Health Education - 1st Grade
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Health Education in first grade supports the health and wellness of students through instruction of foundational behaviors in each strand:
- Health Foundations and Protective Factors of Healthy Self (HF) is intended to be the foundation of the Health Education Core. Protective factors are attributes such as skills, strengths, or coping strategies which increase the health and well-being of children. These attributes help people deal more effectively with stress, peer-pressure, and other potentially harmful situations. Students with strong protective factors are less likely to develop mental illness or substance use disorders. Students will begin looking at specific skills and behaviors that build resiliency and develop strong protective factors.
- Mental and Emotional Health (MEH) teaches students how to advocate for the mental and emotional health of self and others. Students will learn and adopt behaviors which will also maintain and enhance physical and social health. Strategies to help students manage their thoughts, feelings, and behaviors are key components of this strand. Students will begin learning bully prevention strategies.
- Safety and Disease Prevention (SDP) helps students understand their role in protecting themselves and others from unintentional danger, risk, injury, or disease. Students will learn and adopt behaviors which will maintain and enhance health.
- Substance Abuse Prevention (SAP) improves health by teaching students the knowledge and skills to make choices to avoid substance abuse. Students will learn the difference between helpful and harmful substances and begin to practice resisting negative peer pressure.
- Nutrition (N) helps students understand the vital role food preparation and consumption will have on their health throughout their life. A healthy diet supports the immune system and reduces the occurrence of many diseases. Proper nutrition is linked to learning readiness, academic achievement, and decreased discipline and emotional problems. Students will learn how to select a variety of healthy foods at each meal to appropriately fuel their bodies for growth.
- Human Development (HD) teaches students how their body changes throughout their lifespan, how to care for and protect their bodies in a way that is developmentally and age appropriate, and characteristics of a healthy relationship. Students will learn and adopt behaviors for personal hygiene, wellness, and refusal skills.
Core Standards of the Course
Strand 1: HEALTH FOUNDATIONS AND PROTECTIVE FACTORS OF HEALTHY SELF (HF)
Students will learn the importance of goals and decision-making skills and continue to develop healthy relationship skills.
Define goals and explain why setting goals is important.
Explain how to make good decisions and how all decisions can affect self or others.
Demonstrate how to express gratitude, treat others with kindness, and respect differences.
Strand 2: MENTAL AND EMOTIONAL HEALTH (MEH)
Students will practice expressing emotions and bully prevention strategies.
Define what bullying is and is not and demonstrate what to say and do if someone is bullying or bothering oneself or others. Compare these actions with kindness.
Demonstrate healthy ways to express needs, wants, and feelings.
Strand 3: SAFETY AND DISEASE PREVENTION (SDP)
Students will learn specific behaviors to prevent disease, common injuries, and avoid dangerous situations.
Understand how proper use of equipment (for example, helmets, sports equipment, seat belts, booster seats) helps protect from injury.
Identify when an environment or situation is not safe (for example, abuse, bullying, harmful substances, firearms, fire, medical emergency) and understand how to react and promptly report to a trusted adult (for example, parent, guardian, relative, teacher, counselor, clergy) or emergency services.
Recognize the importance of using electronic devices only with trusted adult supervision.
Describe behaviors that may prevent and reduce the risk of disease.
Recognize the importance of never touching another person's blood or other bodily fluids.
Strand 4: SUBSTANCE ABUSE PREVENTION (SAP)
Students will understand when substances are helpful or harmful.
Compare and contrast the difference between helpful and harmful substances.
Explain the importance of only taking medicine with adult supervision.
Practice strategies that can be used to refuse harmful substances.
Strand 5: NUTRITION (N)
Students will learn how to fuel their body with healthy food choices.
Recognize major food groups, including water, and list a variety of healthy foods in each group.
Identify foods and beverages that are healthy choices for the body and explain the importance of choosing healthy foods at each meal.
Describe how food is fuel for the body.
Recognize not all food products advertised or sold are healthy.
Strand 6: HUMAN DEVELOPMENT (HD)
Students will review basic hygiene skills, learn how human development varies, and practice refusal skills. Utah Code requires parental notification for instruction on child sexual abuse prevention.
Explain how hand washing, clean clothes, and oral hygiene are important for a healthy body.
Explain how the right amount of sleep contributes to health and wellness.
Recognize that healthy bodies come in different shapes, sizes, and abilities.
Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, unsafe, or afraid.
http://www.uen.org - in partnership with Utah State Board of Education
(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE
and see the Health Education website. For
general questions about Utah's Core Standards contact the Director
These materials have been produced by and for the teachers of the
State of Utah. Copies of these materials may be freely reproduced
for teacher and classroom use. When distributing these materials,
credit should be given to Utah State Board of Education. These
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Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah