Health Education - 4th Grade
Printable Version (pdf)
In fourth grade, Health Education develops knowledge and practical skills of students by learning and practicing healthy 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 use skills to set goals, analyze the impact of choices, and develop skills for healthy relationships.
- 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 learn how to manage stress and how to advocate for the mental and emotional health of self and others.
- 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. Students will learn how to safely respond in different environments to prevent injuries and other potentially harmful situations. Students will also learn about common health conditions.
- Substance Abuse Prevention (SAP) improves health by teaching students the knowledge and skills to make choices to avoid substance abuse. Students will explore how to resist substance use from various influences and how choosing to abstain from substances supports a healthy and successful lifestyle. Students will also learn the appropriate use of medicines.
- 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 about the function of nutrients, how to find the nutrients in different foods, and what foods Utah produces locally.
- 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 the anatomy of the skeletal and muscular systems and continue to practice skills for abuse prevention.
Core Standards of the Course
Strand 1: HEALTH FOUNDATIONS AND PROTECTIVE FACTORS OF HEALTHY SELF (HF)
Students will develop and practice basic skills for goal-setting, decision-making, and healthy relationships.
Set a specific and measurable short-term goal and track the progress.
Describe how choices can have positive and negative consequences and give examples of how a personís decisions can be positively or negatively influenced by others, including peers.
Recognize and accept that reasonable people can have differing opinions.
Distinguish between healthy and unhealthy relationships.
Strand 2: MENTAL AND EMOTIONAL HEALTH (MEH)
Students will identify and practice strategies that promote positive mental and emotional health.
Identify healthy ways to manage and reduce stress (for example, exercise, hobbies, mindfulness, time management, organization).
Practice strategies to manage inappropriate or harmful comments and behaviors from others.
Define empathy and practice demonstrating empathy with peers.
Identify ways to support self and others struggling with mental and emotional health and recognize when to seek help.
Strand 3: SAFETY AND DISEASE PREVENTION (SDP)
Students will apply information and develop personal plans to take responsibility for personal safety and disease prevention.
Describe how immediate response increases a victimís chance for survival and demonstrate the proper use of basic first aid in a variety of situations.
Develop a personal safety plan to follow in case of emergency, which may include fire, earthquake, lock down, lock out, evacuate, and shelter in place for school, home, and community settings.
Identify and practice ways to prevent common childhood injuries.
Discuss use and misuse of current technology and develop a personal safety plan for technology use.
Explain facts about common chronic health conditions (for example, asthma, diabetes, allergies, anaphylaxis, seizures) and discuss empathy towards individuals living with these conditions.
Describe procedures to follow when encountering another personís blood or body fluid.
Strand 4: SUBSTANCE ABUSE PREVENTION (SAP)
Students will learn how refusing alcohol, tobacco, nicotine, and other drugs helps accomplish personal goals.
Explain how choosing to refuse alcohol, tobacco, nicotine, and other substances relates to accomplishing personal goals.
Explain the short and long-term physical, mental, social, financial, and emotional effects of alcohol, tobacco, nicotine, and substance use.
Discuss marketing tactics regarding harmful substances by reviewing various media sources to identify misinformation and manipulative techniques.
Describe the appropriate use of medicines (over-the-counter [OTC] and prescription) and potential dangers of drug interactions.
Strand 5: NUTRITION (N)
Students will identify the basics of nutrition, healthy eating habits, and advertising techniques. Students will also identify statewide food resources.
Identify the basic nutrients and describe their functions (for example, carbohydrates, proteins, fats, vitamins, minerals, water).
Locate key nutrition items on nutrition facts label.
Recognize that calories are needed for growth and body function and that caloric needs change throughout the lifespan.
Examine how health can be managed through healthy eating and physical activity.
Analyze marketing tactics used for food and beverages.
Identify foods that are grown and produced in Utah.
Strand 6: HUMAN DEVELOPMENT (HD)
Students will learn basic anatomy and physiology of body systems, universal precautions, and skills to build healthy relationships. Utah Code requires parental notification for instruction on child sexual abuse prevention.
Describe the skeletal and muscular systems and their basic functions.
Explain reasons why having good hygiene is important for health and well-being.
List multiple trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) to talk with if feeling uncomfortable, afraid, or unsafe about an interaction or other harmful situations. Explain the need to talk with more than one adult if the issue is not resolved.
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
materials may not be published, in whole or part, or in any other
format, without the written permission of the Utah State Board of
Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah