4th+Grade+Health+Standards

 Standard: 2. Physical and Personal Wellness in Health
 > 1. Demonstrate the ability to set a goal in order to enhance personal nutrition status ||  > 2. Examine the connection between food intake and physical health ||  > 3. Explain that the dimensions of wellness are interrelated and impact personal health ||
 * **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) 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:**
 * 4) How can your personal goals for healthy eating work within the choices of food available to you at home and at school?
 * 5) If two foods have the same amount of calories, are they equally healthy for you? Why or why not?
 * 6) Do all foods help your body in the same ways? Why or why not?
 * 7) 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)//
 * [|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) 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:**
 * 3) Why do most people feel better after they eat?
 * 4) Why do some people eat even if they are not hungry?
 * 5) How can you increase physical activity during the school day?
 * 6) 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)//
 * [|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) 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:**
 * 3) What is wellness?
 * 4) What are the benefits and consequences of our choices in terms of wellness?
 * 5) 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. ||

 Standard: 3. Emotional and Social Wellness in Health
 > 1. Identify positive behaviors that support healthy relationships ||  > 2. Comprehend concepts related to stress and stress management ||
 * **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) 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:**
 * 6) Why are relationships with family and friends so important?
 * 7) What is friendship?
 * 8) 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)//
 * [|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 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:**
 * 4) What would school be like if there was no stress?
 * 5) 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. ||

 Standard: 4. Prevention and Risk Management in Health
 > 1. Identify positive and negative uses for medicines ||  > 2. Demonstrate the ability to use interpersonal communication skills to avoid using tobacco ||  > 3. Demonstrate skills necessary to prevent a conflict from escalating to violence ||
 * **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) 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:**
 * 5) What could happen if I misread a medicine label?
 * 6) If vitamins are good for me, why would I need to be careful when taking them?
 * 7) 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)//
 * [|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) 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:**
 * 4) Why is it important to know when to say "no," even when it's not popular?
 * 5) Why do commercials and media sometimes make smoking look glamourous?
 * 6) 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)//
 * [|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) 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:**
 * 7) What is conflict resolution?
 * 8) What if there was no violence in the world?
 * 9) 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. ||