1st+Grade+Health+Standards

 Standard: 2. Physical and Personal Wellness in Health
 > 1. Eating a variety of foods from the different food groups is vital to promote good health ||  > 2. Demonstrate health enhancing behaviors to prevent unintentional injury or illness ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills to engage in lifelong healthy eating] ||
 * **Concepts and skills students master:**
 * **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:**
 * 4) What makes some foods healthy and other foods unhealthy?
 * 5) Why is it helpful to know which major food group a food belongs to?
 * 6) What if all the foods you ate came from only one food group?
 * 7) 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)//
 * [|Apply knowledge and skills related to health promotion, disease prevention, and health maintenance] ||
 * **Concepts and skills students master:**
 * **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:**
 * 6) What makes some people more susceptible to Sun damage?
 * 7) What if we lived in a place that had loud noises all the time?
 * 8) How does a person get a cold?
 * 9) 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. ||

 Standard: 3. Emotional and Social Wellness in Health
 > 1. Demonstrate how to express emotions in healthy ways ||  > 2. Identify parents, guardians, and other trusted adults as resources for information about health ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Utilize knowledge and skills to enhance mental, emotional, and social well-being] ||
 * **Concepts and skills students master:**
 * **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:**
 * 7) How does a person control their feelings?
 * 8) Why is it important to be a good listener?
 * 9) 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)//
 * [|Utilize knowledge and skills to enhance mental, emotional, and social well-being] ||
 * **Concepts and skills students master:**
 * **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:**
 * 5) Who are your trusted adults?
 * 6) 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 ||

 Standard: 4. Prevention and Risk Management in Health
 > 1. Demonstrate strategies to avoid hazards in the home and community ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury] ||
 * **Concepts and skills students master:**
 * **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:**
 * 7) Why is it important to know the difference between what we can and cannot eat?
 * 8) Why is it important to know that certain items in the refrigerator and pantry cannot be eaten?
 * 9) 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) ||