5th+Grade+Health+Standards

 Standard: 2. Physical and Personal Wellness in Health
 > 1. Demonstrate the ability to engage in healthy eating behaviors ||  > 2. Explain the structure, function, and major parts of the human reproductive system ||  > 3. Describe the physical, social, and emotional changes that occur at puberty ||  > 4. Demonstrate interpersonal communication skills needed to discuss personal health problems to establish and maintain personal health and wellness ||  > 5. Comprehend concepts, and identify strategies to prevent the transmission of disease ||
 * **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) 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:**
 * 8) What would happen if the school only served healthy meals and healthy beverages, including vending machine choices?
 * 9) If broccoli were deep-fried, would it still be nutritious?
 * 10) Is sugar bad? Why, or why not?
 * 11) 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)//
 * [|Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health] ||
 * **Concepts and skills students master:**
 * **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:**
 * 4) 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)//
 * [|Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health] ||
 * **Concepts and skills students master:**
 * **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:**
 * 5) Why are some aspects of puberty "embarrassing"?
 * 6) 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)//
 * [|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) 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:**
 * 3) What could happen if I did not tell someone about my health condition?
 * 4) 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)//
 * [|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) 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:**
 * 7) Why did people die earlier in the early 1900s?
 * 8) 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. ||

 Standard: 3. Emotional and Social Wellness in Health
 > 1. Analyze internal and external factors that influence mental and emotional 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) 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:**
 * 4) How can you control what you are feeling?
 * 5) In what ways can others affect how you feel?
 * 6) 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. ||

 Standard: 4. Prevention and Risk Management in Health
 > 1. Access valid information about the effects of tobacco use and exposure to second-hand smoke, and prescription and over-the-counter drugs ||  > 2. Demonstrate pro-social behaviors that reduce the likelihood of physical fighting, violence, and bullying ||  > 3. Demonstrate basic first aid and safety procedures ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills to make health-enhancing decisions regarding the use of alcohol, tobacco, and other drugs] ||
 * **Concepts and skills students master:**
 * **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:**
 * 5) What would advertising look like if the media wasn't allowed to omit relevant, but revealing negative information about their product?
 * 6) Are over the counter drugs safer than prescription drugs?
 * 7) How would tobacco use or exposure, affect your ability to exercise or play sports?
 * 8) Why might someone else who uses tobacco want others to do so as well?
 * 9) If adults can legally drink alcohol, how can it be harmful?
 * 10) 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)//
 * [|Apply knowledge and skills that promote healthy, violence-free relationships] ||
 * **Concepts and skills students master:**
 * **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:**
 * 5) Why do people become violent?
 * 6) What is the difference between bullying and aggression?
 * 7) Why is it important to report incidents of bullying?
 * 8) What types of communication can help you avoid fighting and bullying?
 * 9) How can we demonstrate appreciation and value for differences?
 * 10) How do I know who to tell about an unsafe situation?
 * 11) 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)//
 * [|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 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:**
 * 5) Which animals and insects can be dangerous?
 * 6) 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. ||