Content Area: Comprehensive Health


Grade Level Expectations: Fourth 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. Demonstrate the ability to set a goal in order to enhance personal nutrition status
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Set a goal to improve food choices based on appropriate nutritional content, value, and calories (DOK 1-4)
  2. Explain the importance of eating a variety of foods from all the food groups (DOK 1-2)
  3. Identify healthy foods (including snacks) in appropriate portion sizes (DOK 1-2)
Inquiry Questions:
  1. How can your personal goals for healthy eating work within the choices of food available to you at home and at school?
  2. If two foods have the same amount of calories, are they equally healthy for you? Why or why not?
  3. Do all foods help your body in the same ways? Why or why not?
  4. How can you tell if a portion size is appropriate?
Relevance & Application:
  1. Healthy foods provide nutrients that in turn provide you energy for daily activities.
  2. Nutrients are necessary for good health and proper growth and development.
  3. Different foods provide different nutrients. To get all the nutrients you need, it is necessary to eat a balanced diet such as eating a variety of healthy foods within and across the major food groups.
Nature Of:
  1. Healthy eating is a personal responsibility and is affected by the choices available to us.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Examine the connection between food intake and physical health
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Explain that both eating habits and level of physical activity affect a person's overall well-being and ability to learn (DOK 1-2)
  2. Summarize body signals that tell people when they are hungry and when they are full (DOK 1-2)
Inquiry Questions:
  1. Why do most people feel better after they eat?
  2. Why do some people eat even if they are not hungry?
  3. How can you increase physical activity during the school day?
  4. What happens to your body and brain if you eat too much or not enough?
Relevance & Application:
  1. Daily physical activity can make a person feel more awake, better able to concentrate, and full of energy.
  2. Hunger signals tell us when to eat, and when to stop.
Nature Of:
  1. Healthy food choices and exercise can positively affect brain function, and physical and emotional health
  2. Eating healthy portions when you are hungry and stopping when you are full can help you meet your energy needs and avoid overeating.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 3. Explain that the dimensions of wellness are interrelated and impact personal health
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Explain the physical, social, and emotional dimensions of personal health and wellness and how they interact (DOK 1-4)
  2. Define wellness (DOK 1)
Inquiry Questions:
  1. What is wellness?
  2. What are the benefits and consequences of our choices in terms of wellness?
  3. Why does wellness sometimes require that we make changes to our current behaviors, relationships, or actions?
Relevance & Application:
  1. Personal behaviors, such as eating healthy and engaging in physical activity, have a long term effect on wellness.
Nature Of:
  1. Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors.

Content Area: Comprehensive Health


Grade Level Expectations: Fourth 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. Identify positive behaviors that support healthy relationships
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Discuss factors that support healthy relationships with friends and family (DOK 1-3)
  2. Describe the characteristics of a friend (DOK 1-4)
  3. Discuss how culture and tradition influence personal and family development (DOK 1-4)
  4. Describe different kinds of families, and discuss how families can share love, values, and traditions as well as provide emotional support, and set boundaries and limits (DOK 1-3)
  5. Identify the positive ways that peers and family members show support, care, and appreciation for one another (DOK 1-2)
Inquiry Questions:
  1. Why are relationships with family and friends so important?
  2. What is friendship?
  3. How do your family's customs differ from those of your neighbor? Why is it important to learn about other traditions and values?
Relevance & Application:
  1. Families interact differently in various parts of the world.
  2. Family members, peers, school personnel, and community members can support school success and responsible behavior.
Nature Of:
  1. Sensitivity to differences and appreciation for diversity are characteristics of good mental and emotional health.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Comprehend concepts related to stress and stress management
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify personal stressors at home, with friends, in school and the community, and in the environment (DOK 1-3)
  2. List physical and emotional reactions to stressful situations (DOK 1)
  3. Identify positive and negative ways of dealing with stress (DOK 1-2)
Inquiry Questions:
  1. What would school be like if there was no stress?
  2. Can stress be positive?
Relevance & Application:
  1. Stress management techniques relieve and re-direct stress.
Nature Of:
  1. Stress management is key for positive mental health.

Content Area: Comprehensive Health


Grade Level Expectations: Fourth 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. Identify positive and negative uses for medicines
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Describe the purpose of prescribed and over-the-counter medicines and how they can be used or misused in the treatment of common medical problems (DOK 1-2)
  2. Demonstrate the ability to read, understand, and follow labels such as those on common household medicines (DOK 1-2)
  3. Summarize the risks associated with the inappropriate use of over-the-counter medicines, prescriptions, and vitamins (DOK 1-3)
  4. Describe the steps to take if over-the-counter or prescription drugs are used incorrectly (DOK 1-2)
Inquiry Questions:
  1. What could happen if I misread a medicine label?
  2. If vitamins are good for me, why would I need to be careful when taking them?
  3. If someone in my family is sick and then I get sick with the exact same thing, can I take the same medication?
Relevance & Application:
  1. Other cultures treat common medical problems in different ways.
  2. Doctors, nurses and pharmacists provide guidance on proper use of medications.
Nature Of:
  1. Medicines must be used correctly to order to be safe and have a maximum benefits.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Demonstrate the ability to use interpersonal communication skills to avoid using tobacco
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate effective verbal and nonverbal ways to refuse pressures to use tobacco (DOK 1-3)
  2. Describe how to ask for help from a trusted adult in staying away from second-hand smoke (DOK 1-3)
  3. Examine the factors that influence a person's decision to use or not to use tobacco (DOK 1-4)
Inquiry Questions:
  1. Why is it important to know when to say "no," even when it's not popular?
  2. Why do commercials and media sometimes make smoking look glamourous?
  3. Who or what impacts my ability to choose not to use tobacco?
Relevance & Application:
  1. Researchers study tobacco use rates in adolescents.
  2. Researchers have found that exposure to second-hand smoke can have short- and long-term effects on health.
Nature Of:
  1. Successful interpersonal communication is knowing how, when, and why to convey your personal health needs and wants.
  2. Culture, media, and social pressures influence health behaviors.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 3. Demonstrate skills necessary to prevent a conflict from escalating to violence
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate simple conflict resolution techniques to diffuse a potentially violent situation (DOK 1-3)
  2. Describe situations that lead to violence, the consequences of violent behavior, and the importance of resolving conflict through effective communication skills (DOK 1-3)
  3. Discuss methods for making decisions to avoid conflicts or violence (DOK 1-3)
  4. Explain the positive alternatives to using violence (DOK 1-2)
  5. Explain the dangers of having weapons at home, in school, and in the community (DOK 1-2)
  6. Explain the importance of respecting the personal space and boundaries of others (DOK 1-2)
Inquiry Questions:
  1. What is conflict resolution?
  2. What if there was no violence in the world?
  3. How can you promote peaceful problem solving?
Relevance & Application:
  1. Physical and emotional consequences of violence have a significant impact on society.
Nature Of:
  1. Conflict resolution is a lifelong skill.
  2. Effective communication and personal skills can develop, maintain, and enhance healthy behaviors.