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Massachusetts Health Standards

By the end of Grade 5...

Standard 1:  Growth and Development

Through the study of Body Systems students will

1.1   Name the external and internal parts of the body and the body systems (nervous, muscular, skeletal, circulatory, respiratory, digestive, endocrine, and excretory systems)

1.2   Identify behaviors and environmental factors that influence functioning of body systems

1.3   Identify appropriate accommodations and aids for people with physical disabilities

1.4   Distinguish the characteristics of living and non-living organisms

Standard 2:  Physical Activity and Fitness

Through the study of Motor Skill Development students will

2.1   Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and improve physical performance

2.2   Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and non-locomotor (twisting, balancing, extending) skills as individuals and in teams

2.3   Perform rhythm routines, including dancing, to demonstrate fundamental movement skills

Through the study of Fitness students will

2.4   Identify physical and psychological changes that result from participation in a variety of physical activities

2.5   Explain the benefits of physical fitness to good health and increased active lifestyle

2.6   Identify the major behaviors that contribute to wellness (exercise, nutrition, hygiene, rest, and recreation, refraining from using tobacco, alcohol, and other substances)

Through the study of Personal and Social Competency students will

2.7   Demonstrate responsible personal and social conduct used in physical activity settings 

Standard 3:  Nutrition

Through the study of Improving Nutrition students will 

3.1   Identify the key nutrients in food that support healthy body systems (skeletal, circulatory) and recognize that the amount of food needed changes as the body grows

3.2   Use the USDA Food Guide Pyramid and its three major concepts of balance, variety, and moderation to plan healthy meals and snacks

3.3   Recognize hunger and satiety cues and how to make food decisions based upon these cues     

3.4   Identify heredity, diet, and physical activity as key factors in body shape and size

Through the study of Safe and Adequate Food Supply students will

3.5   Identify the connection between food served in the home with regional food production

3.6   Describe personal hygiene and safety measures used in preparing foods

Through the study of Social Influences students will

3.7   Describe how food choices are influenced by availability, individual and family preferences, media, and background, and identify healthy foods within various social groups

Standard 4:  Reproduction/Sexuality (not covered in K-2 program)

Standard 5:  Mental Health

Through the study of Feelings and Emotions students will

5.1 Identify the various feelings that most people experience and describe the physical and emotional reactions of the body to intense positive and negative feelings

5.2: Apply methods to accommodate a variety of feelings in a constructive manner in order to promote well being

Through the study of Identity students will

5.3 Define character traits such as honesty, trustworthiness, self-discipline, respectfulness, and kindness and describe their contribution to identity, self-concept, decision-making, and interpersonal relationships

5.4 Describe the effects of leadership skills on the promotion of teamwork

Through the study of Decision Making students will

5.5  Explain and practice a model for decision-making that includes gathering information, predicting outcomes, listing advantages and disadvantages, identifying moral implications, and evaluating decisions

5.6  Explain how coping skills (such as perceiving situations as opportunities, taking action/exerting control where possible) positively influence self-concept 

Standard 6:  Family Life

Through the study of Functions and Purpose students will

6.1 Describedifferenttypesoffamilies,addressingmembershipandsocialinfluences,andthe functions of family members

6.2: Describe factors, such as character traits of individuals and life events, that can strengthen families

Through the study of Supports students will

6.3 Identify whom to talk with about family problems and successes

Through the study of Parenting students will

6.4 Identify what parents do to provide a safe, healthy environment for their children 

Standard 7:  Interpersonal Relationships

Through the study of Communication students will

7.1 Explain why communication is essential in human relationships and identify people from whom children can learn how to communicate, such as family members, friends, community members, and members of faith-based groups

7.2 Apply both verbal and non-verbal communication skills to develop positive relationships and improve the social environment of the school

Through the study of Peer Relationships students will

7.3 Describe the concept of friendship and contrast qualities that strengthen or weaken a friendship, including the importance of sound character in interacting with others

7.4 Describe the concepts of prejudice and discrimination 

Standard 8:  Disease Prevention and Control

Through the study of Prevention students will

8.1 Describe how the body fights germs and disease naturally and with medicines and immunization

Through the study of Signs, Causes, and Treatment students will

8.2: Identify the common symptoms of illness and recognize that being responsible for individual health means alerting caretakers to any symptoms of illness

Through the study of Health Maintenance students will

8.3  Apply skills to prevent and control the spread of disease, including those that help promote cleanliness (such as correct handwashing, regular bathing, and washing clothes)

8.4  Identify tooth functions and causes of tooth health and decay, and apply proper dental health skills (such as choosing healthy tooth snacks, brushing, flossing)

Standard 9:  Safety and Injury Prevention

Through the study of Hazard Prevention students will

9.1 List rules for fire safety, weapons safety, bus safety, and seatbelt use where applicable, such as at home, school, community, and play, and explain why the rules are important

9.2: Name persons and community helpers (such as police officers, fire fighters, and emergency medical personnel) who can be contacted to help with health, safety, and injury prevention and describe the appropriate procedures for contacting healthcare personnel in an emergency

9.3  Describe personal responsibility for reducing hazards and avoiding accidents

Through the study of Self Protection students will

9.4 Distinguish among safe, unsafe, and inappropriate touch

9.5 Demonstrate the use of assertive behavior, refusal skills, and actions intended for personal safety

Through the study of Emergency Intervention students will

9.6  Follow universal precautions for all first aid involving any blood and other body fluids

9.7  Apply appropriate first aid for cuts and bruises, including observing universal precautions 

Standard 10:  Tobacco, Alcohol, and Substance Use/Abuse Prevention

Through the study of Effects on the Body students will

10.1 Identify and distinguish between substances that are safe and unsafe to be taken by mouth

10.2: Describe the purpose of medicines (prescription and over-the-counter) and how they can be used or misused in the treatment of common medical problems

10.3 Describe how tobacco and prolonged exposure to cigarette smoke affects the body

Through the study of Healthy Decisions students will

10.4 Identify whom to seek help from for a possible poisoning or overdose 

Standard 11:  Violence Prevention

Through the study of Awareness students will

11.1 Describe some of the ways that young children can be intentionally helpful and intentionally hurtful to one another

Through the study of Contributing Factors students will

11.2 Identify factors (such as internal character and personality attributes and forces external to individuals, such as the media or society) related to both violent and nonviolent attitudes

Through the study of Alternatives students will

11.3 Differentiate between one's personal rights and those of others and use communication and problem-solving to set personal boundaries, resolve conflicts, and develop positive relationships

11.4 Identify helping resources regarding violence in the school and community, such as counselors, neighbors, law enforcement, and members of faith-based groups 

Standard 12:  Consumer Health and Resource Management

Through the study of Health Care students will

12.1  Identify and describe health careers

12.2  Interpret the symbols and information provided on labels for health care products and food products

Through the study of Resource Management Practices students will

12.3  Identify advertising techniques

12.4  Identify resources used by individuals to manage their daily lives (such as time and money)

12.5 Name and weigh criteria for selecting a consumer product and evaluate the product's safety and health aspects 

Standard 13:  Ecological Health

Through the study of Interdependence students will

13.1 Describe types of natural resources and their connection with health

Through the study of Interdependence students will

13.2 Describe how business, industry, and individuals can work cooperatively to solve ecological health problems, such as conserving natural resources and decreasing pollution

Standard 14:  Community and Public Health

Through the study of School and Community Efforts students will

14.1 List the jobs carried out by people at school and in the community that support health and success in school

Through the study of Social Factors students will

14.2 Identify ways the physical environment is related to individual and community health

Through the study of Public Health students will

14.3 List practices and products that make living safe 

 

           

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