Health (5th Grade)
Resources:
Health Framework (CA Dept. of Education) Health education is a continuum of learning experiences that enables students, as individuals and as members of society, to make informed decisions, modify behaviors, and change social conditions in ways that are health enhancing and increase health literacy. The health education standards define the essential skills and knowledge that all students need in order to become “health literate.” Four characteristics are identified as essential to health literacy. Health-literate individuals are: • Critical thinkers and problem solvers when confronting health problems and issues • Self-directed learners who have the competence to use basic health information and services in health-enhancing ways • Effective communicators who organize and convey beliefs, ideas, and information about health issues. • Responsible and productive citizens who help ensure that their community is kept healthy, safe, and secure Overarching Content Standards and Rationales The eight overarching health content standards for kindergarten through grade twelve are presented below, along with the rationale for each standard. Standard 1: Essential Health Concepts All students will comprehend essential concepts related to enhancing health. Rationale: Understanding essential concepts about the relationships between behavior and health provides the foundation for making informed decisions about health-related behaviors and for selecting appropriate health products and services. Standard 2: Analyzing Health Influences All students will demonstrate the ability to analyze internal and external influences that affect health. Rationale: Health choices are affected by a variety of influences. The ability to recognize, analyze, and evaluate internal and external influences is essential to protecting and enhancing health. Standard 3: Accessing Valid Health Information All students will demonstrate the ability to access and analyze health information, products, and services. Rationale: Students are exposed to numerous sources of information, products, and services. The ability to access and analyze health information, products, and services provides a foundation for practicing health-enhancing behaviors. Standard 4: Interpersonal Communication All students will demonstrate the ability to use interpersonal communication skills to enhance health. Rationale: Positive relationships support the development of healthy attitudes and behaviors. The ability to appropriately convey and receive information, beliefs, and emotions is a skill that enables students to manage risk, conflict, and differences and to promote health. Standard 5: Decision Making All students will demonstrate the ability to use decision-making skills to enhance health. Rationale: Managing health behaviors requires critical thinking and problem solving. The ability to use decision-making skills to guide health behaviors fosters a sense of control and promotes the acceptance of personal responsibility. Standard 6: Goal Setting All students will demonstrate the ability to use goal-setting skills to enhance health. Rationale: The desire to pursue health is an essential component of building healthy habits. The ability to use goal-setting skills enables students to translate health knowledge into personally meaningful health behaviors. Std. 7: Practicing Health-Enhancing Behaviors All students will demonstrate the ability to practice behaviors that reduce risk and promote health. Rationale: Practicing healthy behaviors builds competence and confidence to use learned skills in real-life situations. The ability to adopt health-enhancing behaviors demonstrates students’ ability to use knowledge and skills to manage health and reduce risk-taking behaviors. Standard 8: Health Promotion All students will demonstrate the ability to promote and support personal, family, and community health. Rationale: Personal, family, and community health are interdependent and mutually supporting. The ability to promote the health of oneself and others reflects a well-rounded development and expression of health. |
5th Grade Standards:
Nutrition and Physical Activity Standard 1: Essential Concepts 1.1.N Describe the food groups, including recommended portions to eat from each food group. 1.2.N Identify key components of the “Nutrition Facts” labels. 1.3.N Explain the relationship between the intake of nutrients and metabolism. 1.4.N Explain why some food groups have a greater number of recommended portions than other food groups. 1.5.N Describe safe food handling and preparation practices. 1.6.N Differentiate between more-nutritious and less-nutritious beverages and snacks. 1.7.N Explain the concept of eating in moderation. 1.8.N Describe the benefits of eating a nutritionally balanced diet consistent with current research-based dietary guidelines. 1.9.N Explain how good health is influenced by healthy eating and being physically active. 1.10.N Describe how physical activity, rest, and sleep are related. 1.11.N Identify physical, academic, mental, and social benefits of regular physical activity. Standard 2: Analyzing Influences 2.1.N Describe internal and external influences that affect food choices and physical activity. 2.2.N Recognize that family and cultural influences affect food choices. 2.3.N Describe the influence of advertising and marketing techniques on food and beverage choices. Standard 3: Accessing Valid Information 3.1.N Locate age-appropriate guidelines for eating and physical activity. 3.2.N Interpret information provided on food labels Standard 4: Interpersonal Communication 4.1.N Use communication skills to deal effectively with influences from peers and media regarding food choices and physical activity. Standard 5: Decision Making 5.1.N Use a decision-making process to identify healthy foods for meals and snacks. 5.2.N Use a decision-making process to determine activities that increase physical fitness. 5.3.N Compare personal eating and physical activity patterns with current age-appropriate guidelines. Standard 6: Goal Setting 6.1.N Monitor personal progress toward a nutritional goal. 6.2.N Monitor personal progress toward a physical activity goal. Std. 7: Practicing Health-Enhancing Behaviors 7.1.N Identify ways to choose healthy snacks based on current research-based guidelines. 7.2.N Demonstrate how to prepare a healthy meal or snack using sanitary food preparation and storage practices. 7.3.N Demonstrate the ability to balance food intake and physical activity. 7.4.N Demonstrate the ability to assess personal physical activity levels. Standard 8: Health Promotion 8.1.N Encourage and promote healthy eating and increased physical activity opportunities at school and in the community. Growth, Development, and Sexual Health Standard 1: Essential Concepts 1.1.G Describe the human cycle of reproduction, birth, growth, aging, and death. 1.2.G Explain the structure, function, and major parts of the human reproductive system. 1.3.G Identify the physical, social, and emotional changes that occur during puberty. 1.4.G Define sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS). Standard 2: Analyzing Influences 2.1.G Explain how culture, media, and other factors influence perceptions about body image, gender roles, and attractiveness. 2.2.G Describe how heredity influences growth and development. 2.3.G Discuss how changes during puberty affect thoughts, emotions, and behaviors. Standard 3: Accessing Valid Information 3.1.G Recognize parents, guardians, and other trusted adults as resources for information about puberty. 3.2.G Differentiate between reliable and unreliable sources of information about puberty. Standard 4: Interpersonal Communication 4.1.G Use effective communication skills to discuss with parents, guardians, and other trusted adults the changes that occur during puberty. 4.2.G Use healthy and respectful ways to express friendship, attraction, and affection. 4.3.G Demonstrate refusal skills to protect personal boundaries. Standard 5: Decision Making 5.1.G Describe the importance of identifying personal boundaries. 5.2.G Analyze why it is safe to be a friend to someone who is living with HIV or AIDS. Standard 6: Goal Setting 6.1.G Identify steps to achieve and maintain a healthy and accurate body image. 6.2.G Develop plans to maintain personal hygiene during puberty Std. 7: Practicing Health-Enhancing Behaviors 7.1.G Engage in behaviors that promote healthy growth and development during puberty. 7.2.G Describe ways people can protect themselves against serious blood-borne communicable diseases. Standard 8: Health Promotion Skills for this content area are not identified until grades seven and eight. Personal and Community Health Standard 1: Essential Concepts 1.1.P Identify effective personal health strategies that reduce illness and injury (e.g., adequate sleep, ergonomics, sun safety, hand washing, hearing protection, and tooth brushing and tooth flossing). 1.2.P Explain how viruses and bacteria affect the immune system and impact health. 1.3.P Describe how environmental conditions affect personal health. 1.4.P Describe the personal hygiene needs associated with the onset of puberty. 1.5.P Define life-threatening situations (e.g., heart attacks, asthma attacks, poisonings). 1.6.P Explain that all individuals have a responsibility to protect and preserve the environment. Standard 2: Analyzing Influences 2.1.P Identify internal and external influences that affect personal health practices. Standard 3: Accessing Valid Information 3.1.P Identify sources of valid information about personal health products and services. 3.2.P Identify individuals who can assist with health-related issues and potentially life-threatening health conditions (e.g., asthma episodes or seizures). Standard 4: Interpersonal Communication 4.1.P Practice effective communication skills to seek help for health-related problems or emergencies. Standard 5: Decision Making 5.1.P Use a decision-making process to determine personal choices that promote personal, environmental, and community health. 5.2.P Use a decision-making process to determine when medical assistance is needed. Standard 6: Goal Setting 6.1.P Monitor progress toward a goal to help protect the environment. 6.2.P Monitor progress toward a personal health goal. Std. 7: Practicing Health-Enhancing Behaviors 7.1.P Practice good personal and dental hygiene. 7.2.P Demonstrate personal responsibility for health habits. 7.3.P Practice strategies to protect against the harmful effects of the sun. Standard 8: Health Promotion 8.1.P Encourage others to minimize pollution in the environment. |