Content Area: Comprehensive Health


Grade Level Expectations: First Grade


Standard: 2. Physical and Personal Wellness in Health


Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 1. Eating a variety of foods from the different food groups is vital to promote good health
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Categorize foods into the major food groups (DOK 1)
  2. Identify a variety of foods in each of the food groups that are healthy choices (DOK 1-2)
  3. Identify foods and beverages that are high in added sugar, and generate examples of healthy alternatives (DOK 1-2)
Inquiry Questions:
  1. What makes some foods healthy and other foods unhealthy?
  2. Why is it helpful to know which major food group a food belongs to?
  3. What if all the foods you ate came from only one food group?
  4. What if all foods looked and tasted exactly the same?
Relevance & Application:
  1. The tastes, colors, smells, and textures of foods provide sensory experiences that add or take away from enjoying what we eat.
Nature Of:
  1. To maintain a health body, it is important to eat a variety of healthful foods.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Demonstrate health enhancing behaviors to prevent unintentional injury or illness
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate ways to prevent harmful effects of the sun as well as hearing and vision loss (DOK 1-2)
  2. Explain that germs cause disease (DOK 1-2)
  3. Describe the symptoms that occur when a person is sick (DOK 1)
  4. Demonstrate ways to prevent the spread of germs that cause common, infectious diseases (DOK 1-2)
  5. Demonstrate proper steps for treating a wound to reduce chances of infection (DOK 1-2)
Inquiry Questions:
  1. What makes some people more susceptible to Sun damage?
  2. What if we lived in a place that had loud noises all the time?
  3. How does a person get a cold?
  4. Why do surgeons scrub their hands and put on gloves prior to surgery?
Relevance & Application:
  1. Goggles and sun glasses help protects the eyes from injury and damage.
  2. The use of soaps and tissues help prevent the spread of germs.
  3. Scientists have developed products designed to limit sun exposure.
  4. Researchers study how germs spread locally and around the world.
Nature Of:
  1. Strategies exist to prevent damage to the skin from the sun, hearing loss, and vision loss.
  2. A person can make positive decisions to protect themselves from getting sick.

Content Area: Comprehensive Health


Grade Level Expectations: First Grade


Standard: 3. Emotional and Social Wellness in Health


Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 1. Demonstrate how to express emotions in healthy ways
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify a variety of emotions (DOK 1)
  2. Identify appropriate ways to express and deal with emotions and feelings (DOK 1-2)
  3. Demonstrate effective listening skills (DOK 1-2)
  4. Describe and practice situations that require polite and empathetic responses such as please, thank you, and I'm sorry (DOK 1-3)
  5. Cooperate and share with others (DOK 1-2)
  6. Identify problem-solving strategies, and demonstrate the ability to make choices using those strategies (DOK 1-3)
Inquiry Questions:
  1. How does a person control their feelings?
  2. Why is it important to be a good listener?
  3. How can I show someone I am listening to them?
Relevance & Application:
  1. People express their emotions in a variety of ways.
  2. Playing games are one way to learn how to express emotions.
Nature Of:
  1. Expressing emotions in appropriate ways is a lifelong skill for school, work and family.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Identify parents, guardians, and other trusted adults as resources for information about health
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify trusted adults at home and at school (DOK 1)
  2. Identify trusted adults who promote health such as health care providers (DOK 1)
  3. Identify the importance of talking about feelings with parents and other trusted adults (DOK 1-3)
  4. Demonstrate the ability to ask for help from trusted adults (DOK 1-3)
Inquiry Questions:
  1. Who are your trusted adults?
  2. Why should you ask an adult for help understanding health information?
Relevance & Application:
  1. School, health care sites, and community and belief centers are places where help might be found.
Nature Of:
  1. Asking for help and health information is a lifelong skill

Content Area: Comprehensive Health


Grade Level Expectations: First Grade


Standard: 4. Prevention and Risk Management in Health


Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 1. Demonstrate strategies to avoid hazards in the home and community
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify safety hazards such as poison, fire, guns, water, playground equipment, and household products in the home and community (DOK 1)
  2. Explain why household products are harmful if ingested or inhaled (DOK 1-2)
  3. Describe how to safely ride a bike, skateboard, and scooter as well as use inline skates (DOK 1-2)
  4. Identify safety rules for being around fire (DOK 1)
  5. Demonstrate strategies to avoid fires and burns (Stop, drop, and roll) (DOK 1)
  6. Demonstrate how to call 911 or other emergency numbers for help in a situation involving fires (DOK 1)
Inquiry Questions:
  1. Why is it important to know the difference between what we can and cannot eat?
  2. Why is it important to know that certain items in the refrigerator and pantry cannot be eaten?
  3. What could happen if you were camping, there was a campfire, and everyone decided to leave and go for a hike without putting the fire out first?
Relevance & Application:
  1. Firefighters practice strategies to prevent fires from starting and to prevent fire from spreading.
  2. Emergency responders practice how to quickly help anyone who ingests and or inhales something not safe.
  3. Children in other countries or communities might need to be aware of different types of hazards.
Nature Of:
  1. Use concepts and skills to identify potential hazards and respond appropriately. (DOK 1)