri Department of Elementary and Secondary Education 7
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
1. Structure and Functions of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
F. Identify the basic
components of the
Identify additional
components of the
Identify common
problems,
Describe the
function of the
Illustrate air flow
through the
Measure
respiratory rates
respiratory system respiratory system symptoms, and respiratory system respiratory system during inactivity
(e.g., nose, mouth, (e.g., trachea, treatment of (e.g., exchange of and it’s relationship and activity
lungs) bronchial tubes, breathing disorders carbon dioxide and to the circulatory
diaphragm, (e.g., asthma, oxygen) between system
alveoli) bronchitis) air sacs and
capillaries
Respiratory System
Identify the cause
and effect of
lifestyle choices on
the respiratory
system (e.g.,
inactivity, tobacco)
State HPE 1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1, HPE 3
Standards
National NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 3
Standards
Missouri Department of Elementary and Secondary Education 8
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
1. Structure and Functions of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
G. Identify the major
components and
Define and
distinguish
Summarize the
functions of the
Investigate how
environment
Describe how
healthy lifestyle
Analyze how
learning is
Investigate
disorders, their
functions of the between short- nervous system affects learning choices (e.g., influenced by the treatment, and
nervous system term and long-term (e.g., sending and exercise, diet, brain’s short term prevention
(i.e., brain, spinal memory receiving sleep) affect the and long term techniques to
cord, nerves) messages, Distinguish functioning of the memory, maintain a healthy
regulating body between the CNS central nervous environmental nervous system
functions), serving and PNS (Central system and learning styles and (e.g., mental
as the body’s Nervous System peripheral nervous learning strategies disorders, spinal
Nervous System
control center for and Peripheral system (e.g., (e.g., multiple cord injuries,
five senses Nervous System) exercise increases intelligences, cerebral palsy,
(emotions, speech, endorphins, stress cooperative meningitis,
coordination, relief, mental learning, chemical
balance, and alertness) hypothesis, inquiry) imbalances, hives,
learning) shingles, multiple
sclerosis,
Parkinson’s,
epilepsy)
State HPE1 HPE 1 HPE 1 HPE 1 HPE 1, HPE 2 HPE 1 HPE 1, HPE 3
Standards
National NH 1 NH 1 NH 1 NH 1, NH 3 NH 1 NH 1 NH 3
Standards
Missouri Department of Elementary and Secondary Education 9
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
1. Structure and Functions of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
H. Identify the major
components (e.g.,
Explain ways in
which the digestive
Identify the
function of each
List the most
common disorders,
Describe the
mouth, esophagus, processes of the and other body organ in the describe how to
stomach, small digestive system systems work digestive system treat them and
intestine, large (e.g., how the together (e.g., stomach- prevention
intestine) and teeth, tongue, and digestive juices, techniques to
functions of the saliva begin the pancreas-insulin, maintain a healthy
digestive system digestive process) gall bladder- digestive system
and how they are storage of bile, (e.g., ulcers,
affected by lifestyle liver-removes irritable bowel
toxins, small syndrome, Crohn’s
Digestive System
choices (e.g., diet,
activity level, intestines-absorbs Disease, diarrhea,
dental care) nutrients, large constipation, gall
intestines-removes stones, colon
solid waste) as it cancer)
relates to overall
health
State HPE 1 HPE 1 HPE 1 HPE 1 HPE 1, HPE 3
Standards
National NH 1 NH 1 NH 1 NH 1 NH 1
Standards
Missouri Department of Elementary and Secondary Education 10
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
1. Structure and Functions of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
I. Label the major
components (i.e.,
Explain ways in
which the
Relate how health
behaviors affect
Investigate
disorders, their
kidneys, ureters, urinary/excretory the treatment, and
bladder, urethra) works with other urinary/excretory prevention
and functions of body systems system techniques to
Urinary/Excretory System
the maintain a healthy
urinary/excretory urinary/excretory
system (e.g., system (e.g.,
removes liquid kidney stones,
waste from the urinary tract
body) infections,
nephritis)
State HPE 1 HPE 1 HPE 1, HPE 2 HPE 1, HPE 3
Standards
National NH 1 NH 1 NH 1 NH 3
Standards
Missouri Department of Elementary and Secondary Education 11
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
1. Structure and Functions of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
J. Identify and
describe the basic
Explain ways in
which the
Describe how the
endocrine system
Relate a function
of each endocrine
Investigate
disorders, their
structure and endocrine and affects all other gland (e.g., treatments, and
functions of the nervous systems body systems thyroid- prevention
endocrine system work together metabolism; techniques to
including growth pituitary-master maintain a healthy
(pituitary), hormonal gland endocrine system
reproduction and height; (e.g., thyroid
(ovaries, testes), adrenal-fight or cancer, type II
Endocrine System
fight or flight flight; pancreas- diabetes, chemical
responses insulin; ovaries- imbalances)
(adrenal), energy, eggs; testes-
metabolism sperm) and how it List the causes of
(thyroid) is impacted by type II diabetes
lifestyle choices and describe
management
procedures and
prevention
techniques
State HPE 1 HPE 1 HPE 1 HPE 1, HPE2 HPE 1, HPE 3
Standards
National NH 1 NH 1 NH 1 NH 1 NH 1, NH 3
Standards
Missouri Department of Elementary and Secondary Education 12
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
1. Structure and Functions of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
K. Identify and
describe the basic
Research and
analyze the
Describe how
hormones are
Distinguish
between dominant
Describe the
impact heredity
Recognize normal
vs. abnormal
structure and physical, responsible for the and recessive traits and lifestyle conditions of the
function of the emotional, social, development of choices have on reproductive
male and female and intellectual secondary sex the reproductive system
reproductive changes occurring characteristics and system functions
system (e.g., during puberty for the production and disease Explain how the
menstrual cycle, and release of formation following affect the
nocturnal reproductive cells, functioning of the
emissions) allowing the Explain how to reproductive
opportunity for maintain a healthy system: ovarian
fertilization reproductive cysts, HPV/cervical
Reproductive System
system cancer,
premenstrual
Identify cancer syndrome,
signs and infertility, ovarian
symptoms and cancer, testicular
explain the cancer, and
importance of prostate cancer
monthly self-
examinations Discuss the
importance of
routine physical
examinations and
tests (e.g., pap
smears,
mammograms,
prostate
examination) to
reduce the risks of
problems related
to cancer and
other chronic
diseases
State HPE 1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1, HPE 2, HPE
Standards 3
National NH 1 NH 3 NH 1 NH 1 NH 1 NH 1
Standards
Missouri Department of Elementary and Secondary Education 13
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
1. Structure and Functions of the Body
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
L. Describe how to
keep the immune
Label the major
components
Investigate
disorders, their
system healthy (i.e., lymph nodes, treatments, and
and explain the lymph vessels, prevention
principles of tonsils, thymus, techniques to
vaccination and spleen) and maintain a healthy
Lymphatic-Immune System
immunization identify the lymphatic/immune
functions of the system (e.g.,
lymphatic system common cold,
(e.g., recognizes influenza,
and destroys tonsillitis, strep
invading throat)
pathogens,
immunity)
State HPE 1 HPE 1 HPE 1, HPE 2, HPE
Standards 3
National NH 1 NH 1 NH 3
Standards
Missouri Department of Elementary and Secondary Education 14
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
2. Social, Emotional and Mental Health
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. State qualities of a
good friend
Identify
responsibilities within
Recognize the
influence peers
Identify how
family, friends,
Differentiate
between negative
Cite evidence that
supports the rights
a family and describe have on people ( and culture can and positive peer both individuals and
Recognize characteristics shared interest, influence personal pressure and the communities have
similarities and needed to be a goals, and values) health practices discuss reversal when making social
differences of responsible family and decisions techniques health decisions
families member
Evaluate ideas and Describe patterns of
perspectives physical, social, and
Influence of Family and Peers
regarding the mental/emotional
influence that health that promote
family, friends, and healthy long-term
culture have on relationships (e.g.,
health choices and dating, work
behaviors during environment,
adolescence friendship, and
marriage)
State HPE 2 HPE 2 HPE 2 HPE 2 HPE 5 HPE 2
Standards
National NH 2 NH 2 NH 2 NH 2 NH 2 NH 2, NH 8
Standards
Missouri Department of Elementary and Secondary Education 15
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
2. Social, Emotional and Mental Health
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Recognize how
each person has a
Identify the cause
and effect of one’s
Analyze the duties
and responsibilities
Relate the effects
of human actions
Recognize
situations where
Develop a list of
attributes needed
unique contribution actions on others needed to be a towards people the perspective of to live effectively
(e.g., physical, contributing with diverse others may differ with others
mental, cultural, member of a social backgrounds and from your own
ethnicity) to their community (e.g., demonstrate ways
community (e.g., school, church, to effectively
Responsibilities in Society
classroom, school, neighborhood, communicate with
neighborhood) Girl/Boy Scouts, them
service)
State HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2
Standards
National NH 2 NH 2 NH 8 NH 2, NH 4 NH 2 NH 2
Standards
Missouri Department of Elementary and Secondary Education 16
Health Education Grade Level Expectations rev: 05/05/07
Functions and Interrelationships of Systems
2. Social, Emotional and Mental Health
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Recognize different
emotions
Identify a variety
of feelings and
Identify
appropriate ways
Evaluate the
importance of
Define defense
mechanisms
Describe how to
constructively
Formulate
scenarios that will
Analyze ways
individuals can
Compare and
contrast
situations that may to express needs, effective listening (constructive or manage feelings illustrate potential respond to the constructive versus
Identify require adult wants, and skills in building destructive) as a caused by problems or various needs and destructive defense
appropriate ways assistance feelings (e.g., and maintaining means for handling disappointment, difficult situations characteristics of mechanisms as a
of expressing dealing with relationships emotions (e.g., stress, separation diverse people means for handling
feelings and anger, model talking it out vs. or loss including those one’s emotions
recognize verbal attentive listening shutting down) with different
and nonverbal cues skills) Model healthy abilities, chronic Predict how the
associated with communication diseases, different dynamics of
Communication Skills
each (e.g., happy, skills through ethnic and cultural relationships with
sad, mad, and exchange of backgrounds family, groups, and
afraid) information, community change
questions, and as the individual
ideas while matures
recognizing the
perspective of
others
State HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2
Standards
National NH 4 NH 4 NH 4 NH 4 NH 4 NH 4 NH 4 NH 4 NH 4
Standards
Missouri Department of Elementary and Secondary Education 17
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
1. Personal and Family Health
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Identify behaviors
that keep a person
Show the cause
and effect of
Identify and show
good oral hygiene
Describe how
personal health is
Classify activities
as they relate to
Create a personal
health plan that
Identify body
changes during
Critique personal
behaviors and
Analyze how
social, emotional,
Show the steps
used in the
healthy (e.g., healthy behaviors (e.g., brushing, enhanced by the health related includes balanced puberty and their cause and physical, and problem solving
physical activity, (e.g., physical flossing, dental behaviors (include fitness nutrition, physical proper hygiene effect that relate mental health model to examine
sleep, good activity, sleep, exams) care of skin, teeth, components and activity, hygiene, practices (e.g., to the following affect wellness system functions
nutrition, clothing, good nutrition, gums, hair, eyes, identify behaviors, adequate sleep, acne) choices: and disease
hygiene) clothing, hygiene) nose, ears, nails) that if performed no alcohol, healthy eating breakfast formation
regularly, can snacking daily; refraining encountered in
contribute to a from the use of daily living
healthy lifestyle tobacco and situations (e.g.,
(eating breakfast alcohol; lead poisoning,
Personal Health
daily, not smoking, sleeping six to second-hand
adequate sleep, eight hours a smoke)
maintain normal night;
weight, regular maintaining a
physical activity, healthy weight;
avoiding alcohol, daily moderate to
healthy snacking) vigorous physical
activities; making
healthy food
choices (fruits,
vegetables, whole
grains, portion
sizes)
State HPE 2 HPE 2 HPE 2 HPE 2 HPE 2, HPE 5 HPE 2 HPE 2 HPE 2, HPE 5 HPE 2 HPE 1, HPE 2, HPE
Standards 3, HPE 4, HPE 6
National NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1
Standards
Missouri Department of Elementary and Secondary Education 18
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
1. Personal and Family Health
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Identify preventive
health care (e.g.,
Summarize how
preventive health
Identify various
health needs
Predict problems
that may occur due
Assess personal
health needs
Discuss the
concept of
immunizations, care enhances during adolescence to insufficient or during adolescence preventive care
regular health and one’s health (e.g., (e.g., mental, lack of preventive and apply and its importance
dental check-ups) immunizations, emotional, social, care for health strategies to in maintaining and
regular health and and physical, needs address those improving health
dental care) hygiene) needs or problems
Preventive Care
State HPE 3 HPE 3 HPE 5 HPE 3 HPE 5 HPE 3
Standards
National NH 1 NH 1 NH 1 NH 1 NH 5 NH 1
Standards
Missouri Department of Elementary and Secondary Education 19
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
1. Personal and Family Health
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Describe how
people grow and
Sequence the
stages of the
Recognize the
rapid changes in
Compare and
contrast factors
Sequence the
process and events
change throughout human life cycle adolescent that can affect of the human life
life (physically, (e.g., infant, development (e.g., growth and cycle including
mentally, toddler, preschool, social, emotional, development fertilization, fetal
emotionally, and school-age) physical, which one can development and
Growth and Development
socially) intellectual alter, enhance, or birth
growth) adapt (e.g.,
heredity, family,
environment,
physical activity,
hormones,
disease)
State HPE 1 HPE 1 HPE 1, HPE 2 HPE 2 HPE 1
Standards
National NH 1 NH 1 NH 1 NH 1 NH 1
Standards
Missouri Department of Elementary and Secondary Education 20
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
1. Personal and Family Health
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
D. Recognize that
active play
Recognize that
physical activity
Describe how
physical activity
Identify
components of
Distinguish
individual strengths
Distinguish the
differences Analyze factors
makes people increases heart and makes a person’s health related and weaknesses in between health and (e.g., time, cost,
strong and respiratory rate body stronger (e.g., fitness health-related skill related fitness accessibility) and
healthy helps develop fitness benefits (physical
Health and Skill Related Fitness
strength, and psychological)
endurance, related to regular
flexibility, and body participation in
composition) physical activity
Analyze present
fitness levels to
create a personal
fitness plan which
meets current and
future needs
necessary for the
maintenance of
total fitness
State HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4
Standards
National NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1
Standards
Missouri Department of Elementary and Secondary Education 21
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
2. Nutrition
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
Recognize that Identify healthy Identify the six Identify the sources Identify sources Describe and Apply nutrition Justify food sources Assess key
A. foods come from food choices (see essential nutrients and basic functions and functions of differentiate the knowledge to that supply each of nutrients and their
plant and animal MyPyramid.gov) in and their functions of the six essential specific vitamins contribution specific compare the the essential specific functions
sources and each of the five (carbohydrates, nutrients including and minerals that nutrients make nutrient nutrients and influences on
provide the body food groups protein, fats, fiber, and locate are critical for towards growth contribution of a body processes
with fuel (energy) (sorting play food vitamins, minerals, five essential youth (e.g., repair, and cellular food to its energy (e.g., disease
or pictures into water) nutrients calcium, folate, needs of the body: contribution prevention)
Essential Nutrients and Food
Recognize that food food groups) (carbohydrates, vitamins A,C and D) fats provide the
fits into different fats, proteins, body with a stored Assess how
groups and that Compare and vitamins, minerals) Recognize the form of energy, nutritional needs
different amounts contrast the effects on food labels and MyPyramid.gov warmth and change throughout
are needed from of nutrient-dense recognize that this food slogans (e.g., insulation for body the life cycle
each food group for and empty-calorie information helps go lean with meat, organs;
Groupings
healthy eating (i.e., foods on the body one make healthy vary your carbohydrates
grains, fruits, (e.g., soda/skim food choices vegetables, focus provides the body
vegetables, dairy, milk, chips/apple; on fruits, get your with an immediate
beans, meats) cookies/carrots) Describe the calcium rich foods, source of energy;
relationship make the most of proteins help the
between food your whole grains) body grow, make
intake and energy muscles strong and
repair body tissues;
vitamins and
minerals help to
release energy and
help the body fight
infections making
strong bones and
teeth
State HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2
Standards
National NH 1 NH 1, NH 5 NH 1 NH 1 NH 1 NH 1 NH 5 NH 1 NH 1
Standards
Missouri Department of Elementary and Secondary Education 22
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
2. Nutrition
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Recognize we need
a variety of foods
Identify a healthy
snack from each
Compare and
contrast the
Make decisions
regarding food
Use the
MyPyramid.gov
Discuss the
misconceptions
Evaluate factors
that influence food
Create a meal plan
(s) through the
Prove how a well-
balanced diet that
each day food group (see relationship choices based on website to projected by society choices (e.g., selection of is low in fat, high in
MyPyramid.gov) between body balance (e.g., food construct a in regard to body culture, family, appropriate food fiber, vitamins and
image and personal log, meal planning, balanced menu image emotions, peers, based on energy minerals can
Balance, Variety and Moderation
Recognize that health (e.g., self- grocery shopping), media) and their needs, food reduce the risk of
eating healthy and esteem, disease moderation and Describe and impact on nutrition preferences and certain disease
being active will prevention) variety assess the and health. nutrient
help maintain a relationship of requirements as Investigate and
healthy body family preferences Recognize the represented in “My analyze the factors
composition and culture to food symptoms of Pyramid” that influence
choices various eating dietary choices
disorders and (e.g., lifestyle,
proper referral ethnicity, family,
sources media, and
advertising)
Analyze food
choices and discuss
how it should be
used to develop a
proper diet
State HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2, HPE 6 HPE 2 HPE 2
Standards
National NH 1 NH 1 NH 1 NH 1 NH 5 NH 1, NH 2 NH 2 NH 2 NH 1 NH 1, NH 2
Standards
Missouri Department of Elementary and Secondary Education 23
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
2. Nutrition
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Recognize that
packaged food
Identify the basic
parts of the
Explain the
importance of
Examine food
labels to determine
Identify allergy
information on food
Analyze and
critique food
Apply concepts
using food labels to
products contain Nutrition Facts nutrition facts on calories and labels labeling information meet the dietary
labels label (e.g., serving food labels in nutrients in a to determine needs of individuals
size, fat, sugar, making healthy product (e.g., calories, nutrients, for a healthy
ingredients) selections (e.g., compare nutritional serving size, types lifestyle (e.g.,
serving size, value and of ingredients and diabetes, lactose
calories, nutrients, ingredients of two nutritional value in intolerance, food
ingredients) product labels) a product allergies)
Food Labels
State HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2, HPE 6
Standards
National NH 3 NH 3 NH 5 NH 3 NH 1 NH 1, NH 2 NH 1
Standards
Missouri Department of Elementary and Secondary Education 24
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
2. Nutrition
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
D. Recognize how
germs are spread
Illustrate proper
food safety
Recognize the four
basic rules of food
Describe proper
food guidelines and
Apply the four
basic rules of food
Discuss the cause
and effect
and apply practices procedures (e.g., handling (i.e., storage (e.g., handling (e.g., relationships that
to reduce germs in washing hands, not clean, cook, chill, expiration date, clean, chill, cook, influence a safe
our community touching other’s separate) refrigerated vs. separate) to food supply (e.g.,
(e.g., hand food, double non-refrigerated different food regulatory
Food Handling and Safety
washing, not dipping) food) preparation agencies, food
eating food off, situations handling and
floor, not touching production, food
others’ food, wash storage techniques,
fruits and pesticides,
vegetables) additives,
bioterrorism)
State HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2, HPE 6
Standards
National NH 7 NH 7 NH 7 NH 7 NH 7 NH 7
Standards
Missouri Department of Elementary and Secondary Education 25
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
2. Nutrition
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
E. Recognize that
food provides the
Select foods that
are nutrient-
Recognize that
essential nutrients
Summarize the
relationship
Apply nutrition
knowledge to
Design a
nutritional plan
body with fuel dense to provide provide different between food compare the and fitness
(energy) (e.g., the body with amounts of energy intake and nutrient program based on
importance of long-lasting (e.g., physical activity contribution of a the relationship
Food Energy and Physical Activity
eating breakfast) energy for carbohydrates, food to its energy between food
thinking and protein, fats) contribution intake and activity
physical activity level with regard
(e.g., eating to weight
fruits/vegetables management and
versus healthy living
candy/chips) (e.g., caloric
intake, calorie
expenditure,
weight gain,
weight
maintenance, and
safe weight loss)
State HPE 2 HPE2 HPE 2 HPE 2 HPE 2 HPE 2
Standards
National NH 1 NH 5 NH 1 NH 1 NH 1 NH 5
Standards
Missouri Department of Elementary and Secondary Education 26
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
3. Consumer Health and Safety
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Identify
advertising
Collect and display
examples of how
Recognize that
fads, quackery,
Analyze marketing
and advertising
Evaluate the role
the media can play
techniques that the media can and advertising can techniques that in influencing
target children influence a influence health influence consumer young adults’ self
(e.g., toys in consumer decision behaviors and decisions (e.g., concept by
Media Influence on Health Habits
cereal, fast food regarding health practices bandwagon, idealizing body
meals, cartoon practices and beautiful people, image and elite
characters) products (e.g., good times, status performance levels
magazine, symbols/well of famous people
newspaper, known characters)
commercial) Analyze the health
claims that the
and Decisions
media make and
their impact on
physical,
mental/emotional,
and social health.
State HPE 6 HPE 6 HPE 6 HPE 6 HPE 6
Standards
National NH 2 NH 2 NH 2 NH 2 NH 2
Standards
Missouri Department of Elementary and Secondary Education 27
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
3. Consumer Health and Safety
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. List five rights that
consumers have to
Identify and select
appropriate
Analyze the
reliability of health
protect themselves consumer care information,
from false health protection agencies services and
claims: (1) right to that address products that could
safety (2) right to various specific affect consumer
Consumer Rights and Issues
be informed (3) consumer issues decision-making
right to be heard, (e.g., finding
(4) right to have Identify and specialists such as
problems analyze consumer CDC, county health
corrected, (5) right health issues and departments,
to consumer products to make extension centers;
education wise decisions insurance carriers,
clinics, hospitals,
Identify consumer OB/GYN, and
health problems in emergency rooms)
your community
State HPE 6 HPE 6 HPE 6
Standards
National NH 8 NH 8 NH 8
Standards
Missouri Department of Elementary and Secondary Education 28
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
3. Consumer Health and Safety
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Identify
community
Describe the
responsibilities of
Compare and
contrast
Recognize how
the collaboration
Connect the
appropriate
Examine the viewpoints
and efforts of individuals,
Develop a list of
individual and/or
helpers and health various community efforts of resource in the communities, and governmental
professionals community helpers and individuals, community to government regarding agencies and
(e.g., fire, police, helpers agencies who can communities, and determine their societal health issues in explain their
nurse, doctor, provide assistance government affect role in prevention order to make decisions responsibility for
dentist, for specific health the health of a and treatment of that are informed and providing
pediatrician, issues or community (e.g., health related responsible: managing assistance to
pharmacist, safety problems (e.g., recycling effort, problems (e.g., waste, conserving energy people for their
patrol) firemen, pollution centers) American Cancer and water, pollution health needs (e.g.,
policemen, Society, March of control, Al-anon for drug
Community Services/Careers
paramedics, Identify and Dimes, American tobacco free facilities abuse or
American Heart explore health- Hearth dermatologist for
Association) related careers Association) Analyze how the acne)
Department of Health and
Examine the Senior Services, the Center
different types of for Disease Control and
health care Prevention, and other
systems (e.g., public health agencies are
HMOs – employer- responsible for disease
provided health reduction and control
insurance) prevention, research,
education, and
enforcement of laws (e.g.,
food inspection, safe food
storage and handling,
distributing flu vaccines,
and no smoking
ordinances)
Identify career
opportunities in health-
related professions and
how these roles meet the
needs of the health
consumer (e.g., exercise
physiologist, sports
therapist, dietician, tertiary
care)
State HPE 6 HPE 6 HPE 6 HPE 6 HPE 6 HPE 6 HPE 6
Standards
National NH 3 NH 3 NH 3 NH 3 NH 3 NH 3 NH 3
Standards
Missouri Department of Elementary and Secondary Education 29
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
4. Life Management Skills
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Recognize that
people have
Recognize that
decisions have
Identify positive
ways to solve or
Identify the five
steps of the
Explain and cite
examples where
Apply strategies to
solve or prevent
Recognize that life
management skills
Analyze and
evaluate how the
Distinguish
between problems
Apply practices that
preserve and
disagreements and consequences prevent problems decision making the decision making problems (e.g., (e.g., stress decision making that can be solved enhance the safety
choices on how to (e.g., verbal process: process may be listen attentively, management, goal process can help an independently and and health of
resolve them communication 1. What is the used (e.g., clam down, find a setting, decision individual in life those that need the others (e.g.,
skills, non-verbal, problem? choosing sports, compromise) making, assertive situations help of a peer, conflict resolution,
Decision Making and Problem
and “I” messages) 2. What are my snacks, friends) behavior, resisting adult, or peer mediation,
choices? peer pressure, and professional seeking adult or
3. What are the conflict resolution) professional
pros and cons of can be applied to consultation, stress
each choice? personal situations management, goal
4. How important that adolescents setting, decision-
are the encounter making, assertive
consequences of behavior, resisting
Solving
each choice? peer pressure,
5. Which is the best asset development)
choice?
State HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2
Standards
National NH 2 NH 5 NH 5 NH 5 NH 5 NH 5 NH 5 NH 5 NH 5 NH 5
Standards
Missouri Department of Elementary and Secondary Education 30
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
4. Life Management Skills
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Recognize and
practice saying “no”
Describe what
causes
Define refusal skills
(strategies that
Identify steps of
conflict resolution:
Apply and assess
conflict/mediation
Examine the impact
that peer pressure
to unhealthy disagreements/fight help you say no) (1) identify the strategies to a refusal skills have
actions and s and how to avoid and assertive skills conflict; (2) agree variety of conflict on self-perception
Refusal/Assertive Skills and Conflict
behaviors toward them (skills that allow to disagree; (3) situations and the perception
them (e.g., stop, you to behave with listen to each of others
get away, and tell confidence) other; (4)
an adult or No, Go, negotiate; (5)
and Tell) compromise on a
solution
Resolution
State HPE 2, HPE 5 HPE 2, HPE 5 HPE 2, HPE 5 HPE 2, HPE 5 HPE 2, HPE 5 HPE 2, HPE 5
Standards
National NH 4 NH 4 NH 4 NH 4 NH 4 NH 4
Standards
Missouri Department of Elementary and Secondary Education 31
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
4. Life Management Skills
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. demonstrate how
goal-setting can
Identify positive
influences in a
Assess situations
that may require
Establish short and
long term goals for
Evaluate current
assets (positive
help a person person’s life (e.g., coping strategies a specific health influences in one’s
make a difference school, (e.g., loneliness, issue life) and determine
Goal Setting and Asset Development
in their health or community, boredom, grief, ways to enhance
fitness family) anger, shyness) those qualities
and list assets that
would help address
these situations
State HPE 2 HPE 2 HPE 2 HPE 2 HPE 2
Standards
National NH 6 NH 6 NH 6 NH 6 NH 6
Standards
Missouri Department of Elementary and Secondary Education 32
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
4. Life Management Skills
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
D. Recognize what
stress is and how it
Identify healthy
activities that can
Describe healthy
activities and
Identify personal
stressors in daily
Describe the short
and long term
Describe positive
stress management
Analyze various
techniques
Create a plan using
life management
affects the body relieve coping strategies to living (e.g., large effects of stress on skills to reduce designed to skills to address
uncomfortable deal with groups, tests, the body stress related enhance coping personal and social
feelings and uncomfortable family pressures, problems abilities and concerns that are a
Stress Management and Coping Skills
emotions feelings and too busy, language manage stress part of daily living
emotions(e.g., ask barriers) and (e.g., stay healthy, (e.g., learning to
a trusted adult, describe strategies relax, positive manage time and
make a plan of to deal with these outlook, physically stress, setting
action, exercise, stressors (coping, active, talk it out) goals, dealing with
speak up) time management, conflicts, working
decision-making) collaboratively)
Differentiate
positive and
negative stress and
how they can affect
a person
State HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2
Standards
National NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 5, NH 6
Standards
Missouri Department of Elementary and Secondary Education 33
Health Education Grade Level Expectations rev: 05/05/07
Health Maintenance and Enhancement
4. Life Management Skills
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
E. Define “private
parts” (e.g., what is
Identify a trusted
adult
Identify resources
in the community
Define bullying and
harassment and list
Describe strategies
to prevent bullying
Devise a plan to
reduce the risk of
Formulate a
personal and
Discuss sexual
harassment issues
Demonstrate
strategies to
Develop a list of
intervention skills
covered by a that can provide acts of each (e.g., (e.g., avoid being becoming a victim school-wide plan(s) and create a plan prevent, manage, that can be used to
swimming suit) and Identify acceptable safety (e.g., police, excluding from alone, stay away of violence, include to address and to address these or report social prevent violence
Harassment/Bullying and Violence
distinguish between and unacceptable safe houses, group, teasing, from people who violence prevention reduce bullying issues problems related to and describe when
“safe” and “unsafe” behavior toward school, counselor, inflicting physical fight, ignore strategies (e.g., abuse, exploitation, and how to use
touch others and list mall security) harm) insults) learn to protect harassment, or these skills
positive ways to yourself, avoid bullying
deal with those Define violence and Describe strategies violent situations,
behaviors identify the causes to prevent violence choose friends Investigate
(e.g., anger, (e.g., count to 10 wisely, don’t talk to resources available
prejudice, child before acting, talk strangers) to cope with social
abuse, socio- to a trusted adult problems related to
Prevention
economic status) about feelings, abuse, exploitation,
physical activity, harassment, or
channel energy into bullying (e.g.,
worthwhile activity) school, police,
peers, hotlines,
counselors)
State HPE2, HPE5 HPE2, HPE5 HPE2, HPE5 HPE 2, HPE 5 HPE 2, HPE 5 HPE 2, HPE 5 HPE 2, HPE 5 HPE 2, HPE 5 HPE 2, HPE 5 HPE 2, HPE 5
Standards
National NH 1 NH 2 NH 3 NH 1 NH 1 NH 1 NH 5 NH 1, NH 5 NH 1 NH 1
Standards
Missouri Department of Elementary and Secondary Education 34
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
1. Disease Prevention and Control
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Recognize that
germs cause
Identify signs of
illness and list
Define
communicable
Classify
communicable and
Identify and
describe basic
Determine cause
and effect
Connect causative
factors,
Describe the effects of
positive lifestyles behaviors on
illness. ways to help you and non- non-communicable causes, symptoms, relationships symptoms, the occurrence of disease
recover communicable diseases into the treatments, and between non- treatment and (e.g., sunscreen, physical
diseases appropriate management of communicable preventive activity, diet, sleep, stress
Define germs, category common diseases (e.g., measures to their management)
where they are Identify how communicable Type I diabetes appropriate non-
found, and what germs are spread diseases and vs. Type II communicable Conduct research to answer
Communicable Diseases
Communicable vs. Non-
harm they cause and apply health problems diabetes) and diseases questions regarding
to the body practices which lifestyle behaviors epidemiological studies and
help reduce Explain how risk cite evidence about the
germs in our behaviors can management and prevention
community (e.g., contribute to the of communicable and non-
cover mouth development of communicable diseases (e.g.,
when sneezing, chronic disease local health department
wash hands) (e.g., relationships statistics, youth risk behavior
between smoking survey (YRBS), Centers for
and emphysema Disease Control (CDC),
or alcohol National Institute of Health
consumption and (NIH)
cirrhosis)
Analyze past problems related
to chronic diseases to develop
strategies to predict, prevent,
solve or manage present or
future disease-related
problems (e.g., ethnic,
cultural and family histories)
State HPE 3 HPE 3 HPE 3 HPE 3 HPE 3 HPE 3 HPE 3 HPE 3
Standards
National NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1, NH 3
Standards
Missouri Department of Elementary and Secondary Education 35
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
1. Disease Prevention and Control
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Model proper hand
washing and
Identify behaviors
that prevent and
Identify the body’s
basic lines of
Explain how healthy
behaviors enhance
Identify the stages
of disease
Describe the body’s
lines of defense
Describe the
primary and
hygiene reduce chances of defense (e.g., skin, the body’s basic progression (e.g., and the stages of secondary defenses
illness (e.g., hair in nasal lines of defense incubation) disease progression for prevention of
drinking plenty of passages, white (e.g., sleep, (e.g., incubation) disease and discuss
water, blood cells) physical activity, how they help to
immunizations, healthy food maintain or
Body Defenses and Recovery
sleep, eating choices) improve them
healthy foods)
State HPE 2, HPE 3 HPE 2, HPE 3 HPE 1 HPE 2, HPE 3 HPE 3 HPE 3 HPE 3
Standards
National NH 1 NH 1 NH 1 NH 1 NH 1 NH 1 NH 1
Standards
Missouri Department of Elementary and Secondary Education 36
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
1. Disease Prevention and Control
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Define pathogen
and identify three
Identify that there
are certain
Analyze
information about
Hypothesize
optimal conditions
Formulate and support an
interpretation regarding the
major types (i.e., conditions and the transmission for growth and reoccurrence of resistant
bacteria, virus, lifestyle behaviors and prevention of transmission of strains of pathogens (e.g.,
fungi) that enhance both communicable pathogens strep, herpes, mononucleosis,
the growth and diseases gonorrhea, Chlamydia, HIV,
spread of Staff Infection)
pathogens (e.g.,
Types of Pathogens and
person-to-person, Use the scientific process of
food, water, not laboratory investigation to test
washing hands, hypotheses on pathogen
improper transmission (e.g., hand
Transmission
refrigeration, lack sanitizers, Germglow,
of purification) disinfectants)
State HPE 3 HPE 3 HPE 3 HPE 3, HPE 5 HPE 3, HPE 5
Standards
National NH 1 NH 1, NH 7 NH 1 NH 1 NH 1, NH 3
Standards
Missouri Department of Elementary and Secondary Education 37
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
1. Disease Prevention and Control
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
D. Locate , select, and
organize
Recognize the
importance of
Analyze the impact
non-communicable
Compare signs and
symptoms of
information about regular check-ups diseases such as common sexually
non-communicable for various types of diabetes and transmitted
diseases that may cancer (e.g., asthma, could have infections
Sexually Transmitted Infections
impact adolescents breast, testicular, on adolescents
Adolescent Health Issues and
such as diabetes, skin) physical, social, and Explain how
asthma, joint emotional sexually transmitted
disease, cancer, Name and discuss development infections can affect
mental disorder) common STIs an individual’s
(sexually Recognize physical, social,
transmitted adolescent health mental/emotional,
infections) issues and select intellectual,
appropriate professional, and
Describe the strategies to solve economic well-
patterns of or prevent being (e.g.,
transmission, problems (e.g., HIV/AIDS sterility,
treatments, and Anorexia, bulimia, Kaposi Sarcoma,
prevention of acne, scoliosis) pneumonia, PCP,
sexually transmitted including knowing stress, oral thrush,
infections symptoms and yeast infections)
causes, early
diagnosis and
treatment, self-care
and management
State HPE 3, HPE 5 HPE 3, HPE 5 HPE 3, HPE 5 HPE 3, HPE 5
Standards
National NH 1 NH 1 NH 1, NH 5 NH 1
Standards
Missouri Department of Elementary and Secondary Education 38
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
1. Disease Prevention and Control
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
E. Identify bodily
fluids (e.g., blood,
Recognize that
bodily fluids can
Identify safe
practices for
Define HIV/AIDS
and recognize that
Describe how HIV
affects the immune
List behaviors that
could enhance HIV
Explain and discuss
the relationship
Compare and
contrast signs and
Explain the patterns
of transmission,
saliva, urine, tears, carry harmful reducing a person’s HIV is transmitted system transmission (e.g., between HIV and symptoms or treatment (past and
sweat, mucous) diseases and that risk for disease through blood and tattoo, piercing, AIDS HIV/AIDS present), and
some diseases are (e.g., syringes and other bodily fluids sex, syringe use, prevention of
HIV/AIDS Prevention Education
Identify how gloves easily transmitted needles, sneezing, pregnancy) and HIV/AIDS
protect us from while others are not coughing, hand strategies to
bodily fluids washing) prevent infection
The Missouri School Improvement Program (MSIP 1.1, 1.2, 1.3) requires that developmentally appropriate HIV/AIDS
prevention education occur at EVERY grade level, including primary grades.
State HPE 3 HPE 3 HPE 3 HPE 3 HPE 3 HPE 3 HPE 3 HPE 3 HPE 3
Standards
National NH 7 NH 7 NH 7 NH 1 NH 1 NH 7 NH 1 NH 1 NH 1
Standards
Missouri Department of Elementary and Secondary Education 39
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
1. Disease Prevention and Control
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
F. Describe how to
protect self and
Analyze and evaluate how teen pregnancy
and parenting can impact personal, family
others from STI and societal perspectives (e.g., dropout,
(sexually low self-esteem, abandonment, and
Abstinence, Prevention Behaviors, and
transmitted economics)
infections) and
explain the role Investigate and analyze the cause and
of abstinence for effect relationship between obtaining
prevention prenatal care and the health of the mother
(**Section and baby. (e.g., nutrition, alcohol and
170.015 Revised tobacco consumption, physical activity,
Statues of age, other drug use) and it’s effects on
Teen Pregnancy
Missouri: the unborn child (e.g., leg deformities,
Requires the retardation, learning disabilities, addiction,
student be low birth weight)
presented “with
the latest Evaluate the progression of reliability of
medically factual various contraceptive methods from most
regarding both reliable to least reliable (e.g., abstinence,
the possible side barrier methods, oral methods, surgical
effects and methods, injectable methods, implants)
health benefits of
all forms of (*Follow district curriculum policy when
contraception, addressing methods of contraception)
including the
success and
failure rates for
the prevention of
pregnancy and
sexually
transmitted
diseases.”)
State HPE 3 HPE 3
Standards
National NH 1 NH 1
Standards
Missouri Department of Elementary and Secondary Education 40
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
2. Injury Prevention and Safety
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Identify safe and
unsafe practices
Identify ways to
stay safe in bad
Describe common
safety rules and
Construct a plan of
what to do when
Assess personal
environment and
Discuss problems in
daily living that
Assess home and
school
Recognize problems
in daily living that
Describe and
analyze methods
and conditions at weather (e.g., laws (e.g., home alone (e.g., recognize the may contribute to environments for may contribute to that can be
home, school, and tornado, electric playground, emergency phone potential for danger self-destructive potential unsafe self-destructive effective in
in the community storms) bicycle, pedestrian, list, not answering in everyday behaviors and situations and behaviors and apply preventing societal
vehicle) door, not using situations (e.g., not strategies to cope recommend strategies to reduce problems affecting
Safety for Home, School, and
Recognize warning stove) wearing seatbelt, with these corrective action the risks of harm to teens (e.g., rape,
labels that identify Identify safety rules List common too many plugs in behaviors self and others assault, homicide,
harmful items and for being around emergencies and one outlet, telling and other personal
substances (e.g., strangers and using steps to take in caller parents are Identify societal safety risks, gangs)
cleaning products, the internet each situation out) problems (assault,
“Mr. Yuk” symbol, homicide, rape,
Communities
plastic bags) Identify potential robbery, gangs,
hazards in and personal safety
around the home risks)
(e.g., kitchen,
bathroom, yard,
evacuation plan)
State HPE 5 HPE5, HPE 7 HPE5, HPE 7 HPE5, HPE 7 HPE 5 HPE 5 HPE 5 HPE 5 HPE 5
Standards
National NH 5 NH 5 NH 5 NH 5 NH 5 NH 5 NH 5 NH 5 NH 5
Standards
Missouri Department of Elementary and Secondary Education 41
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
2. Injury Prevention and Safety
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Tell what first aid is
and give an
Identify individuals
who can properly
Recognize what to
do for minor
Create a plan that
recognizes an
Demonstrate basic
first aid procedures
Explain how basic
aid techniques can
Recognize basic aid
techniques that
Demonstrate basic
first aid procedures
Prioritize and
demonstrate the
Identify, from a
given list, those
example assist with first aid injuries under adult emergency or non- for handling help to save lives help save lives, such as the steps involved in situations that are
procedures (e.g., supervision (e.g., emergency weather-related (e.g., abdominal reduce the severity abdominal thrust, assessing an life threatening and
Explain how to school nurse, scrape, cut, situation and how emergencies (e.g., thrusts and rescue of an injury and rescue breathing emergency perform basic life
make emergency lifeguard, teacher, nosebleed) to respond (should hypothermia, breathing) enhance recovery and CPR, poisoning, situation including saving maneuvers
phone calls parent, babysitter) I call 911?) frostbite, and heat burns, control 911 format, check, (e.g., CPR,
exhaustion) bleeds, RICE call, care abdominal thrust,
bleeding control,
Analyze why the shock, burns,
First Aid Procedures
processes are used asthma, bee stings,
in sequential order snake bites,
(i.e., ABC of poisoning)
emergencies)
State HPE 2, HPE 7 HPE 2, HPE 7 HPE 2, HPE 7 HPE 2, HPE 7 HPE 2, HPE 7 HPE 2, HPE 7 HPE 2, HPE 7 HPE 2, HPE 7 HPE 2, HPE 7 HPE 2, HPE 7
Standards
National NH 7 NH 7 NH 7 NH 7 NH 7 NH 7 NH 7 NH 7 NH 7 NH 7
Standards
Missouri Department of Elementary and Secondary Education 42
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
2. Injury Prevention and Safety
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Recognize that
safety equipment
Match safety
equipment to the
Explain the use
and purpose of
Predict the
outcome when
Apply concepts
about weather
Make informed
decisions to
Recognize activity-related
conditions (e.g., bleeding,
is necessary to activity or sport safety equipment safety equipment safety (recognize reduce the risk of shock, asthma, low blood
protect the body is used/not used and attend to injuries during sugar, diabetes, dehydration)
during in physical activity changing exercise, sports and perform appropriate first
participation in conditions), and other aid procedures and practices
sports and exercise activities for each
Activity Related Injuries and
recreational precautions during
Environmental Conditions
activities (e.g., activities, and Recognize weather-related
helmet, mouth follow appropriate emergencies (e.g.,
piece, shin guards, safety rules and dehydration, asthma, heat
eye protection) use of equipment exhaustion, heat stroke,
hypothermia, frostbite) and
perform appropriate first aid
procedures and practices
State HPE 2, HPE 7 HPE 2, HPE 7 HPE 2, HPE 7 HPE 2, HPE 4 HPE 5 HPE 5 HPE 5
Standards
National NH 7 NH 7 NH 7 N H7 NH 7 NH 7 NH 7
Standards
Missouri Department of Elementary and Secondary Education 43
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
2. Injury Prevention and Safety
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
D. Recognize the
importance of
Demonstrate
specific safe
Apply safe practices
and procedures in
Explain the cause
and effect of
Investigate the
community
List the common
water-related
safety rules in and practices and and around water following water agencies that emergencies and
around water procedures in and safety rules provide water describe prevention
around water (e.g., safety courses and treatment
Identify specific life jackets, buddy techniques
safe practices in system, inclement
Water-Related Emergencies
and around water weather)
(e.g., life jackets,
buddy system,
inclement weather)
State HPE 5 HPE 5 HPE 5 HPE 5 HPE 5 HPE 5
Standards
National NH 7 NH 7 NH 7 NH 7 NH 7 NH 7
Standards
Missouri Department of Elementary and Secondary Education 44
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
3. Substance Education
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Recognize that
there are safe and
Identify alcohol,
tobacco, and
Identify various
types of drugs
Classify substances
in the home
Describe the short
and long-term
Assess the short
and long-term
unsafe substances medicines as drugs (e.g., nicotine, according to proper effects of effects that
that can be taken alcohol and street and improper usage performance performance
into the body Differentiate what drugs) (e.g., bleach is for enhancing drugs enhancing aids
is and what is not cleaning and not have on the body
Identify ways to medicine and it’s Explain what for ingesting; processes (e.g.,
Safe and Unsafe Substances
stay sway from proper and constitutes a drug vitamins are one a liver damage, heart
dangerous improper use (e.g., free and safe day and not several failure, brain
substances vitamins) community a day) aneurysm, anger,
“road rage,” acne,
violence, memory
loss, hepatitis, HIV)
and on individuals
and society (e.g.,
body image,
obsession with
winning, violent
behavior, black
market/illegal
purchases)
State HPE 5 HPE 5 HPE 5 HPE 5 HPE 5 HPE 5
Standards
National NH 1, NH 3 NH 1, NH 3 NH 1, NH 3 NH 1, NH 3 NH 1, NH 3 NH 1, NH 3
Standards
Missouri Department of Elementary and Secondary Education 45
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
3. Substance Education
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Recognize that
medicine is used to
Distinguish
between over-the-
Recognize
importance of
Recognize the role
of medication in
Identify the
purposes of
Explain the
guidelines and
Differentiate
between over the
Explain why
individuals need to
prevent or treat counter and safely storing treating an illness prescriptions, OTC precautions needed counter (OTC) and follow label
certain health prescription drugs medicine in its drugs, and other when using OTC prescription drugs, guidelines for all
Prescription, OTC Drugs and Natural
problems, taken proper place natural substances and prescription their purpose, substances (e.g.,
under adult (herbs) and how drugs (e.g., take precautions and compatibility of
supervision they can be used with trusted adult, guidelines for use ingested
Purpose and Guidelines for
safely (e.g., treat follow the label substances)
illness, prevent directions, only
health problems) take your own,
check safety seal)
Substances
State HPE 5 HPE 5 HPE 5 HPE 5 HPE 5 HPE 5 HPE 5 HPE 5
Standards
National NH 1, NH 3 NH 1, NH 3 NH 1, NH 3 NH 1, NH 3 NH 1, NH 3 NH 1, NH 3 NH 1, NH 3 NH 1, NH 3
Standards
Missouri Department of Elementary and Secondary Education 46
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
3. Substance Education
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Recognize that
TAOD
Describe the
effects of TAOD on
Describe how TAOD
affects the way a
Describe how TAOD
can affect the body
Discuss the issues
relative to a smoke-
Classify drugs
based on their
Compare peer
pressure to peer
Determine a cause
and effect relationship
Evaluate the short and
long term effects of
(tobacco, the body (e.g., person thinks, systems (e.g., free environment effect on the body support and regarding body system alcohol, tobacco, and
functions (i.e., other substances on
alcohol, and lungs, brain, liver) feels, and acts circulatory, (e.g., financial, (e.g., stimulant, evaluate how each muscular, excretory, the body (e.g.,
other respiratory, health risks, depressant, influences the nervous, digestive, changes in mood,
drugs)can Recognize the nervous) emotional) and hallucinogen, making of informed circulatory, thought processes,
have factors (e.g., demonstrate narcotic) and reasoned respiratory) and the mental ability,
dangerous media, peers, self- Analyze the effects strategies for decisions regarding use of TAOD (e.g., coordination, reaction
effects on the concept) that of choosing healthy refusing TAOD Differentiate among TAOD use alcohol and impaired time) and draw
Substance Use vs. Non-Use
body influence decisions alternatives rather various types of judgment, marijuana conclusions on the
and short term impact of these
to use or abuse than using or drugs and their memory loss, smoking substances on
substances abusing substances effect upon the and low birth weight personal, social, and
body including the babies) economic threats to
Identify healthy following: how the society
alternatives instead drug enters the Develop an informed
of using or abusing body; how the drug decision regarding the Review healthy
substances (e.g., interacts with body use of smoked and alternatives to
smokeless tobacco substance use and
clubs, physical chemistry based on knowledge investigate effective
activity, sports) of short and long-term strategies to promote
Present different effects on the body, individual, family, and
opinions and individual, and society community health
arguments about
the effects of TAOD Determine the cause Assess the risk of
on individuals, and effect relationship chemical dependency
between the use of and locate available
family, and society alcohol, tobacco, and help if alcohol,
other substances and tobacco, and other
emergency situations substance use
(e.g., motor vehicle becomes a problem
accidents, overdose,
accidental death, Evaluate personal risks
binge drinking) for chemical
dependency based
upon personal, family,
and environmental
factors
State Standards HPE 5 HPE 5 HPE 5 HPE 5 HPE 5 HPE 5 HPE 5 HPE 5 HPE 5
National NH 1 NH 3 N3 NH 3 NH 3 NH 3 NH 5 NH 1, NH 3 NH 1, NH 3
Standards
Missouri Department of Elementary and Secondary Education 47
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
4. Environmental Health
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Recognize how the
environment affects
Identify substances
that pollute the air
Recognize different
types of pollution
Compare the air
quality between
Describe ways in
which the
Define global
warming and its
a person’s health and harm your and how they affect the smoking and environment and effects on the
lungs one’s health (noise, non-smoking area ecosystems can be health of individuals
water, air, land) of a restaurant and damaged and worldwide
Recognize the identify harmful disrupted such as
Effects of Pollution on Health
effects of noise effects of second overpopulation, Compare present
pollution on the hand smoke overuse of environmental
body (e.g., loud resources, and health problems to
music, headsets) pollution past environment
health problems
and develop
strategies to reduce
or correct these
problems for the
future (e.g.,
destruction of the
ozone layer,
asbestos, second-
hand smoke,
nuclear disasters,
carpooling)
State SC4, HPE 2 SC4, HPE 2 SC 4, HPE 2 HPE 2 HPE 2 HPE 2
Standards
National NH 1, NH 7 NH 1, NH 7 NH 1, NH 7 NH 1, NH 7 NH 1, NH 7 NH 1, NH 7
Standards
Missouri Department of Elementary and Secondary Education 48
Health Education Grade Level Expectations rev: 05/05/07
Risk Assessment and Reduction
4. Environmental Health
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Identify ways to
protect the body
Recognize the
harmful effects of
Describe what an
individual can do to
Identify actual or
potential risks
Develop ways to
promote recycling,
Evaluate potential
results of an
Compare ways that
individuals,
from the poor air quality or help preserve the factors and reducing waste, environmental communities, state
environment extreme environment and reduction methods and reusing items solution considering and federal
(e.g., sunscreen, temperature to the promote within the to prevent pollution aesthetics, ethics, government can
insect repellant, body (e.g., environmental environment that that damages the societal cooperate to
sunglasses, asthma, allergies, health (e.g., can affect one’s environment, responsibility promote
goggles, hats) hypothermia) recycle, reduce, health (e.g., disrupts environmental
Individual Responsibility
reuse) wearing sunscreen, ecosystems, and Examine existing health (e.g.,
Recognize that having parent affects one’s and potential recycling, adopt-a-
littering is against Recognize that change furnace personal health environmental highway programs,
the law and there are laws and filter) health problems river clean-up, land
promotes the regulations within their preservation,
spreading of designed to community and community
pathogens promote and create solutions to beautification,
protect community address them advocacy)
and environmental
health (e.g.,
littering, illegal
dumping, noise
ordinances)
State HPE 2 HPE 2, SC8 SC 4 HPE 2, SC 4 HPE 2, SC 4 HPE 2 HPE 2
Standards
National NH 1, NH 7 NH 1, NH 7 NH 1, NH 7 NH 1, NH 7 NH 1 NH 1 NH 8
Standards
Missouri Department of Elementary and Secondary Education 49
Health Education Grade Level Expectations rev: 05/05/07