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«Health Education Content Standards for California Public Schools Kindergarten Through Grade Twelve Publishing Information When the Health Education ...»

-- [ Page 1 ] --

Health Education

Content Standards

for California

Public Schools

Kindergarten Through

Grade Twelve

Publishing Information

When the Health Education Content Standards for California Public Schools, Kindergarten Through Grade Twelve was

adopted by the California State Board of Education on March 12, 2008, the members of the State Board were the

following: Theodore Mitchell, President; Ruth Bloom, Vice President; James Aschwanden; Alan Bersin; Yvonne

Chan; Gregory Jones; David Lopez; Kenneth Noonan; Johnathan Williams; and Monica Liu.

This publication was edited by John McLean, working in cooperation with Mary Marks, Consultant, Learning Support and Partnerships Division. It was prepared for printing by the staff of CDE Press: Cheryl McDonald created and prepared the cover and interior design; Jeannette Reyes typeset the document. It was published by the Department of Education, 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

© 2009 by the California Department of Education All rights reserved ISBN 978-0-8011-1695-7 Acknowledgments The State Board of Education extends its appreciation to the members and staff of the California Health Education Standards Advisory Panel for their outstanding work in developing and recommending the health education content standards to the State Board of Education under the provisions of Education Code Section 51210.8.

State Superintendent of Public Instruction Jack O’ Connell appointed the following educators to the California

Health Education Standards Advisory Panel:

Martha Adriasola-Martinez, San Francisco Unified School District Beverly Bradley, School Health Consultant, San Diego Marilyn Briggs, University of California, Davis Laurie Brown, Los Angeles Unified School District Sally Champlin, California State University, Long Beach Kim Clark, California State University, San Bernardino Sheri Coburn, San Joaquin County Office of Education Cornelia Finkbeiner, Menlo Park City Elementary School District Laura Griffith, Los Angeles Unified School District Sloan Holmes, Kern Union High School District Tad Kitada, Placer County Office of Education Ric Loya, Los Angeles Unified School District Sarah Miller, Hayward Unified School District Kristine Pasquini, Clovis Unified School District Miguel Perez, California State University, Fresno Ann Rector, Pasadena Unified School District Christopher Saldivar, Belmont-Redwood Shores Elementary School District Carol Shaw, Sweetwater Union High School District Robin Sinks, Long Beach Unified School District Special commendation is extended to Gordon Jackson, Director, Learning Support and Partnerships Division; Phyllis Bramson-Paul, Director, Nutrition Services Division; Caroline Roberts, former School Health Connections/Healthy Start Administrator; Jennifer Rousseve, School Health Connections/Healthy Start Administrator; Mary Marks, School Health Education Consultant; Sharla Smith, HIV/STD Prevention Education Consultant; Donna Bezdecheck, School Health Education Consultant; Margaret Aumann, Nutrition Education Consultant; and Deborah Wood, Executive Director, California Healthy Kids Resource Center. Their significant contributions to this document deserve special recognition.

Ordering Information Copies of this publication are available for sale from the California Department of Education. For prices and ordering information, please visit the Department Web site at http://www.cde.ca.gov/re/pn or call the CDE Press Sales Office at 1-800-995-4099. An illustrated Educational Resources Catalog describing publications, videos, and other instructional media available from the Department can be obtained without charge by writing to the CDE Press Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814faxing to 916-323-0823; or calling the CDE Press Sales Office at the telephone number listed above.

Notice The guidance in Health Education Content Standards for California Public Schools, Kindergarten Through Grade Twelve is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.) Contents A Message from the State Board of Education and the State Superintendent of Public Instruction

Introduction

Kindergarten

Grade One

Grade Two

Grade Three

Grade Four

Grade Five

Grade Six

Grades Seven and Eight

High School (Grades Nine Through Twelve)

Appendix: The Overarching Health Education Content Standards

Glossary

–  –  –

Health education is a continuum of learn- • Responsible and productive citizens ing experiences that enables students, as who help ensure that their community individuals and as members of society, to is kept healthy, safe, and secure make informed decisions, modify behaviors, These four essential characteristics of healthand change social conditions in ways that literate individuals are woven throughout the are health enhancing and increase health lit- health education standards.

eracy. The health education standards define Background of the Standards the essential skills and knowledge that all students need in order to become “health In October 2005, Assembly Bill (AB) 689, literate”; they represent a strong consensus cosponsored by State Superintendent of of the essential knowledge and skills that Public Instruction (SSPI) Jack O’Connell, students should have at specific grade levels, was signed into law by Governor Arnold from kindergarten through grade twelve, in Schwarzenegger, adding Section 51210.8 to California’s public schools. The health educa- the California Education Code (EC); that tion standards also reflect California’s commit- section required the State Board of Education ment to health education and serve as a basis (SBE), based on recommendations from the for learning assessments, the Health Framework SSPI, to adopt content standards for health for California Public Schools, and instructional education. The health education standards resources and materials. Standards do not shape the direction of health education prescribe methods of instruction. instruction for children and youths in A primary goal of the health education California’s public schools: they provide standards is to improve academic achieve- school districts with fundamental tools for ment and health literacy for all students in developing health education curricula and California. Four characteristics are identified improving student achievement in this area;





as essential to health literacy. Health-literate and they help ensure that all students in individuals are: kindergarten through high school receive

• Critical thinkers and problem solvers high-quality health education instruction, when confronting health problems and providing students with the knowledge, issues skills, and confidence to lead healthy lives.

• Self-directed learners who have the com- Health education has undergone a petence to use basic health information paradigm shift over the last 15 years. It has and services in health-enhancing ways evolved from a primarily knowledge-based

• Effective communicators who organize subject to a focused, skills-based subject.

and convey beliefs, ideas, and informa- This shift came about as data from national tion about health issues and state surveys—including the California

–  –  –

Nutrition and Physical Activity Standard : Essential Concepts

1.1.N Name a variety of healthy foods and explain why they are necessary for good health.

1.2.N Identify a variety of healthy snacks.

1.3.N Describe the benefits of being physically active.

1.4.N Recognize the importance of a healthy breakfast.

Standard 2: Analyzing Influences

2.1.N Recognize that not all products advertised or sold are good for them.

Standard 3: Accessing Valid Information Skills for this content area are not identified until grade two.

Standard 4: Interpersonal Communication

4.1.N Explain how to ask family members for healthy food options.

Standard 5: Decision Making

5.1.N Describe ways to participate regularly in active play and enjoyable physical activities.

Standard 6: Goal Setting Skills for this content area are not identified until grade two.

Standard 7: Practicing Health-Enhancing Behaviors

7.1.N Select nutritious snacks.

7.2.N Plan a nutritious breakfast.

7.3.N Choose healthy foods in a variety of settings.

–  –  –

Standard 8: Health Promotion Skills for this content area are not identified until grade two.

Growth and Development Standard : Essential Concepts

1.1.G Explain that living things grow and mature.

1.2.G Describe their own physical characteristics.

1.3.G Name ways in which people are similar and ways in which they are different.

1.4.G Identify trusted adults who promote healthy growth and development (e.g., physicians, nurses, dentists, and optometrists).

1.5.G Name body parts and their functions.

1.6.G Name and describe the five senses.

Standards 2–8: Skills for this content area are not identified until grade one.

Injury Prevention and Safety Standard : Essential Concepts

1.1.S Identify safety rules for the home, the school, and the community.

1.2.S Identify emergency situations.

1.3.S Explain ways to stay safe when riding in a bus or other vehicle.

1.4.S Distinguish between appropriate and inappropriate touching.

1.5.S Explain that everyone has the right to tell others not to touch his or her body.

1.6.S Describe school rules about getting along with others.

1.7.S Recognize the characteristics of bullying.

1.8.S Identify ways to stay safe when crossing streets, riding a bicycle, or playing.

1.9.S Recognize that anything may be poisonous or cause harm if used unsafely.

1.10.S Identify people who are strangers and how to avoid contact with strangers.

1.11.S Demonstrate how to ask trusted adults for help.

1.12.S Define and explain the dangers of weapons.1

1.13.S Explain the importance of telling a trusted adult if you see or hear about someone having a weapon.2 See Education Code (EC) Section 49330 and the Glossary for the legal definition of a weapon.

1 EC Section 49330.

–  –  –

Standard 2: Analyzing Influences Skills for this content area are not identified until grade one.

Standard 3: Accessing Valid Information

3.1.S Identify trusted adults who can help in emergency situations.

Standard 4: Interpersonal Communication

4.1.S Demonstrate how to ask a trusted adult for help or call 9-1-1.

4.2.S Show how to answer the phone in a safe way.

Standard 5: Decision Making

5.1.S Identify situations when it is necessary to seek adult help or call 9-1-1.

5.2.S Role-play what to do if a stranger at home, in a car, or on the street approaches you.

Standard 6: Goal Setting Skills for this content area are not identified until grade four.

Standard 7: Practicing Health-Enhancing Behaviors

7.1.S Follow rules for safe play and safety routines.

7.2.S Show how to cross the street safely.

Standard 8: Health Promotion

8.1.S Show how to tell a trusted adult when you or a friend find a weapon.3 Alcohol, Tobacco, and Other Drugs Standard : Essential Concepts

1.1.A Explain why medicines are used.

1.2.A Explain that medicines can be helpful or harmful.

1.3.A Recognize that medicines should be taken only under the supervision of a trusted adult.

1.4.A Recognize that some household products are harmful if ingested or inhaled.

1.5.A Recognize that tobacco smoke is harmful to health and should be avoided.

Standards 2–8: Skills for this content area are not identified until grade two.

EC Section 49330.

Kindergarten Mental, Emotional, and Social Health Standard : Essential Concepts

1.1.M Identify a variety of emotions.

1.2.M Describe the characteristics of families.

1.3.M Identify trusted adults at home and at school.

1.4.M Describe characteristics that make each individual unique.

1.5.M Describe and practice situations when it is appropriate to use “Please,” “Thank you,” “Excuse me,” and “I’m sorry.” Standard 2: Analyzing Influences

2.1.M Identify ways family and friends help promote well-being.

Standard 3: Accessing Valid Information

3.1.M Identify trusted adults at home and at school who can help with mental and emotional health concerns.

Standard 4: Interpersonal Communication

4.1.M Show how to express personal needs and wants appropriately.

4.2.M Cooperate and share with others.

Standard 5: Decision Making Skills for this content area are not identified until grade two.

Standard 6: Goal Setting

6.1.M Make a plan to help family members at home.

Standard 7: Practicing Health-Enhancing Behaviors

7.1.M Express emotions appropriately.

7.2.M Describe positive ways to show care, consideration, and concern for others.

Standard 8: Health Promotion

8.1.M Encourage others when they engage in safe and healthy behaviors.

–  –  –

Personal and Community Health Standard : Essential Concepts

1.1.P Identify effective dental and personal hygiene practices.

1.2.P Describe sun-safety practices.

1.3.P Define “germs.”

1.4.P Explain why the transmission of germs may be harmful to health.

1.5.P Identify practices that are good for the environment, such as turning off lights and water, recycling, and picking up trash.

Standard 2: Analyzing Influences Skills for this content area are not identified until grade one.

Standard 3: Accessing Valid Information



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