Kindergarten Health New Mexico standards Standards

List positive health choices.

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

Identify appropriate adults to go to for health issues (e.g., who is a safe adult to go to when you are being bullied).

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

Be able to express feelings to others (e.g., when they are sick, feel unsafe).

Express information and opinions about health issues:

List ways to convey accurate health information and ideas (e.g., storytelling, talking to a health professional).

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:

List what personal health goals are appropriate for your age (e.g., wash hands, wear seat belts).

Set a personal health goal and track progress toward achievement:

List consequences of actions (e.g., wearing a seat belt will help avoid injuries if in a car accident).

Predict outcomes of positive health decisions:

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

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

List steps in the decision-making process.

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:

List situations that cause conflict;

List non-violent strategies to resolve conflict;

Demonstrate non-violent strategies to resolve conflicts:

List situations that cause conflict.

List the differences between negative and positive behaviors; and

Differentiate between negative and positive behaviors used in conflict situations:

Identify 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.

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

Understand the importance of letting people speak without interruption;

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

Demonstrate the ability to use "I" statements.

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

Identify how to express feelings in a positive way.

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

Demonstrate positive ways to express needs, wants and feelings:

Identify actions to help friends make healthy decisions.

List characteristics of behaviors that are healthy; and

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

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

Understand that people communicate in different ways; and

Describe 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:

List 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:

Understand that technology affects how we live.

List the purposes for technology (e.g., convenience, entertainment, selling products, promoting services); and

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

Describe ways technology can influence personal health:

Understand how media influences feelings and thoughts.

Understand that not all media messages are true; and

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

List different forms of media (e.g., television, newspaper, magazines, radio);

Explain how media influences thoughts, feelings and health behaviors:

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

List similarities and differences in cultures within the community; 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:

Practice stress management skills (e.g., daily physical activity, singing, being read to).

Apply skills to manage stress:

List trusted adults to go to when faced with a dangerous situation.

List situations that may be dangerous; and

Demonstrate ways to avoid and reduce threatening situations:

Practice safety rules at home, in school and in the community.

Identify substances that are unsafe to touch (e.g., blood, bleach, needles); and

Develop injury prevention and management strategies for personal health:

Identify 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).

Demonstrate strategies to improve or maintain personal health:

List safe and unsafe situations.

List safety rules; and

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

Identify personal safety rules (e.g., don't push others, playground safety, don't go with strangers).

Recognize the importance of hygiene (e.g., washing hands to avoid colds); and

Identify where to go when you don't feel good (e.g., parent, teacher, school nurse);

Identify personal health needs:

List responsible health behaviors (e.g., washing hands, brushing teeth, exercise);

Identify responsible health behaviors:

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

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

Recognize safety officials (e.g., police, fire, security, crossing guard); and

Demonstrate the ability to locate school and community health helpers:

Recognize that media messages may be misleading;

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

Recognize unsafe environments/situations.

Recall own address and phone number; identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult); and

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

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

Identify appropriate adults to talk to regarding health and safety issues; and

Recognize 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:

Describe the importance of taking personal responsibility for actions.

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

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

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

Identify symptoms of illness (e.g., runny nose, coughing, fever, stomachache, sadness);

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

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

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

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

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

Identify common health issues of children:

Recognize 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);

Recognize the behaviors that could affect other people (e.g., smoking, drinking, physical activity, nutrition);

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

Utilize correct terminology for the human body.

Describe how stress and emotions affect the body systems; and

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

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

List positive health choices and activities that promote health and help prevent diseases.

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

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

Recognize different emotions;

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

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

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

Describe 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, 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: