Grade 4 Health New Mexico standards Standards

Describe how to help others make healthy choices.

Demonstrate the ability to influence and support others in making health-enhancing choices:

List places, resources and people in the school and community you can go to for health information (e.g., school nurse, doctor's office, books).

Identify community agencies/resources that advocate for healthy individuals, families, peers and communities:

Describe information and opinions about health issues in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Express information and opinions about health issues:

Describe how to communicate with others about making healthy choices.

Describe a variety of methods to convey accurate health information and ideas:

Students will demonstrate the ability to advocate for personal, family, peer and community health. Students will:

Identify and track progress of a personal health goal in one of the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Set a personal health goal and track progress toward achievement:

Describe how decisions affect health in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., saying no to sex prevents pregnancy and sexually transmitted infections, saying no to drugs positively affects your thinking).

Predict outcomes of positive health decisions:

Set health-related goals (e.g., wear seat belts, be active every day, wash hands).

Explain when it is appropriate to ask for help in making health-related decisions (e.g., when you are lost, when being bullied); and

Explain when to ask for assistance in making health-related decisions and setting health goals:

Demonstrate actions to make healthy decisions in the areas related to sexuality (e.g., good touch/bad touch); nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Demonstrate the ability to apply a decision-making process to health issues and problems:

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. Students will:

Demonstrate conflict mediation and conflict resolution skills.

Demonstrate non-violent strategies to resolve conflicts:

Demonstrate conflict mediation and conflict resolution skills.

Differentiate between negative and positive behaviors used in conflict situations:

Demonstrate refusal skills in the areas related to sexuality (e.g., good touch/bad touch); nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Demonstrate refusal skills and explain why they are important to enhance health:

Recognize when someone is telling you to do something that is wrong.

Demonstrate when it is appropriate to interrupt for health needs; and

Describe and demonstrate listening skills as a tool to enhance relationships;

Demonstrate attentive listening skills to build and maintain health-enhancing relationships:

Demonstrate the ability to appropriately use "I" statements in communication.

Identify respectful and caring acts of self and others; and

Demonstrate ways to communicate care, consideration and respect of self and others:

Demonstrate how to respond appropriately to other people's needs, wants and feelings.

Demonstrate how to express feelings in a positive way; and

Demonstrate feelings associated with different situations (e.g., conflict - frustration/satisfaction; birthday - happy/excited);

Demonstrate positive ways to express needs, wants and feelings:

Explain the importance of assuming personal responsibility for health behaviors.

Describe characteristics needed to be a responsible friend and family member:

Recognize and describe different feelings and the verbal and non-verbal forms of communication associated with them.

Demonstrate how people communicate in different ways; and

Demonstrate the differences between verbal and non-verbal communication;

Distinguish between verbal and non-verbal communication:

Students will demonstrate the ability to use interpersonal communication skills to enhance health. Students will:

Recognize that there are multiple messages about health, based on values and beliefs.

Describe different types of families and how the structure influences health in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being. (e.g., vegetarian vs. non-vegetarian, working parents and time for family activities and proper nutrition, smoking parents and second-hand smoke); and

Describe health messages that families give in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., what types of snacks you eat at home, stranger danger, family activities);

Explain how information from school and family influences health:

Describe how technology affects how we live.

Describe different forms of technology (e.g., computers, video games, microwaves, cell phones);

Describe ways technology can influence personal health:

Recognize how media influences feelings, thoughts and health choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., abstain from sexual behavior, use drugs, be aggressive, eat healthy foods, participate in physical activity).

Identify how to determine if media messages are true; and

Describe the purposes for media (e.g., entertain, sell products, promote services);

Explain how media influences thoughts, feelings and health behaviors:

Describe how the media and culture portray gender roles (e.g., pink=girls, blue=boys, short hair vs. long hair, different toys).

Describe qualities of different cultures in the school and community, and how they contribute to health, safety and personal choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

Describe how cultures within the local community influence personal health behaviors:

Students will analyze the influence of culture, media, technology and other factors on health. Students will:

Demonstrate stress management skills.

Identify the body's reaction to stressful situations (e.g., fight or flight, increased heart rate); and

Apply skills to manage stress:

Demonstrate conflict resolution skills.

Recognize how peer pressure can lead to dangerous or risky situations; and

Recognize when to ask for help in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being;

Demonstrate ways to avoid and reduce threatening situations:

Recognize and demonstrate safety rules at home, in school and in the community.

Demonstrate refusal skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

Identify when food is safe to eat (e.g., recognize expiration dates);

Develop injury prevention and management strategies for personal health:

Demonstrate healthy choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., avoiding a fight, participating in physical activity, choosing healthier foods from a list of foods, abstinence).

Demonstrate refusal skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

Demonstrate ways to improve or maintain personal health in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., eat fruits and vegetables, exercise, don't smoke, abstinence);

Demonstrate strategies to improve or maintain personal health:

Understand the consequences of risky behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Predict consequences of safe and risky behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well being; and

Compare behaviors that are safe to those that are risky or harmful:

Identify ways in which diseases are transmitted or are not transmitted (e.g., HIV, common cold, measles).

Identify the relationship between physical activity and nutrition as related to healthy development; and

Identify personal health needs:

Identify behaviors that promote healthy relationships (e.g., sharing, supporting, caring, listening).

Role play conflict resolution skills; and

Demonstrate responsible health behaviors (e.g., proper personal hygiene, participating in daily physical activity, eating fruits and vegetables, wearing seat belts, abstinence);

Identify responsible health behaviors:

Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. Students will:

Explain the role(s) of safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult).

Explain the role of safety officials (e.g., police, fire, security, crossing guard); and

Demonstrate the ability to locate school and community health helpers:

Identify media messages that may contain both healthy and unhealthy messages in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Identify the goals of media (e.g., sell, entertain); and

Identify media messages that may be misleading;

Explain how the media influences the selection of health information, products and services:

Identify location of first aid kit/station.

Identify where to seek valid health information; and

Recognize unsafe environments/situations;

Identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult);

Demonstrate ability to use emergency phone numbers (e.g., 911, poison control);

Demonstrate the ability to locate resources from home, school and community that provide valid health information:

Analyze health information that may be confusing or contradictory (e.g., from media, peers, siblings).

Identify where to seek valid health information (e.g., doctor, dentist, nurse, counselor, appropriate adult); and

Identify health-promoting products and services (e.g., food choices, community services, physical activity);

Demonstrate universal precautions in handling unsafe/contaminated products and materials (e.g., blood-borne pathogens);

Identify safe and unsafe products in the home and community (e.g., bleach vs. milk, used needles);

Identify characteristics of valid health information and health promoting products and services:

Students will demonstrate the ability to access valid health information and health promoting products and services. Students will:

Understand the importance of taking personal responsibility for actions.

List and understand safety rules for different situations (e.g., playground safety, bus safety, classroom rules); and

Understand the benefits of following the directions of health care providers;

List individuals that can help with detecting and treating childhood injuries and illnesses and explain what role the individuals play (e.g., parent, grandparent, teacher, counselor, nurse, doctor);

Recognize symptoms of illness (e.g., runny nose, coughing, fever, stomach ache, sadness);

Identify health problems that should be detected and treated early and explain how childhood injuries and illnesses can be prevented or treated:

Recognize common environmental health issues that affect children in same age group (e.g., second-hand smoke, litter, noise).

Recognize common emotional health issues of children in same age group (e.g., effects of bullying, when family member is sick, sadness, domestic violence); and

Recognize common social health issues of children in same age group (e.g., peer pressure, relationships);

Recognize common physical health issues of children in same age group (e.g., intentional and unintentional injury, personal hygiene);

Identify common health issues of children:

Understand the influences of media and peer pressure on health.

Know how to access help (e.g., dial 911 in an emergency, trusted adult); and

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination, poisonous substances);

Describe how physical, social and emotional environments influence personal health:

Identify the different changes in body that occur during puberty.

Utilize correct terminology for the human body; and

Recognize how stress and emotions affect the body systems;

Understand the effects of lifestyle choices on body systems (e.g., alcohol, tobacco, other drugs, second-hand smoke, food, physical activity, abstinence);

Describe the basic structure and functions of the human body systems:

Describe different types of family units and their relationship to health (e.g., single, grandparent, same sex parents).

Understand positive health choices and activities that promote health and help prevent diseases; and

Identify and understand the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination);

Recognize compassionate behavior and its relationship to diversity (e.g., bullying, disabilities, other special needs);

Understand different emotions;

Identify examples of mental, emotional, social and physical health during childhood:

List the steps associated with refusal skills and their relationship to the decision-making process.

Discuss what is meant by good personal hygiene (e.g., describe the importance of hand washing in disease prevention); and

Identify and describe characteristics of healthy and unhealthy relationships (e.g., describe the unique differences of self and others);

Identify and understand how personal choices relate to health and how the consequences of those choices affect self and others (e.g., smoking, lack of physical activity, nutrition, personal hygiene, abstinence, personal safety);

Identify/describe/understand the relationships between personal health behaviors and individual well-being:

Students will comprehend concepts related to health promotion and disease prevention. Students will: