Kindergarten+Health+Standards

 Standard: 2. Physical and Personal Wellness in Health
 > 1. Identify the major food groups and the benefits of eating a variety of foods ||  > 2. Explain how personal hygiene and cleanliness affect wellness ||
 * **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) Recognize major food groups (DOK 1)
 * 2) Identify foods and beverages that are healthy choices for teeth and bones (DOK 1-2)
 * 3) Explain how food is fuel and that different activities need different fuel (DOK 1-2)
 * 4) Explain the health benefits of choosing healthy foods and beverages (DOK 1-3) || **Inquiry Questions:**
 * 5) How do healthy foods help your body?
 * 6) How does food fuel our bodies?
 * 7) What can you do besides brushing and flossing your teeth to help make your teeth and bones strong and healthy?
 * 8) What would happen to your body if you only ate cookies and candy?
 * Relevance & Application:**
 * 1) Some automobiles run on gasolines as fuel, humans rely on food as fuel.
 * 2) Foods like apples, celery, and carrots are known to help keep teeth clean between brushing.
 * 3) Different people like different foods (culture, geography, family).
 * Nature Of:**
 * 1) Healthy foods provide nutrients that give energy for daily activities and are necessary for proper growth and good health. ||
 * **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) Describe what it means to be healthy (DOK 1)
 * 2) Explain why hygiene is important for good health (DOK 1-3)
 * 3) Demonstrate the steps for proper hand washing (DOK 1)
 * 4) Explain positive outcomes from brushing and flossing teeth daily (DOK 1-3)
 * 5) Demonstrate steps for proper brushing and flossing of teeth (DOK 1)
 * 6) Explain why sleep and rest are important for proper growth and good health (DOK 1-3) || **Inquiry Questions:**
 * 7) What does it mean to be healthy?
 * 8) How would your teeth look and feel if you did not brush them?
 * 9) What if nobody ever washed their hands?
 * Relevance & Application:**
 * 1) Lack of sleep affects concentration and mood.
 * 2) Effective hand washing can reduce the spread of germs that cause colds and flu.
 * Nature Of:**
 * 1) Good hygiene promotes good physical health. ||

 Standard: 3. Emotional and Social Wellness in Health
 > 1. Exhibit understanding that one's actions impact others ||
 * **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) Demonstrate ways to show respect, consideration, and care for others (DOK 1-3)
 * 2) Explain the importance of respecting the personal space and boundaries of others (DOK 1-2)
 * 3) Explain that feelings influence behavior (DOK 1-3) || **Inquiry Questions:**
 * 4) How does the way I feel change how I act?
 * 5) How do my actions affect others?
 * Relevance & Application:**
 * 1) Families are places where personal space is practiced.
 * 2) Feelings affect behavior at home and at school.
 * Nature Of:**
 * 1) The understanding of how emotions influence behavior and physical feelings is important to emotional and mental health. ||

 Standard: 4. Prevention and Risk Management in Health
 > 1. Identify the importance of respecting the personal space and boundaries of self and others ||  > 2. Explain safe behavior as a pedestrian and with motor vehicles ||  > 3. Demonstrate effective communication skills in unsafe situations ||
 * **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 "appropriate" and "inappropriate" touches (DOK 1-4)
 * 2) Identify characteristic of a trusted adult (DOK 1-4)
 * 3) Demonstrate how to tell a trusted adult if inappropriate touching occurs to self or others (DOK 1-4)
 * 4) Explain that each person has the right to tell others not to touch his or her body (DOK 1-4) || **Inquiry Questions:**
 * 5) What is respect?
 * 6) Why is it important to respect myself?
 * 7) What would it be like if nobody respected anybody else?
 * 8) What is privacy?
 * Relevance & Application:**
 * 1) Different situations and settings have varied rules about personal space.
 * 2) Boundaries are applied to nations, cities and people
 * Nature Of:**
 * 1) Every individual has the right to personal space and boundaries. ||
 * **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) Explain safe behavior when getting on and off and while riding on school buses (DOK 1-2)
 * 2) Explain the importance of riding in the back seat and using safety belts and motor vehicle booster seats when one is a passenger in a motor vehicle (DOK 1-2)
 * 3) Recognize and describe the meaning of traffic signs (DOK 1)
 * 4) Describe how rules at school can help to prevent injuries (DOK 1-3)
 * 5) Demonstrate safe pedestrian behaviors (DOK 1-3) || **Inquiry Questions:**
 * 6) What are some things that can happen if everyone runs around and pushes each other?
 * 7) What would it be like if there weren't any rules for cars or pedestrians?
 * Relevance & Application:**
 * 1) Crosswalk and traffic signs change based on new research about how children see and react to symbols.
 * Nature Of:**
 * 1) Vehicles and streets are places with hazards and require careful attention.
 * 2) Personal strategies can be learned to develop and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations. ||
 * **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) Demonstrate verbal and nonverbal ways to ask an adult for help about an unsafe situation (DOK 1-3)
 * 2) Demonstrate the ability to call 911 or other emergency numbers for help (DOK 1)
 * 3) Define and explain the dangers of weapons and how to tell a trusted adult if you see or hear about someone having a weapon (DOK 1-3) || **Inquiry Questions:**
 * 4) What would happen if you were lost and you didn't know how to ask for help?
 * 5) What would you do if you found a gun?
 * 6) In addition to a phone, how else could you get help when you are at home? In a car?
 * 7) Without using words, what are ways you could let someone know you need help?
 * Relevance & Application:**
 * 1) Effective communication is crucial in an emergency situation.
 * 2) Other forms if technology can be used to communicate in an emergency situation.
 * Nature Of:**
 * 1) Verbal and non-verbal communication is a creative task in an emergency situation.
 * 2) Personal strategies can be learned to develop and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations. ||