State Curriculum - Health

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Grade 2 Grade 3 Grade 4
Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness. Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness. Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
A. Communication A. Communication A. Communication
1. Recognize appropriate methods of communication.
1. Recognize different types of communication skills.
1. Recognize effective communication skills.
a. Identify methods of communication appropriate for specific situations.
a. Practice verbal and non-verbal methods of communication.
a. Identify verbal and non-verbal methods of communication.
b. Demonstrate appropriate methods of communication.
  b. Demonstrate healthy ways to communicate needs, wants, emotions, opinions, and information.
B. Emotions B. Emotions B. Emotions
1. Examine emotions and responses to various situations.
1. Recognize that emotions come from basic needs.
1. Describe how emotions influence behaviors.
a. Demonstrate the meaning of emotion.
a. Relate human needs to human emotions.
a. Demonstrate the ability to modify emotional responses.
b. Categorize other words that mean happy, upset, calm, and surprised.
  b. Compare helpful and harmful emotional responses.
C. Components of well being C. Components of Personal Well-being C. Components of Personal Well-being
1. Identify components to promote personal well-being.
1. Identify the components to promote personal well-being.
1. Summarize the components that promote personal well-being.
a. Name two cooperation skills.
a. Identify and describe the emotional and physical human needs, such as shelter, food, water , and love.
a. Describe components of personal well-being, identified as spiritual, physical, intellectual, emotional/mental, social, and environmental.
b. Predict what it feels like to work cooperatively with others in a group.
b. Identify and describe human social needs.
b. Relate components of personal well-being to personal life situations and why they are important.
  c. Describe the social needs addressed by belonging to a group.
c. Explore ways community, family, and school contribute to liking self.
  d. Recognize the feelings of being excluded from a group.
 
D. Decision Making D. Decision Making D. Decision Making
1. Identify choices available in order to make a decision.
1. Examine the steps of the decision-making process
1. Examine the steps in the decision-making process
a. Choose factors that influence making decisions.
a. Compare the difference between positive and negative consequences in age appropriate situations.
a. Explain how decisions are influenced by individuals, families, and communities.
    b. Compare variations of the decision-making process
E. Character Traits E. Character Traits E. Character Traits
1. Identify positive and negative character traits contributing to one’s uniqueness.
1. Identify positive and negative character traits that contribute to one’s uniqueness.
1. Utilize strategies to demonstrate care, consideration, and respect for self and others.
a. Describe positive character traits of friends.
a. Select and model strategies to incorporate positive character traits.
a. Develop strategies for making and keeping friends.
b. Explain how being a good friend demonstrates positive character.
   
c. Identify positive and negative traits of characters in media.
   
F. Stress F. Stress F. Stress
1. Recognize the factors associated with Stress experienced in the family.
1. Recognize the factors associated with Stress experienced in school.
1. Recognize the factors associated with Stress experienced in the community.
a. Describe examples of family stressors.
a. Describe examples of school stressors.
a. Identify sources of Stress in the community.
b. Demonstrate reactions to stressful situations.
b. Discuss symptoms of Stress .
b. Describe ways to manage social stressors.
c. Identify Stress management skills and strategies.
c. Apply strategies to reduce Stress in school.
c. Model effective strategies for Stress management.