State Standard - Health Education

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Standard 5.0: Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community. Standard 5.0: Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community. Standard 5.0: Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community. Standard 5.0: Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community. Standard 5.0: Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community. Standard 5.0: Safety and Injury Prevention: Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.
A. Responding to Emergencies A. Responding to Emergencies A. Responding to Emergencies A. Responding to Emergencies  
1. Demonstrate the ability to respond appropriately to emergency situations.
1. Demonstrate the ability to respond appropriately to emergency situations.
1. Demonstrate the ability to respond appropriately to situations requiring emergency services.
1. Demonstrate the ability to respond appropriately to situations that do not require emergency services.
a. Identify different emergency situations.
a. Distinguish between emergency and non-emergency situations and identify appropriate responses.
  a. Construct and perform scenarios applying effective utilization of emergency services.
a. Show basic first-aid procedures for burns, cuts, scrapes, poisonings, sprains, choking/airway obstruction, and others.
 
b. Demonstrate basic first aid for small cuts and scrapes, blisters, mild burns, choking, sunburn, and nosebleeds.
b. Identify situations and settings that place an individual at personal risk.
    b. Demonstrate universal precautions for dealing with body fluids.
 
  c. Analyze risky situations and identify ways to avoid them.
       
2. Demonstrate the ability to access emergency services.
a. Categorize procedures for reporting an emergency, such as telephone 911 and/or contact an adult.
         
3. Demonstrate the ability to respond appropriately to situations that do not require emergency services.
a. Plan what to do in situations not requiring the use of emergency services, for example locked out of house, transportation issues, missed bus, parents not showing, or others.
         
B. Safety Rules and Procedures B. Safety Rules and Procedures B. Safety Rules and Procedures    
1. Identify safety rules that will prevent injury or accidents in specific situations.
1. Identify household products that can be abused by inhaling.
1. Identify safety rules that prevent injury or accidents.
   
  a. Explain the safety rules for use of electricity.
a. Define inhalants and list examples.
a. Give examples of practices that promote safe living in the home, in the bathroom, using electrical/power tools, being home alone, or on the internet.    
  b. Develop a fire evacuation plan.
b. Investigate the effects of inappropriate use of household products on the body.
b. Distinguish between safe and unsafe behaviors at school such as behaviors in the hallway, outside activities, transitions, cafeteria / auditorium/gymnasium, restroom.    
  c. Summarize the four steps of gun safety, including stop, dont touch, leave the area, and tell an adult.
c. List rules and safe practices for the use of household products.
c. Illustrate techniques for vehicular and recreational safety in activities such as bicycle, skating, ATVs, automobile, and water/boating.    
C. Harassment C. Harassment C. Harassment   C. Harassment C. Harassment
1. Identify teasing and bullying as harassment and their effects on the individual
1. Identify harassment as a form of violence.
1. Recognize sexual harassment as a form of violence.
1. Recognize contributors to harassment and intimidating behaviors.
1. Demonstrate healthy and safe ways to respond to verbal and/or non-verbal interactions.
a. Differentiate teasing and bullying.
a. Define harassment.
a. Define sexual harassment.
  a. Identify examples of harassment and intimidating behaviors in media.
a. Distinguish between appropriate and inappropriate verbal and/or non-verbal interactions.
b. Recognize examples of teasing and bullying, such as isolation, name calling and other verbal assaults, and pushing and other physical assaults.
b. Discuss the effects of harassment on personal well-being.
b. Describe examples of intimidating behaviors.
  b. Analyze the impact of media influences on harassing and intimidating behaviors.
b. Identify and model behaviors of response to sexual harassment of self and others.
c. Examine the effects of teasing and bullying from the perspective of the bully and the bullied.
c. Plan strategies to respond to harassment.
c. Demonstrate strategies to overcome or avoid harassment.
  c. Recognize the inappropriate use of technology as it relates to harassment and intimidating behaviors.
 
    d. Develop a list of trusted adults to notify if harassment occurs.
  d. Analyze the influence of peer groups as they relate to harassing and intimidating behaviors.
 
        e. Identify the process of reporting incidents of harassment, stalking, and other intimidating behaviors.
 
        f. Analyze laws, policies, and consequences related to sexual mistreatment, grooming, harassment, abuse, assault, exploitation, and human trafficking that are designed to protect young people.
 
2. Describe and demonstrate the difference between telling and tattling.
         
a. Create role play situations for telling and tattling.
         
D. Abuse and Assault D. Abuse and Assault D. Abuse and Assault D. Abuse and Assault D. Abuse and Assault D. Abuse and Assault
1. Identify actions to stay safe around people.
1. Assess and respond to situations that threaten personal safety and may result in abuse (physical, emotional, verbal, and sexual).
1. Identify abuse and assault as a form of violence.
1. Recognize various forms of intimidating behaviors and classify abusive behaviors as physical, emotional, verbal or sexual.
1. Recognize contributors to abuse and assault.
1. Practice health-enhancing behaviors to avoid the risk of, and work to prevent and raise awareness of sexual abuse and assault.
a. Describe strategies to follow when approached by a stranger in a variety of situations.
a. Demonstrate what to say and do when witnessing or experiencing something that feels uncomfortable, unsafe, or disrespectful.
a. Define sexual mistreatment, grooming, harassment, abuse, assault, and exploitation.
a. Identify verbal and/or non-verbal actions that constitute sexual mistreatment, grooming, harassment, abuse, assault, and exploitation.
a. Demonstrate ways to be a positive bystander by responding or reporting if someone is being sexually mistreated, groomed, harassed, abused, assaulted, or exploited.
a. Define affirmative consent.
b. Explain how familiar people or people in authority can help or harm children. b. Create a list of trusted people and/or community resources to notify/contact if sexual mistreatment, grooming, harassment, abuse, assault, and/or exploitation occur.
b. Explain the effects of sexual mistreatment, grooming, harassment, abuse, assault, and exploitation on personal well-being and that these actions are never the victim’s fault.
b. Identify and describe healthy relationships between children and others (i.e. persons in authority, coaches, teachers, clergy, etc.)
b. Identify a source of support that a student can go to if they or someone they know is being sexually mistreated, groomed, harassed, abused, assaulted, or exploited.
b. Explain the importance of setting and respecting personal limits/boundaries.
  c. Demonstrate verbal and nonverbal ways to ask trusted adults for help, including how to report unsafe, scary or harmful situations in the home, school or community.
c. Identify strategies to respond to sexual mistreatment, grooming, harassment, abuse, assault, and exploitation.
c. Examine and model appropriate, respectful, and healthy ways to express affection, love, and friendship between people and in various situations.)
c. Identify power differences in relationships between potential abusers and their victims.
c. Explain that no one has the right to touch anyone else in a sexual manner if they do not want to be touched.
  d. Identify words and actions that appropriately express affection/positive feelings toward trusted adults and other important people.
  d. Describe the positive and negative ways in which technology and social media can impact physical and emotional safety.
  d. Describe situations and behaviors that constitute sexual mistreatment grooming, harassment, abuse, assault, exploitation, and boundary violations.
  e. Explain age-appropriate privacy.
      e. Identify situations where physical, emotional, verbal, or sexual abuse occurs in a person’s family including domestic violence.
  f. Demonstrate how to set and respect healthy boundaries online and face-to- face.
      f. Demonstrate the ability to recognize and respond to situations that threaten sexual health safety.
  g. Explain the importance of sharing all information with parent(s)/guardian(s)/trusted adult(s).
      g. Identify strategies to use technology and social media safely and respectfully, including laws pertaining to the dissemination of intimate images.
2. Show compassion for victims of abuse and assault..
2. Show compassion for victims of abuse and assault.
2. Assess and respond to situations that threaten personal safety and may result in abuse (physical, emotional, verbal, and sexual).
2. Show compassion for victims of abuse and assault.
2. Show compassion for victims of abuse and assault.
2. Show compassion for victims of abuse and assault.
a. Explain that it is never a person’s fault if someone causes them to feel unsafe.
a. Explain that it is never a person’s fault if someone causes them to feel unsafe.
a. Demonstrate what to say and do when witnessing or experiencing potential harmful or unsafe situations.
a. Explain why a person who has been sexually mistreated, groomed, harassed, abused, assaulted, or exploited is not at fault.
a. Explain that it is never the fault of a person if they are made to feel unsafe.
a. Explain why a person who has been sexually mistreated, groomed, harassed, abused, assaulted, or exploited is not at fault.
    b. Describe how culture, media, family, friends, and society may influence the attitudes, behaviors and decisions of young people.
  b. Identify the need to empower and support people who are being harassed or abused.
 
3. Assess and respond to situations that threaten personal safety and may result in abuse (physical, emotional, verbal, and sexual).
  3. Use communication skills to respond to safety concerns.
3. Use interpersonal communication skills to avoid or reduce health risks and contribute to their sexual health safety.
  3. Identify ways to identify community supports.
a. Identify behaviors that constitute sexual mistreatment, grooming, harassment, abuse, assault, and exploitation.
  a. Create a list of trusted people and/or community resources to notify/contact if assault or abuse occurs.
a. Demonstrate effective ways to express needs, wants, and feelings, including the setting of and respecting of personal limits and boundaries.   a. Identify a source of support that a student can go to if they or someone they know is being abused or assaulted.
b. Demonstrate how a positive bystander is able to access help from police, a teacher, a nurse, a guidance counselor, a parent/guardian, or another trusted adult to help a friend who is feeling unsafe, uncomfortable, or disrespected.
  b. Demonstrate refusal skills and other ways to take action if someone is talking to you or touching you in a way that makes you feel uncomfortable, unsafe, or disrespected.
b. Explain the role of positive bystanders in escalating, preventing, or stopping violence, or supporting the victim   b. List qualities of an adult whom a student can rely upon for support.
c. Identify words and actions that appropriately express affection/positive feelings toward trusted adults and other important people or people of authority.
       
d. Explain age-appropriate privacy and demonstrate how to set and respect healthy boundaries online and face-to- face.
         
e. Explain the importance of sharing all information with parent(s)/guardian(s)/trusted adult(s).
         
    4. Recognize age- appropriate privacy and setting and respecting healthy boundaries.
     
    a. Explain the importance of sharing all information with parent(s)/guardian(s)/trusted adult(s).      
    b. Identify the ways in which technology and social media can impact physical and emotional safety.      
    c. Learn and follow computer, internet and social media safety.