Content Area: Comprehensive Health


Grade Level Expectations: Fifth 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 engage in healthy eating behaviors
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify eating behaviors that contribute to maintaining good health (DOK 1-2)
  2. Make a personal commitment to improve food choices (DOK 1-4)
  3. Choose healthy foods and beverages instead of less healthy foods and beverages (DOK 1-2)
  4. Use current federal nutrition standards and guidelines to plan healthy meals and snacks (DOK 1-3)
  5. Demonstrate the ability to identify and select healthy from unhealthy foods (DOK 1-3)
  6. Summarize how to request politely foods that are more nutritious (DOK 1-3)
  7. Analyze the difference between disordered eating and eating disorders (DOK 1-3)
Inquiry Questions:
  1. What would happen if the school only served healthy meals and healthy beverages, including vending machine choices?
  2. If broccoli were deep-fried, would it still be nutritious?
  3. Is sugar bad? Why, or why not?
  4. Why do people tend to eat too much sugar, fat, and salt?
Relevance & Application:
  1. Eating healthy involves good decision-making skills, access to accurate information about healthy eating, and access to healthy foods.
  2. As the body matures, the amount of food and key nutrients change to support healthy systems and growth.
  3. Food storage and processing can result in chemical changes that affect the nutritional value of food.
Nature Of:
  1. Healthy eating is a personal responsibility and is challenged by the choices available to us.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Explain the structure, function, and major parts of the human reproductive system
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Summarize the anatomy of the reproductive system, including functions of the male and female reproductive systems (DOK 1-2)
  2. Describe the relationship of conception to the menstrual cycle (DOK 1-3)
  3. Explain that after fertilization, cells divide to create a fetus and embryo that grows and develops inside the uterus during pregnancy (DOK 1)
Inquiry Questions:
  1. What is optimal growth and development?
Relevance & Application:
  1. In nature, different animals have different gestation cycles.
Nature Of:
  1. There are many influences on the physical, social, and emotional changes that occur at puberty, including hormones, heredity, nutrition, and the environment.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 3. Describe the physical, social, and emotional changes that occur at puberty
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Discuss why puberty begins and ends at different ages for different people, and that variance is considered normal (DOK 1-3)
  2. Identify personal hygiene practices and health and safety issues related to puberty (DOK 1)
  3. Determine factors that influence the purchase of health care products and the use of personal hygiene practices (DOK 1-4)
  4. Discuss how changes during puberty affect thoughts, emotions, growth patterns and behaviors
Inquiry Questions:
  1. Why are some aspects of puberty "embarrassing"?
  2. What is "normal"?
Relevance & Application:
  1. Heredity influences growth and development.
  2. The onset age of puberty has changed over time due to factors that include changes in nutrition, access to medical care, and exposure to chemicals in the environment.
Nature Of:
  1. Tolerance, appreciation, and understanding of individual differences are critical during times of change.
  2. There are many influences on one's physical, social, and emotional development at puberty, including hormones, heredity, nutrition, and the environment.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 4. Demonstrate interpersonal communication skills needed to discuss personal health problems to establish and maintain personal health and wellness
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify appropriate adults with whom to discuss personal health problems (DOK 1-3)
  2. Demonstrate appropriate ways to talk to someone such as a parent or health care provider about personal health problems, issues, and concerns (DOK 1-3)
Inquiry Questions:
  1. What could happen if I did not tell someone about my health condition?
  2. Why is it important to ask for what I need?
Relevance & Application:
  1. Clearly communicating with a health care provider regarding needs is critical to receiving the best care possible.
  2. Web-based health information sites can be useful, but should be examined for accuracy to avoid misinformation.
Nature Of:
  1. Interpersonal communication about health conditions and concerns is critical for prevention of disease and maintaining good health.
  2. Individuals need support when making decisions about when and with whom to discuss healthcare questions or concerns.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 5. Comprehend concepts, and identify strategies to prevent the transmission of disease
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Differentiate between communicable and non-communicable diseases, including asthma, AIDS, epilepsy (DOK 1-2)
  2. Describe how the body fights germs and diseases naturally, with medicines, and through immunization (DOK 1-2)
  3. Describe ways to prevent the spread of germs that cause infectious diseases through food, water, air, blood, and touch (DOK 1-2)
  4. Describe the effects of HIV infection on the body (DOK 1-2)
  5. Explain how HIV is and is not contracted (DOK 1-2)
  6. Explain that it is safe to be a friend of someone who has a disease or conditions that cannot be easily transmitted such as asthma, epilepsy, or AIDS (DOK 1-4)
Inquiry Questions:
  1. Why did people die earlier in the early 1900s?
  2. How can you avoid contact with germs? How can you help your body fight germs? How can you be sure not to spread germs?
Relevance & Application:
  1. Good hygiene, such as handwashing, deters the spread of germs.
  2. Technological advances assist with disease tracking and prevention.
Nature Of:
  1. Many strategies exist to prevent transfer of germs and disease transmission and to control the severity of illnesses.
  2. Tolerance, appreciation, and understanding of the conditions of others demonstrate humanity and empathy.

Content Area: Comprehensive Health


Grade Level Expectations: Fifth 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. Analyze internal and external factors that influence mental and emotional health
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Describe how feelings and emotions are portrayed in the media (DOK 1-2)
  2. Identify how media and society can influence mental and emotional health (DOK 1-3)
  3. Explain how families and peers can influence mental and emotional health (DOK 1-3)
Inquiry Questions:
  1. How can you control what you are feeling?
  2. In what ways can others affect how you feel?
  3. How does the media show us both appropriate and inappropriate models for feelings and emotions?
Relevance & Application:
  1. Family, peers, and the media can influence a person's mental and emotional health..
  2. Through creating art and reflecting on the art products and processes, people can increase awareness of self and others and better cope with stress and traumatic experiences.
Nature Of:
  1. Mental and emotional health can be affected by many influences so it is important to be able to recognize both positive and negative influences on our feelings and behavior.

Content Area: Comprehensive Health


Grade Level Expectations: Fifth 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. Access valid information about the effects of tobacco use and exposure to second-hand smoke, and prescription and over-the-counter drugs
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify sources of accurate information about the effects of tobacco use and exposure to second-hand smoke (DOK 1-2)
  2. Analyze the dangers of using tobacco products or being exposed to second-hand smoke (DOK 1-3)
  3. Identify ways to avoid the use of tobacco products as well as exposure to other tobacco smoke (DOK 1)
  4. Describe the proper use of over-the-counter and prescription drugs
Inquiry Questions:
  1. What would advertising look like if the media wasn't allowed to omit relevant, but revealing negative information about their product?
  2. Are over the counter drugs safer than prescription drugs?
  3. How would tobacco use or exposure, affect your ability to exercise or play sports?
  4. Why might someone else who uses tobacco want others to do so as well?
  5. If adults can legally drink alcohol, how can it be harmful?
  6. Can your body system continue to operate with a malfunctioning part (i.e. liver)?
Relevance & Application:
  1. Technology has influenced credibility and availability of information.
  2. Tobacco use is the number one behavior associated with early mortality.
  3. There are varying cultural and religious beliefs surrounding alcohol and tobacco use.
Nature Of:
  1. Making good health decisions requires the ability to evaluate reliable resources.
  2. Research has clearly established that the use of alcohol, tobacco, and other drugs has a variety of harmful effects on the human body.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Demonstrate pro-social behaviors that reduce the likelihood of physical fighting, violence, and bullying
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify factors that influence both violent and nonviolent behaviors and attitudes (DOK 1-3)
  2. Explain the significance and impact of as well as the short- and long-term consequences of bullying (DOK 1-3)
  3. Demonstrate pro-social communication skills and strategies (DOK 1-3)
  4. Identify resources, including safe people or adults, regarding violence in the school and community (DOK 1-2)
Inquiry Questions:
  1. Why do people become violent?
  2. What is the difference between bullying and aggression?
  3. Why is it important to report incidents of bullying?
  4. What types of communication can help you avoid fighting and bullying?
  5. How can we demonstrate appreciation and value for differences?
  6. How do I know who to tell about an unsafe situation?
  7. How do people become prejudiced?
Relevance & Application:
  1. Non-violence is always an option in conflict.
  2. Gangs are examples of bullying groups.
  3. Bullying and violence can have long term emotional and physical consequences.
Nature Of:
  1. Culture, media and social influences affect violent and non violent behavior.
  2. Individuals have a personal responsibility to develop, maintain, and enhance healthy behaviors.
  3. Making good health decisions requires the ability to evaluate reliable resources.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 3. Demonstrate basic first aid and safety procedures
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify ways to reduce the risk of injuries from animal and insect stings as well as basic first aid procedures (DOK 1-2)
  2. Explain what to do such as calling 911 or a poison control center if someone is injured or is poisoned by products such as household cleaners (DOK 1-2)
  3. Describe first aid procedures for a variety of situations, including insect stings, bites, poisoning, and choking (DOK 1-2)
  4. Develop and apply a decision-making process for avoiding situations that could lead to injury (DOK 1-4)
Inquiry Questions:
  1. Which animals and insects can be dangerous?
  2. What occurs when someone save another from choking?
Relevance & Application:
  1. Community resources are available for basic first aid training.
  2. Basic first aid training facilitates a quick response in emergency situations.
  3. 911 and poison control dispatchers can provide information to help in emergency situations.
Nature Of:
  1. Knowing what to do in an emergency situation?including providing basic first aid and/or seeking help?is a lifelong skill.