Checkfu

Standard set

Grade 1

OAHPERD Health Education Model Curriculum K-2 (2019)Grades 01CSP ID: 1B9608FEB1694E93BD019D42CEB5F374_D21375600_grade-01Standards: 285

Standards

Showing 285 of 285 standards.

Filter by depth

A2ED044CBDB8425ABF8134979F8F418D

Depth 0

Grade 1

Topic

Topic

Depth 1

Alcohol, Tobacco, And Other Drug Prevention

Topic

Topic

Depth 1

Healthy Eating

Topic

Topic

Depth 1

Mental and Emotional Health

Topic

Topic

Depth 1

Personal Health and Wellness

Topic

Topic

Depth 1

Safety

Topic

Topic

Depth 1

Violence Prevention

ATOD.1.1

Standard

Depth 2

Comprehend concepts related to health promotion and disease prevention to enhance health.

ATOD.2.1

Standard

Depth 2

Analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

ATOD.3.1

Standard

Depth 2

Demonstrate the ability to access valid information, products, and services to enhance health.

ATOD.4.1

Standard

Depth 2

Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

ATOD.5.1

Standard

Depth 2

Demonstrate the ability to use decision-making skills to enhance health.

ATOD.8.1

Standard

Depth 2

Demonstrate the ability to advocate for personal, family, and community health.

HE.1.1

Standard

Depth 2

Comprehend concepts related to health promotion and disease prevention to enhance health.

HE.2.1

Standard

Depth 2

Analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

HE.3.1

Standard

Depth 2

Demonstrate the ability to access valid information, products, and services to enhance health.

HE.4.1

Standard

Depth 2

Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

HE.6.1

Standard

Depth 2

Demonstrate the ability to use goal-setting skills to enhance health.

HE.7.1

Standard

Depth 2

Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

HE.8.1

Standard

Depth 2

Demonstrate the ability to advocate for personal, family, and community health.

MEH.1.1

Standard

Depth 2

Comprehend concepts related to health promotion and disease prevention to enhance health.

MEH.2.1

Standard

Depth 2

Analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

MEH.3.1

Standard

Depth 2

Demonstrate the ability to access valid information, products, and services to enhance health.

MEH.4.1

Standard

Depth 2

Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

MEH.5.1

Standard

Depth 2

Demonstrate the ability to use decision-making skills to enhance health.

MEH.6.1

Standard

Depth 2

Demonstrate the ability to use goal-setting skills to enhance health.

MEH.7.1

Standard

Depth 2

Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

MEH.8.1

Standard

Depth 2

Demonstrate the ability to advocate for personal, family, and community health.

PHW.1.1

Standard

Depth 2

Comprehend concepts related to health promotion and disease prevention to enhance health.

PHW.2.1

Standard

Depth 2

Analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

PHW.3.1

Standard

Depth 2

Demonstrate the ability to access valid information, products, and services to enhance health.

PHW.4.1

Standard

Depth 2

Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

PHW.5.1

Standard

Depth 2

Demonstrate the ability to use decision-making skills to enhance health.

PHW.6.1

Standard

Depth 2

Demonstrate the ability to use goal-setting skills to enhance health.

PHW.7.1

Standard

Depth 2

Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

PHW.8.1

Standard

Depth 2

Demonstrate the ability to advocate for personal, family, and community health.

SAFE.1.1

Standard

Depth 2

Comprehend concepts related to health promotion and disease prevention to enhance health.

SAFE.2.1

Standard

Depth 2

Analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

SAFE.3.1

Standard

Depth 2

Demonstrate the ability to access valid information, products, and services to enhance health.

SAFE.4.1

Standard

Depth 2

Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

SAFE.5.1

Standard

Depth 2

Demonstrate the ability to use decision-making skills to enhance health.

SAFE.6.1

Standard

Depth 2

Demonstrate the ability to use goal-setting skills to enhance health.

SAFE.7.1

Standard

Depth 2

Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

SAFE.8.1

Standard

Depth 2

Demonstrate the ability to advocate for personal, family, and community health.

VP.1.1

Standard

Depth 2

Comprehend concepts related to health promotion and disease prevention to enhance health.

VP.2.1

Standard

Depth 2

Analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

VP.3.1

Standard

Depth 2

Demonstrate the ability to access valid information, products, and services to enhance health.

VP.4.1

Standard

Depth 2

Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

VP.5.1

Standard

Depth 2

Demonstrate the ability to use decision-making skills to enhance health.

VP.6.1

Standard

Depth 2

Demonstrate the ability to use goal-setting skills to enhance health.

VP.7.1

Standard

Depth 2

Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

VP.8.1

Standard

Depth 2

Demonstrate the ability to advocate for personal, family, and community health.

AS1.1.2.1

Benchmark

Depth 3

Comprehend developmentally appropriate, functional health information to help them adopt healthy behaviors in the following health content areas: Alcohol, Tobacco, and other Drugs, Healthy Eating, Mental and Emotional Health, Personal Health and Wellness, Safety, Violence Prevention.

AS2.1.2.1

Benchmark

Depth 3

Identify relevant influences of family on health practices and behaviors.

AS2.2.2.1

Benchmark

Depth 3

Identify relevant influences of school on health practices and behaviors.

AS3.2.2.1

Benchmark

Depth 3

Identify trusted adults and professionals in school who can help promote health.

AS4.3.2.1

Benchmark

Depth 3

Demonstrate effective refusal skills including firmly saying "no" and getting away.

AS4.4.2.1

Benchmark

Depth 3

Demonstrate how to effectively tell a trusted adult when feeling threatened or harmed.

AS5.3.2.1

Benchmark

Depth 3

Explain the potential positive and negative outcomes from health-related decisions.

AS8.1.2.1

Benchmark

Depth 3

Make requests to others to promote personal health practices.

HS1.1.2.1

Benchmark

Depth 3

Comprehend developmentally appropriate, functional health information to help them adopt healthy behaviors in the following health content areas: Alcohol, Tobacco, and other Drugs, Healthy Eating, Mental and Emotional Health, Personal Health and Wellness, Safety, Violence Prevention.

HS2.1.2.1

Benchmark

Depth 3

Identify relevant influences of family on health practices and behaviors.

HS2.2.2.1

Benchmark

Depth 3

Identify relevant influences of school on health practices and behaviors.

HS2.3.2.1

Benchmark

Depth 3

Identify relevant influences of media and technology on health practices and behaviors.

HS2.4.2.1

Benchmark

Depth 3

Describe positive influences on personal health practices and behaviors.

HS2.5.2.1

Benchmark

Depth 3

Describe negative influences on personal health practices and behaviors.

HS3.1.2.1

Benchmark

Depth 3

Identify trusted adults at home who can help promote health.

HS3.2.2.1

Benchmark

Depth 3

Identify trusted adults and professionals in school who can help promote health.

HS4.3.2.1

Benchmark

Depth 3

Demonstrate effective refusal skills including firmly saying "no" and getting away.

HS6.1.2.1

Benchmark

Depth 3

Identify a realistic personal short-term health goal.

HS6.2.2.1

Benchmark

Depth 3

Take steps to achieve the personal health goal.

HS6.3.2.1

Benchmark

Depth 3

Identify people who can help achieve a personal health goal.

HS7.3.2.1

Benchmark

Depth 3

Make a commitment to practice healthy behaviors.

HS8.1.2.1

Benchmark

Depth 3

Make requests to others to promote personal health practices.

HS8.2.2.1

Benchmark

Depth 3

Demonstrate how to encourage peers to make healthy choices.

MS1.1.2.1

Benchmark

Depth 3

Comprehend developmentally appropriate, functional health information to help them adopt healthy behaviors in the following health content areas: Alcohol, Tobacco, and other Drugs, Healthy Eating, Mental and Emotional Health, Personal Health and Wellness, Safety, Violence Prevention.

MS2.1.2.1

Benchmark

Depth 3

Identify relevant influences of family on health practices and behaviors.

MS2.2.2.1

Benchmark

Depth 3

Identify relevant influences of school on health practices and behaviors.

MS2.3.2.1

Benchmark

Depth 3

Identify relevant influences of media and technology on health practices and behaviors.

MS2.4.2.1

Benchmark

Depth 3

Describe positive influences on personal health practices and behaviors.

MS2.5.2.1

Benchmark

Depth 3

Describe negative influences on personal health practices and behaviors.

MS3.1.2.1

Benchmark

Depth 3

Identify trusted adults at home who can help promote health.

MS3.2.2.1

Benchmark

Depth 3

Identify trusted adults and professionals in school who can help promote health.

MS3.3.2.1

Benchmark

Depth 3

Identify trusted adults and professionals in the community who can help promote health.

MS3.4.2.1

Benchmark

Depth 3

Explain how to locate school health helpers.

MS3.5.2.1

Benchmark

Depth 3

Explain how to locate community health helpers.

MS3.6.2.1

Benchmark

Depth 3

Demonstrate how to locate school or community health helpers to enhance health.

MS4.1.2.1

Benchmark

Depth 3

Demonstrate how to effectively communicate needs, wants, and feelings in healthy ways.

MS5.3.2.1

Benchmark

Depth 3

Explain the potential positive and negative outcomes from health-related decisions.

MS6.1.2.1

Benchmark

Depth 3

Identify a realistic personal short-term health goal.

MS6.2.2.1

Benchmark

Depth 3

Take steps to achieve the personal health goal.

MS6.3.2.1

Benchmark

Depth 3

Identify people who can help achieve a personal health goal.

MS7.2.2.1

Benchmark

Depth 3

Demonstrate healthy practices.

MS8.1.2.1

Benchmark

Depth 3

Make requests to others to promote personal health practices.

PS1.1.2.1

Benchmark

Depth 3

Comprehend developmentally appropriate, functional health information to help them adopt healthy behaviors in Personal Health and Wellness.

PS2.1.2.1

Benchmark

Depth 3

Identify relevant influences of family on health practices and behaviors.

PS3.1.2.1

Benchmark

Depth 3

Identify trusted adults at home who can help promote health.

PS3.2.2.1

Benchmark

Depth 3

Identify trusted adults and professionals in school who can help promote health.

PS3.3.2.1

Benchmark

Depth 3

Identify trusted adults and professionals in the community who can help promote health.

PS3.4.2.1

Benchmark

Depth 3

Explain how to locate school health helpers.

PS3.5.2.1

Benchmark

Depth 3

Explain how to locate community health helpers.

PS3.6.2.1

Benchmark

Depth 3

Demonstrate how to locate school or community health helpers to enhance health.

PS4.1.2.1

Benchmark

Depth 3

Demonstrate how to effectively communicate needs, wants, and feelings in healthy ways.

PS4.2.2.1

Benchmark

Depth 3

Demonstrate effective active listening skills including paying attention, and verbal and nonverbal feedback.

PS4.3.2.1

Benchmark

Depth 3

Demonstrate effective refusal skills including firmly saying "no" and getting away.

PS4.5.2.1

Benchmark

Depth 3

Identify how to communicate care and concern for others.

PS5.1.2.1

Benchmark

Depth 3

Identify situations which need a health-related decision.

PS5.2.2.1

Benchmark

Depth 3

Identify how family, peers or media influence a health-related decision.

PS5.3.2.1

Benchmark

Depth 3

Explain the potential positive and negative outcomes from health-related decisions.

PS5.4.2.1

Benchmark

Depth 3

Describe when help is needed and when it is not needed to make a healthy decision.

PS6.1.2.1

Benchmark

Depth 3

Identify a realistic personal short-term health goal.

PS6.2.2.1

Benchmark

Depth 3

Take steps to achieve the personal health goal.

PS6.3.2.1

Benchmark

Depth 3

Identify people who can help achieve a personal health goal.

PS7.2.2.1

Benchmark

Depth 3

Demonstrate healthy practices.

PS7.3.2.1

Benchmark

Depth 3

Make a commitment to practice healthy behaviors.

PS8.1.2.1

Benchmark

Depth 3

Make requests to others to promote personal health practices.

PS8.2.2.1

Benchmark

Depth 3

Demonstrate how to encourage peers to make healthy choices.

SS1.1.2.1

Benchmark

Depth 3

Comprehend developmentally appropriate, functional health information to help them adopt healthy behaviors in Safety.

SS2.1.2.1

Benchmark

Depth 3

Identify relevant influences of family on health practices and behaviors.

SS2.2.2.1

Benchmark

Depth 3

Identify relevant influences of school on health practices and behaviors.

SS2.3.2.1

Benchmark

Depth 3

Identify relevant influences of media and technology on health practices and behaviors.

SS2.4.2.1

Benchmark

Depth 3

Describe positive influences on personal health practices and behaviors.

SS2.5.2.1

Benchmark

Depth 3

Describe negative influences on personal health practices and behaviors.

SS3.6.2.1

Benchmark

Depth 3

Demonstrate how to locate school or community health helpers to enhance health.

SS4.1.2.1

Benchmark

Depth 3

Demonstrate how to effectively communicate needs, wants, and feelings in healthy ways.

SS5.1.2.1

Benchmark

Depth 3

Identify situations which need a health-related decision.

SS5.2.2.1

Benchmark

Depth 3

Identify how family, peers or media influence a health-related decision.

SS5.3.2.1

Benchmark

Depth 3

Explain the potential positive and negative outcomes from health-related decisions.

SS5.4.2.1

Benchmark

Depth 3

Describe when help is needed and when it is not needed to make a healthy decision.

SS6.1.2.1

Benchmark

Depth 3

Identify a realistic personal short-term health goal.

SS6.2.2.1

Benchmark

Depth 3

Take steps to achieve the personal health goal.

SS6.3.2.1

Benchmark

Depth 3

Identify people who can help achieve a personal health goal.

SS7.1.2.1

Benchmark

Depth 3

Identify practices that reduce or prevent health risks.

SS7.3.2.1

Benchmark

Depth 3

Make a commitment to practice healthy behaviors.

SS8.1.2.1

Benchmark

Depth 3

Make requests to others to promote personal health practices.

SS8.2.2.1

Benchmark

Depth 3

Demonstrate how to encourage peers to make healthy choices.

VS1.1.2.1

Benchmark

Depth 3

Comprehend developmentally appropriate, functional health information to help them adopt healthy behaviors in the following health content areas: Alcohol, Tobacco, and other Drugs, Healthy Eating, Mental and Emotional Health, Personal Health and Wellness, Safety, Violence Prevention.

VS2.1.2.1

Benchmark

Depth 3

Identify relevant influences of family on health practices and behaviors.

VS2.2.2.1

Benchmark

Depth 3

Identify relevant influences of school on health practices and behaviors.

VS2.3.2.1

Benchmark

Depth 3

Identify relevant influences of media and technology on health practices and behaviors.

VS2.4.2.1

Benchmark

Depth 3

Describe positive influences on personal health practices and behaviors.

VS2.5.2.1

Benchmark

Depth 3

Describe negative influences on personal health practices and behaviors.

VS3.1.2.1

Benchmark

Depth 3

Identify trusted adults at home who can help promote health.

VS3.2.2.1

Benchmark

Depth 3

Identify trusted adults and professionals in school who can help promote health..

VS3.4.2.1

Benchmark

Depth 3

Explain how to locate school health helpers.

VS3.6.2.1

Benchmark

Depth 3

Demonstrate how to locate school or community health helpers to enhance health.

VS4.3.2.1

Benchmark

Depth 3

Demonstrate effective refusal skills including firmly saying "no" and getting away.

VS4.4.2.1

Benchmark

Depth 3

Demonstrate how to effectively tell a trusted adult when feeling threatened or harmed.

VS5.1.2.1

Benchmark

Depth 3

Identify situations which need a health-related decision.

VS5.2.2.1

Benchmark

Depth 3

Identify how family, peers or media influence a health-related decision.

VS5.3.2.1

Benchmark

Depth 3

Explain the potential positive and negative outcomes from health-related decisions.

VS5.4.2.1

Benchmark

Depth 3

Describe when help is needed and when it is not needed to make a healthy decision.

VS6.1.2.1

Benchmark

Depth 3

Identify a realistic personal short-term health goal.

VS6.2.2.1

Benchmark

Depth 3

Take steps to achieve the personal health goal.

VS6.3.2.1

Benchmark

Depth 3

Identify people who can help achieve a personal health goal.

VS7.1.2.1

Benchmark

Depth 3

Identify practices that reduce or prevent health risks.

VS7.2.2.1

Benchmark

Depth 3

Demonstrate healthy practices.

VS7.3.2.1

Benchmark

Depth 3

Make a commitment to practice healthy behaviors.

VS8.1.2.1

Benchmark

Depth 3

Make requests to others to promote personal health practices.

VS8.2.2.1

Benchmark

Depth 3

Demonstrate how to encourage peers to make healthy choices.

S1.1.ATOD.1.1

Indicator

Depth 4

Describe family rules about medicine use.

S1.1.ATOD.2.1

Indicator

Depth 4

Explain the harmful effects of medicines when used incorrectly.

S1.1.ATOD.3.1

Indicator

Depth 4

Identify school rules about medicine use.

S2.1.ATOD.1.1

Indicator

Depth 4

Identify relevant influences of family on taking medicines safely.

S2.2.ATOD.2.1

Indicator

Depth 4

Identify relevant influences of school peers/ friends on taking medicines safely.

S3.2.ATOD.1.1

Indicator

Depth 4

Identify trusted adults and professionals at school who can help with taking medicines.

S4.3.ATOD.1.1

Indicator

Depth 4

Demonstrate effective refusal skills, including firmly saying "no" and getting away, when offered medicine by someone other than a trusted adult.

S4.4.ATOD.2.1

Indicator

Depth 4

Demonstrate how to effectively tell a trusted adult when feeling threatened or harmed when offered medicine by someone other than a trusted adult.

S5.3.ATOD.1.1

Indicator

Depth 4

Identify healthy, safe choices involving medicine and unknown substances.

S8.1.ATOD.1.1

Indicator

Depth 4

Make requests of others to ask trusted adults for help with taking medicine.

S1.1.HE.1.1

Indicator

Depth 4

Explain the importance/ benefits of choosing healthy foods and beverages.

S1.1.HE.2.1

Indicator

Depth 4

Identify a healthy food from each food group.

S1.1.HE.3.1

Indicator

Depth 4

Identify a variety of healthy snacks.

S1.1.HE.4.1

Indicator

Depth 4

Describe the benefits of eating breakfast every day.

S2.1.HE.1.1

Indicator

Depth 4

Identify relevant influences of family on food choices and other eating practices and behaviors.

S2.2.HE.2.1

Indicator

Depth 4

Identify relevant influences of school personnel and peers on food choices and other eating practices and behaviors.

S2.3.HE.3.1

Indicator

Depth 4

Identify relevant influences of media and technology on food choices and other eating practices and behaviors.

S2.4.HE.4.1

Indicator

Depth 4

Describe positive influences on personal food choices and other eating practices and behaviors.

S2.5.HE.5.1

Indicator

Depth 4

Describe negative influences on personal food choices and other eating practices and behaviors.

S3.1.HE.1.1

Indicator

Depth 4

Identify trusted adults at home who can help promote healthy eating.

S3.2.HE.2.1

Indicator

Depth 4

Identify trusted adults and professionals in school who can help promote healthy eating.

S4.3.HE.1.1.

Indicator

Depth 4

Demonstrate effective refusal skills to avoid unhealthy food choices and promote healthy eating.

S6.1.HE.1.1

Indicator

Depth 4

Identify a realistic personal short-term goal to improve healthy eating.

S6.2.HE.2.1

Indicator

Depth 4

Take steps to achieve a personal goal to improve healthy eating.

S6.3.HE.3.1

Indicator

Depth 4

Identify people who can help achieve a personal goal to improve healthy eating.

S7.3.HE.1.1

Indicator

Depth 4

Express the intention of eating a healthy breakfast daily.

S8.1.HE.1.1

Indicator

Depth 4

Make requests to others about preferences for healthy eating.

S8.2.HE.2.1

Indicator

Depth 4

Demonstrate how to encourage peers to make healthy food and beverage choices.

S1.1.MEH.1.1

Indicator

Depth 4

Explain the relationship between feelings and behavior.

S1.1.MEH.2.1

Indicator

Depth 4

Identify characteristics of a responsible friend.

S1.1.MEH.3.1

Indicator

Depth 4

Describe the difference between bullying and teasing.

S1.1.MEH.4.1

Indicator

Depth 4

Explain why it is wrong to bully or tease others.

S2.1.MEH.1.1

Indicator

Depth 4

Identify relevant influences of family on mental and emotional health practices and behaviors.

S2.2.MEH.2.1

Indicator

Depth 4

Identify relevant influences of school rules and peers on mental and emotional health practices and behaviors.

S2.3.MEH.3.1

Indicator

Depth 4

Identify relevant influences of media and technology on mental and emotional health practices and behaviors.

S2.4.MEH.4.1

Indicator

Depth 4

Describe positive influences on mental and emotional health practices and behaviors.

S2.5.MEH.5.1

Indicator

Depth 4

Describe negative influences on mental and

S3.1.MEH.1.1

Indicator

Depth 4

Identify trusted adults at home who can help promote mental and emotional health.

S3.2.MEH.2.1

Indicator

Depth 4

Identify trusted adults and professionals in school who can help promote mental and emotional health.

S3.3.MEH.3.1

Indicator

Depth 4

Identify trusted adults and professionals in the community who can help promote mental and emotional health.

S3.4.MEH.4.1

Indicator

Depth 4

Explain how to locate school health helpers who can help with mental and emotional health.

S3.5.MEH.5.1

Indicator

Depth 4

Explain how to locate community health helpers who can help promote mental and emotional health.

S3.6.MEH.6.1

Indicator

Depth 4

Demonstrate how to locate school health helpers to enhance mental and emotional health.

S4.1.MEH.1.1

Indicator

Depth 4

Demonstrate how to effectively communicate needs, wants, and feelings in healthy ways.

S5.3.MEH.1.1

Indicator

Depth 4

Explain the potential positive and negative outcomes related to mental and emotional health.

S6.1.MEH.1.1

Indicator

Depth 4

Identify a realistic personal short-term goal to improve or maintain positive mental and emotional health.

S6.2.MEH.2.1

Indicator

Depth 4

Take steps to achieve the goal to improve or maintain positive mental and emotional health.

S6.3.MEH.3.1

Indicator

Depth 4

Identify people who can help achieve a goal to improve or maintain positive mental and emotional health.

S7.2.MEH.1.1

Indicator

Depth 4

Demonstrate healthy coping skills to manage strong feelings.

S8.1.MEH.1.1

Indicator

Depth 4

Make requests to others to promote personal mental and emotional health practices.

S1.1.PHW.1.1

Indicator

Depth 4

Identify the proper steps for daily brushing and flossing of teeth.

S1.1.PHW.2.1

Indicator

Depth 4

Describe what it means to be healthy.

S1.1.PHW.3.1

Indicator

Depth 4

State why hygiene is important to good health.

S1.1.PHW.4.1

Indicator

Depth 4

Explain importance of regular visits to doctor and dentist.

S2.1.PHW.1.1

Indicator

Depth 4

Identify how family and friends influence personal health and wellness.

S3.1.PHW.1.1

Indicator

Depth 4

Identify trusted adults at home who can help promote personal health and wellness.

S3.2.PHW.2.1

Indicator

Depth 4

Identify trusted adults and professionals in school who can help promote personal health and wellness.

S3.3.PHW.3.1

Indicator

Depth 4

Identify trusted adults and professionals in the community who can help promote personal health and wellness.

S3.4.PHW.4.1

Indicator

Depth 4

Explain how to locate school health helpers who can help promote personal health and wellness.

S3.5.PHW.5.1

Indicator

Depth 4

Explain how to locate community health helpers who can help promote personal health and wellness.

S3.6.PHW.6.1

Indicator

Depth 4

Demonstrate how to locate school or community health helpers to enhance personal health and wellness.

S4.1.PHW.1.1

Indicator

Depth 4

Demonstrate how to effectively communicate needs, wants, and feelings in healthy ways to enhance personal health and wellness.

S4.2.PHW.2.1

Indicator

Depth 4

Demonstrate effective active listening skills including paying attention, and verbal and nonverbal feedback to enhance personal health and wellness.

S4.3.PHW.3.1

Indicator

Depth 4

Demonstrate effective refusal skills, including verbally saying "no", to avoid participating in behaviors that negatively affect personal health and wellness.

S4.5.PHW.4.1

Indicator

Depth 4

Identify how to communicate care and concern for others to enhance their personal health and wellness.

S5.1.PHW.1.1

Indicator

Depth 4

Identify situations which need a decision related to personal health and wellness.

S5.2.PHW.2.1

Indicator

Depth 4

Identify how family, peers or media influence a personal health or wellness-related decision.

S5.3.PHW.3.1

Indicator

Depth 4

Explain the potential positive and negative outcomes from personal health or wellness-related decisions.

S5.4.PHW.4.1

Indicator

Depth 4

Describe when help is needed and when it is not needed to make a personal health or wellness-related decision.

S6.1.PHW.1.1

Indicator

Depth 4

Identify a goal to improve disease prevention.

S6.2.PHW.2.1

Indicator

Depth 4

Identify resources needed to achieve goal.

S6.3.PHW.3.1

Indicator

Depth 4

Identify people who can help achieve the goal.

S7.2.PHW.1.1

Indicator

Depth 4

Demonstrate positive personal health and wellness practices.

S7.3.PHW.2.1

Indicator

Depth 4

Make a commitment to practice positive personal health and wellness-related behaviors.

S8.1.PHW.1.1

Indicator

Depth 4

Make requests to others to promote positive personal health and wellness-related practices.

S8.2.PHW.2.1

Indicator

Depth 4

Demonstrate how to encourage peers to make positive personal health and wellness-related choices.

S1.1.SAFE.1.1

Indicator

Depth 4

Identify safety hazards in the home.

S1.1.SAFE.2.1

Indicator

Depth 4

Identify how household products are harmful if ingested, inhaled, or used improperly.

S1.1.SAFE.3.1

Indicator

Depth 4

Identify safety rules for swimming and playing sports.

S1.1.SAFE.4.1

Indicator

Depth 4

Identify safety rules around fire.

S1.1.SAFE.5.1

Indicator

Depth 4

Identify people who can help when someone is injured or suddenly ill.

S2.1.SAFE.1.1

Indicator

Depth 4

Identify relevant influences of family on safety and injury prevention practices and behaviors.

S2.2.SAFE.2.1

Indicator

Depth 4

Identify relevant influences of school rules, peers, and professionals on safety and injury prevention practices and behaviors.

S2.3.SAFE.3.1

Indicator

Depth 4

Identify relevant influences of media and technology on safety and injury prevention practices and behaviors.

S2.4.SAFE.4.1

Indicator

Depth 4

Describe positive influences on safety and injury prevention practices and behaviors.

S2.5.SAFE.5.1

Indicator

Depth 4

Describe negative influences on safety and injury prevention practices and behaviors.

S3.6.SAFE.1.1

Indicator

Depth 4

Demonstrate how to locate school or community health helpers to enhance safety and injury prevention.

S4.1.SAFE.1.1

Indicator

Depth 4

Demonstrate what to say and how to respond when calling 911.

S4.1.SAFE.2.1

Indicator

Depth 4

Demonstrate how to ask a trusted adult for help with an injury or illness.

S5.1.SAFE.1.1

Indicator

Depth 4

Identify situations which need a decision related to safety and injury prevention.

S5.2.SAFE.2.1

Indicator

Depth 4

Identify how family, peers or media influence a decision related to safety and injury prevention.

S5.3.SAFE.3.1

Indicator

Depth 4

Explain the potential positive and negative outcomes from a decision related to safety and injury prevention.

S5.4.SAFE.4.1

Indicator

Depth 4

Describe when help is needed and when it is not needed to make a decision related to safety and injury prevention.

S6.1.SAFE.1.1

Indicator

Depth 4

Identify a realistic personal short-term goal to avoid or reduce injury.

S6.2.SAFE.2.1

Indicator

Depth 4

Take steps to achieve a personal goal to avoid or reduce injury.

S6.3.SAFE.3.1

Indicator

Depth 4

Identify people who can help achieve a personal goal to avoid or reduce injury.

S7.1.SAFE.1.1

Indicator

Depth 4

Identify practices that promote safety and reduce or prevent injuries

S7.3.SAFE.2.1

Indicator

Depth 4

Make a commitment to practice safety and injury prevention behaviors.

S8.1.SAFE.1.1

Indicator

Depth 4

Make requests of others to promote safety and reduce or prevent injuries.

S8.2.SAFE.2.1

Indicator

Depth 4

Demonstrate how to encourage peers to be safe and avoid or reduce injury.

S1.1.VP.1.1

Indicator

Depth 4

Distinguish "appropriate" and "inappropriate" or "safe" and "unsafe" touches or interactions.

S1.1.VP.2.1

Indicator

Depth 4

Explain why inappropriate touches should be reported to a trusted adult.

S2.1.VP.1.1

Indicator

Depth 4

Identify relevant influences of family on violence prevention practices and behaviors.

S2.2.VP.2.1

Indicator

Depth 4

Identify relevant influences of school on violence prevention practices and behaviors.

S2.3.VP.3.1

Indicator

Depth 4

Identify relevant influences of media and technology on violence prevention practices and behaviors.

S2.4.VP.4.1

Indicator

Depth 4

Describe positive influences on violence prevention practices and behaviors.

S2.5.VP.5.1

Indicator

Depth 4

Describe negative influences on violence prevention practices and behavior.

S3.1.VP.1.1

Indicator

Depth 4

Identify trusted adults at home who can help prevent violence.

S3.2.VP.2.1

Indicator

Depth 4

Identify trusted adults and professionals in school who can help prevent violence.

S3.4.VP.3.1

Indicator

Depth 4

Explain how to locate school health helpers who can help reduce or avoid violence.

S3.6.VP.4.1

Indicator

Depth 4

Demonstrate how to locate school or community health helpers who can help reduce or avoid violence.

S4.3.VP.1.1

Indicator

Depth 4

Demonstrate how to use effective refusal skills when feeling threatened or harmed.

S4.4.VP.2.1

Indicator

Depth 4

Demonstrate how to effectively tell a trusted adult when feeling threatened or harmed or when a peer is feeling threatened or harmed.

S5.1.VP.1.1

Indicator

Depth 4

Identify situations which need a decision that could lead to violence.

S5.2.VP.2.1

Indicator

Depth 4

Describe how family, peers or media influence a decision that could lead to violence.

S5.3.VP.3.1

Indicator

Depth 4

Explain the potential positive and negative outcomes from a decision that could lead to violence.

S5.4.VP.4.1

Indicator

Depth 4

Describe when help is needed and when it is not needed to make a decision related to violence prevention.

S6.1.VP.1.1

Indicator

Depth 4

Identify a realistic personal short-term goal to prevent violence.

S6.2.VP.2.1

Indicator

Depth 4

Take steps to achieve the personal goal to prevent violence.

S6.3.VP.3.1

Indicator

Depth 4

Identify people who can help achieve a personal goal to prevent violence.

S7.1.VP.1.1

Indicator

Depth 4

Identify practices that reduce or prevent violence.

S7.2.VP.2.1

Indicator

Depth 4

Demonstrate violence prevention practices.

S7.3.VP.3.1

Indicator

Depth 4

Make a commitment to practice violence prevention behaviors.

S8.1.VP.1.1

Indicator

Depth 4

Make requests to others to prevent violence.

S8.2.VP.2.1

Indicator

Depth 4

Demonstrate how to encourage peers to prevent violence.

Framework metadata

Source document
OAHPERD Health Education Model Curriculum K-2 (2019)
Normalized subject
Health