HEALTH
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A primary goal of the health education standards is to improve academic achievement and health literacy for all students in California. Four characteristics are identified as essential to health literacy.
Health-literate individuals are:
• Critical thinkers and problem solvers when confronting health problems and issues
• Self-directed learners who have the competence to use basic health information and services in health-enhancing ways
• Effective communicators who organize and convey beliefs, ideas, and information about health issues
• Responsible and productive citizens who help ensure that their community is kept healthy, safe, and secure
These four essential characteristics of health literate individuals are woven throughout the health education standards.
Overarching Content Standards and Rationales
The eight overarching health content standards for kindergarten through grade twelve are presented below, along with the rationale for each standard.
Standard 1:
Essential Health Concepts All students will comprehend essential concepts related to enhancing health.
Rationale: Understanding essential concepts about the relationships between behavior and health provides the foundation for making informed decisions about health related behaviors and for selecting appropriate health products and services.
Standard 2:
Analyzing Health Influences All students will demonstrate the ability to analyze internal and external influences that affect health. Rationale: Health choices are affected by a variety of influences. The ability to recognize, analyze, and evaluate internal and external influences is essential to protecting and enhancing health.
Standard 3:
Accessing Valid Health Information All students will demonstrate the ability to access and analyze health information, products, and services.
Rationale: Students are exposed to numerous sources of information, products, and services. The ability to access and analyze health information, products, and services provides a foundation for practicing health enhancing behaviors.
Standard 4:
Interpersonal Communication All students will demonstrate the ability to use interpersonal communication skills to enhance health.
Rationale: Positive relationships support the development of healthy attitudes and behaviors. The ability to appropriately convey and receive information, beliefs, and emotions is a skill that enables students to manage risk, conflict, and differences and to promote health.
Standard 5:
Decision Making All students will demonstrate the ability to use decision-making skills to enhance health.
Rationale: Managing health behaviors requires critical thinking and problem solving. The ability to use decision-making skills to guide health behaviors fosters a sense of control and promotes the acceptance of personal responsibility.
Standard 6:
Goal Setting All students will demonstrate the ability to use goal-setting skills to enhance health.
Rationale: The desire to pursue health is an essential component of building healthy habits. The ability to use goal-setting skills enables students to translate health knowledge into personally meaningful health behaviors.
Standard 7:
Practicing Health-Enhancing Behaviors All students will demonstrate the ability to practice behaviors that reduce risk and promote health.
Rationale: Practicing healthy behaviors builds competence and confidence to use learned skills in real-life situations. The ability to adopt health-enhancing behaviors demonstrates students’ ability to use knowledge and skills to manage health and reduce risk-taking behaviors.
Standard 8:
Health Promotion All students will demonstrate the ability to promote and support personal, family, and community health.
Rationale: Personal, family, and community health are interdependent and mutually supporting. The ability to promote the health of oneself and others reflects a well-rounded development and expression of health.
Grade-Level Recommendations and Content Areas
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The health education standards are organized into six health content areas:
• Nutrition and Physical Activity • Growth, Development, and Sexual Health
• Injury Prevention and Safety ix • Alcohol, Tobacco, and Other Drugs
• Mental, Emotional, and Social Health • Personal and Community Health
Health education standards are to be achieved by all students in kindergarten and grades one through twelve. To enhance the quality and depth of health instruction, some health content areas are not recommended for every grade level. Districts are encouraged to add content areas for additional grade levels depending on local health priorities. The health education standards represent minimum requirements for comprehensive health education. Local educational agencies (LEAs) that accept federal Title IV Safe and Drug-Free Schools and Communities funds or state Tobacco-Use Prevention Education funds are required to comply with all assurances and conditions associated with the acceptance of such funds.
Kindergarten Can be organized by grade level or Standard Anchored K 1 2 3 4 5 6 7 8 9&10 11&12
Nutrition and Physical Activity Standard 1: Essential Concepts 1.1.N Name a variety of healthy foods and explain why they are necessary for good health. 1.2.N Identify a variety of healthy snacks. 1.3.N Describe the benefits of being physically active. 1.4.N Recognize the importance of a healthy breakfast. Standard 2: Analyzing Influences 2.1.N Recognize that not all products advertised or sold are good for them. Standard 3: Accessing Valid Information Skills for this content area are not identified until grade two. Standard 4: Interpersonal Communication 4.1.N Explain how to ask family members for healthy food options. Standard 5: Decision Making 5.1.N Describe ways to participate regularly in active play and enjoyable physical activities. Standard 6: Goal Setting Skills for this content area are not identified until grade two. Standard 7: Practicing Health-Enhancing Behaviors 7.1.N Select nutritious snacks. 7.2.N Plan a nutritious breakfast. 7.3.N Choose healthy foods in a variety of settings. Kindergarten Standard 8: Health Promotion Skills for this content area are not identified until grade two. Growth and Development Standard 1: Essential Concepts 1.1.G Explain that living things grow and mature. 1.2.G Describe their own physical characteristics. 1.3.G Name ways in which people are similar and ways in which they are different. 1.4.G Identify trusted adults who promote healthy growth and development (e.g., physicians, nurses, dentists, and optometrists). 1.5.G Name body parts and their functions. 1.6.G Name and describe the five senses. Standards 2–8: Skills for this content area are not identified until grade one. Injury Prevention and Safety Standard 1: Essential Concepts 1.1.S Identify safety rules for the home, the school, and the community. 1.2.S Identify emergency situations. 1.3.S Explain ways to stay safe when riding in a bus or other vehicle. 1.4.S Distinguish between appropriate and inappropriate touching. 1.5.S Explain that everyone has the right to tell others not to touch his or her body. 1.6.S Describe school rules about getting along with others. 1.7.S Recognize the characteristics of bullying. 1.8.S Identify ways to stay safe when crossing streets, riding a bicycle, or playing. 1.9.S Recognize that anything may be poisonous or cause harm if used unsafely. 1.10.S Identify people who are strangers and how to avoid contact with strangers. 1.11.S Demonstrate how to ask trusted adults for help. 1.12.S Define and explain the dangers of weapons.1 1.13.S Explain the importance of telling a trusted adult if you see or hear about someone having a weapon.2 1 See Education Code (EC) Section 49330 and the Glossary for the legal definition of a weapon. 2 EC Section 49330. Kindergarten Standard 2: Analyzing Influences Skills for this content area are not identified until grade one. Standard 3: Accessing Valid Information 3.1.S Identify trusted adults who can help in emergency situations. Standard 4: Interpersonal Communication 4.1.S Demonstrate how to ask a trusted adult for help or call 9-1-1. 4.2.S Show how to answer the phone in a safe way. Standard 5: Decision Making 5.1.S Identify situations when it is necessary to seek adult help or call 9-1-1. 5.2.S Role-play what to do if a stranger at home, in a car, or on the street approaches you. Standard 6: Goal Setting Skills for this content area are not identified until grade four. Standard 7: Practicing Health-Enhancing Behaviors 7.1.S Follow rules for safe play and safety routines. 7.2.S Show how to cross the street safely. Standard 8: Health Promotion 8.1.S Show how to tell a trusted adult when you or a friend find a weapon.3 Alcohol, Tobacco, and Other Drugs Standard 1: Essential Concepts 1.1.A Explain why medicines are used. 1.2.A Explain that medicines can be helpful or harmful. 1.3.A Recognize that medicines should be taken only under the supervision of a trusted adult. 1.4.A Recognize that some household products are harmful if ingested or inhaled. 1.5.A Recognize that tobacco smoke is harmful to health and should be avoided. Standards 2–8: Skills for this content area are not identified until grade two. 3 EC Section 49330.
Physical Education Overarching Standards
Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and
performance of physical activities.
Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.
Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to
the learning and performance of physical activity.
FOR MORE INFORMATION
Eladio Chavez
Director of Development
4983 La Calandria Way
Los Angeles CA 90032
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323) 454- 3385