Health K-12
INSTRUCTIONAL MATERIALS ADOPTION
GRADE:
VENDOR:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
GROUP V – 2006 TO 2012
Health K-12
R-E-S-P-O-N-S-E
Yes
No
N/A
I.
CRITERIA
INTER-ETHNIC
The instructional material meets the
requirements of inter-ethnic: concepts,
content and illustrations, as set by West
Virginia Board of Education Policy
(Adopted December 1970).
II.
EQUAL OPPORTUNITY
The instructional material meets the
requirements of equal opportunity: concept,
content, illustration, heritage, roles
contributions, experiences and
achievements of males and females in
American and other cultures, as set by West
Virginia Board of Education Policy
(Adopted May 1975).
NOTES
Health K-12
COORDINATED AND HEALTH
SPECIFIC CRITERIA
Health literacy for all students is the fundamental goal of a comprehensive school health
education curriculum. The health-literate student is a critical thinker and problem solver, a selfdirected learner, an effective communicator and a responsible, productive citizen. Students must
have the capacity to obtain, interpret and understand basic health information and services and
the competence to use such information and services in ways that enhance a healthy lifestyle.
The instructional materials program shall present information and opportunities in a manner that
enables the student to:
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
A.
HEALTH PROMOTION AND DISEASE PREVENTION
1.
identify proper personal hygiene skills:

bathing

hand washing

teeth care

hair care

skin care

nail care

ear care

clean clothes
describe physical activities students do
outside of school that enhance one’s health
identify characteristics of healthy snacks
label/identify feelings:

love

happiness

joy

pride

anger

fear

sadness

hate

stress
describe the role that healthful food plays in
developing and maintaining a healthy body
and mind
identify tobacco as a harmful substance
KINDERGARTEN
2.
3.
4.
5.
6.
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
B.
HEALTH INFORMATION AND SERVICES
1.
identify sources of help in school and
community who can be of assistance when
one is exposed to dangerous substances:
a.
trusted adult
b.
teachers
c.
counselor
d.
law enforcement
e.
crossing guard
f.
EMT/paramedic
g.
firefighter
h.
poison control
demonstrate the use of 9-1-1.
identify healthy and unhealthy household
products
identify health care resource persons:
a.
doctor
b.
eye doctor
c.
dentist
d.
nurse
e.
health department
f.
health teacher
HEALTH BEHAVIORS
KINDERGARTEN
2.
3.
4.
C.
KINDERGARTEN
1.
2.
demonstrate proper clothing to wear for
various weather conditions and various
activities
describe various safety devices and their use
in various activities:
 helmets
 knee and elbow pads
 wrist guards
 goggles
 gloves
 seatbelts
 sunscreen
 insect repellent
 reflective clothing
 lights
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
3.
4.
5.
D.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
demonstrate safety procedures:
 street crossing
 fire drill
 stop, drop and roll
 stranger safety
 dialing 9-1-1
 school bus safety
 gun safety
identify household poisons and their
symbols and drugs and medicines to avoid
without supervised use
identify actions that might lead to accidents
or dangerous situations at school or in the
community
CULTURE, MEDIA AND TECHNOLOGY
KINDERGARTEN
1.
2.
E.
identify various tools that a doctor uses in
a checkup
list favorite foods and discuss the origins
of each
COMMUNICATION
KINDERGARTEN
1.
2.
3.
4.
5.
F.
demonstrate the use of “I” statements
when expressing needs or feelings.
show various ways of communicating
care and consideration of others.
differentiate between safe and unsafe
situations involving touching.
discuss ways to be a responsible listener.
demonstrate respect for other’s bodies
and personal space.
GOAL SETTING AND DECISION MAKING
KINDERGARTEN
1.
2.
3.
set a goal of eating a healthy snack every
day.
set a goal to exercise daily with adult
guidance.
determine the appropriate people to ask
for help in a fire, sudden illness, child
abuse situation, etc.
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
G.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
ADVOCACY
KINDERGARTEN
1.
2.
explain his/her health needs to an adult:
 proper nutrition
 adequate rest
 exercise
 weight control
 good grooming habits
 doctor check-ups
 eye exams
 dental exams
 stay drug-free
identify the health-related roles of people
in their family, neighborhood and school
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
Health literacy for all students is the fundamental goal of a comprehensive school health
education curriculum. The health-literate student is a critical thinker and problem solver, a selfdirected learner, an effective communicator and a responsible, productive citizen. Students must
have the capacity to obtain, interpret and understand basic health information and services and
the competence to use such information and services in ways that enhance a healthy lifestyle.
The instructional materials program shall present information and opportunities in a manner that
enables the student to:
A.
HEALTH PROMOTION AND DISEASE PREVENTION
FIRST GRADE
1.
2.
3.
4.
B.
explain the effects on the body of
healthful and less healthful foods.
verbally list ways to keep germs out of
one’s body.
identify the need for medical checkups
and other health-care procedures:
a. doctor check-ups
b. eye exams
c. dental
identify the dangers of playing with sharp
objects and being in contact with body
fluids.
HEALTH INFORMATION AND SERVICES
FIRST GRADE
1.
2.
identify which safety helpers to contact
for different problems:
a. trusted adult
b. police officer
c. sheriff
d. firefighter
e. EMT
f. crossing guard
g. teacher
h. counselor
i. poison control
demonstrate when and how to use 9-1-1
3.
identify harmful household products
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
C.
HEALTH BEHAVIORS
1.
choose and verbalize proper use of safety
equipment for different activities:
 riding in a car
 rollerblading
 bicycling
 skateboarding
 skiing
 4-wheeler riding
 horseback riding
 swimming
 sporting activities
 activities in the sun
demonstrate healthy ways to act on
feelings
identify personal activities that can keep
the home, school and neighborhood
pollution free
identify and follow safety rules
demonstrate how to perform basic selfcare/safety procedures
identify escape routes at home and school
list and follow safety rules for taking
medicine
CULTURE, MEDIA AND TECHNOLOGY
FIRST GRADE
2.
3.
4.
5.
6.
7.
D.
FIRST GRADE
1.
2.
3.
4.
describe family similarities and
differences and how family structures
change
discuss differences and their impact on
role expectations:
a. physical
b. gender
c. culture
explain the importance of regular
exercise (play) in a world of increasing
technology
cite examples of how television,
computers and video games affect
personal health
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
E.
COMMUNICATION
1.
discuss the concepts of responsibility,
trust and respect for self and others
identify a variety of feelings and
recognize the verbal and non-verbal cues
associated with each
use refusal skills in potentially harmful
dangerous situations:
 using safety devices
 meeting strangers
 using ATODs
 taking risks
use “I can” statements when trying new
activities
GOAL SETTING AND DECISION MAKING
FIRST GRADE
2.
3.
4.
F.
FIRST GRADE
1.
2.
3.
G.
set goals for task completion
decide when problems require the help of
a trusted adult
use decision-making skills to select a
healthful meal
ADVOCACY
FIRST GRADE
1.
2.
3.
4.
cite ways of coping with stressful
situations
convey accurate health information and
ideas
identify ways to help others make
positive health choices
identify ways to support positive
interaction
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
Health literacy for all students is the fundamental goal of a comprehensive school health
education curriculum. The health-literate student is a critical thinker and problem solver, a selfdirected learner, an effective communicator and a responsible, productive citizen. Students must
have the capacity to obtain, interpret and understand basic health information and services and
the competence to use such information and services in ways that enhance a healthy lifestyle.
The instructional materials program shall present information and opportunities in a manner that
enables the student to:
A.
HEALTH PROMOTION AND DISEASE PREVENTION
SECOND GRADE
1.
2.
3.
4.
5.
B.
identify the functions of sensory organs
identify symptoms of poisoning and how
to get help
explain the importance of good dental
care and how to demonstrate good dental
hygiene
identify situation that promote specific
feelings of hurt and develop skills to
overcome those feelings
describe how immunizations and
medicines help fight disease
HEALTH INFORMATION AND SERVICES
SECOND GRADE
1.
2.
identify sources of health information:

pamphlets

internet

magazines

television

newspapers

health books

doctors

nurses

parents

health teachers

health department
explain the roles of safety personnel:
a. trusted adults
b. crossing guards
c. police officers
d. EMTs
e. firefighters
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
3.
4.
C.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
f.
sheriff
g. teachers
h. counselors
i.
poison control
define first aid and give examples
identify situations in which he/she needs
medicine and list rules for using medicine
in safe ways
HEALTH BEHAVIORS
SECOND GRADE
1.
2.
3.
4.
describe behaviors and habits that may be
dangerous at home, on the playground or
in the community
demonstrate knowledge of appropriate
safety skills and equipment for
recreational activities:

riding in a car

rollerblading

bicycling

skateboarding

sled riding

snowboarding

skiing

horseback riding

swimming

sporting activities

activities in the sun
demonstrate proper food handling
techniques:

washing food

washing hands

checking expiration date

using clean utensils

using clean cooking surface
describe how tobacco and alcohol harm
one’s health
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
D.
CULTURE, MEDIA AND TECHNOLOGY
1.
explain the relationship between where
people live and the foods they eat
recognize the ways news media,
technology and other sources provide
information about health
recognize that individuals have different
cultural backgrounds that may impact
health practices
explain how commercials influence the
purchase of health-related products and
services
COMMUNICATION
I
SECOND GRADE
2.
3.
4.
E.
SECOND GRADE
1.
2.
3.
F.
practice pro-social communication skills
discuss, define and demonstrate body
language
identify appropriate uses of refusal skills
GOAL SETTING AND DECISION MAKING
SECOND GRADE
1.
2.
3.
use decision-making skills to avoid
unhealthy risk-taking behaviors:
 swimming alone
 talking to strangers
 taking medicines without adult
supervision
 not wearing a helmet
 not wearing seatbelts
 not wearing sunscreen
 not wearing insect repellent
 staying away from ATODs
record eating and exercise habits and
discuss positive and negative health
behaviors
work with a family member to plan a
family meal
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
G.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
ADVOCACY
SECOND GRADE
1.
2.
3.
4.
discuss how the community works to
prevent and control diseases
discuss family free-time activities and
how they promote fitness and healthy
behaviors
share with a trusted adult any symptoms
that may lead to illness
identify community agencies that support
healthy families, individuals and
communities
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
Health literacy for all students is the fundamental goal of a comprehensive school health
education curriculum. The health-literate student is a critical thinker and problem solver, a selfdirected learner, an effective communicator and a responsible, productive citizen. Students must
have the capacity to obtain, interpret and understand basic health information and services and
the competence to use such information and services in ways that enhance a healthy lifestyle.
The instructional materials program shall present information and opportunities in a manner that
enables the student to:
A.
HEALTH PROMOTION AND DISEASE PREVENTION
THIRD GRADE
1.
2.
3.
4.
5.
6.
B.
identify and describe the major functions
of the sensory organs:
a. eyes
b. ears
c. nose
d. tongue
e. skin
list ways to prevent the spread of germs
describe the basic emotions
describe the major parts and functions of
the digestive system
describe the food pyramid and its value to
personal health, understanding that food
provides energy and nutrients for growth
and development
explain the value of different kinds of
fitness:
a. flexibility
b. muscular endurance
c. muscular strength
d. cardiovascular endurance
e. body composition
HEALTH INFORMATION AND SERVICES
THIRD GRADE
1.
2.
3.
list places where health information is
available
list people who promote community
health
list information needed to place an
accurate and efficient call to 9-1-1
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
4.
5.
C.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
demonstrate basic first aid procedures
name different kinds of medicines and
their appropriate and inappropriate uses
HEALTH BEHAVIORS
THIRD GRADE
1.
2.
3.
4.
5.
6.
7.
D.
explain the value of different kinds of
fitness:
a. flexibility
b. muscular endurance
c. muscular strength
d. cardiovascular endurance
e. body composition
use protective gear:

seat belts

helmets

goggles

gloves

sunscreen

face mask

chest protector

shin guard

wrist, elbow and knee pads
describe personal responsibility for one’s
own hygiene
describe possible risky health situations
at home, in school and in the community
list ways to reduce stress
differentiate between healthy and
unhealthy behaviors or comments
explain how personal choices and
behaviors can reduce accidents
CULTURE, MEDIA AND TECHNOLOGY
THIRD GRADE
1.
2.
explore menus from fast food restaurants
for nutritional value
identify changes to school and other
public facilities that accommodate people
with various kinds of challenges and/or
cultural differences
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
3.
E.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
compare and contrast what
advertisements infer about smoking to
what students have learned in school
COMMUNICATION
THIRD GRADE
1.
2.
3.
4.
F.
express needs and wants by
communication in positive and proactive
ways
practice effective ways to say “no”
(refusal skills) to those that threaten
safety
describe the steps involved in conflict
resolution
discuss aggressive, passive and assertive
ways to respond to conflict
GOAL SETTING AND DECISION MAKING
THIRD GRADE
1.
2.
3.
4.
5.
set a goal to become involved in keeping
the community clean
assess factors that contribute to achieving
and maintaining a healthy body:

food choices

physical activity

genetic factors

proper rest

water intake

avoid risky behaviors
list health-related personal decisions and
who might assist in making a positive
decision
record food choices; with an adult,
compare them to the recommended food
chart to decide whether the choices were
good
practice making good judgments in risky
situations
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
G.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
ADVOCACY
THIRD GRADE
1.
2.
3.
describe appropriate self-care procedures
for colds, sore throats and flu
use safety equipment and explain how
one would encourage family members
and friends to so do as well
name agencies in the community that will
assist in making healthy choices
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
Health literacy for all students is the fundamental goal of a comprehensive school health
education curriculum. The health-literate student is a critical thinker and problem solver, a selfdirected learner, an effective communicator and a responsible, productive citizen. Students must
have the capacity to obtain, interpret and understand basic health information and services and
the competence to use such information and services in ways that enhance a healthy lifestyle.
The instructional materials program shall present information and opportunities in a manner that
enables the student to:
A.
HEALTH PROMOTION AND DISEASE PREVENTION
1.
describe how people have a variety of
feelings and ways of expressing those
feelings
identify responsible health behaviors to
avoid the spread of contagious diseases
identify health problems that are common
in his/her school setting
describe the major parts of the muscular
and skeletal systems of the human body
describe the harmful effects of too much
sun exposure and what steps can be used
to reduce exposure
explain rules for the safe use of drugs;
cite ways to keep from misusing and
abusing drugs
HEALTH INFORMATION AND SERVICES
FOURTH GRADE
2.
3.
4.
5.
6.
B.
FOURTH GRADE
1.
2.
3.
identify specific places in the community
from which to seek health care, health
information and health enhancing
activities
identify health-related products
advertised on TV (or through other
media) and explain whom the media is
trying to influence
identify ways a person with drug
dependence can get help
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
C.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
HEALTH BEHAVIORS
FOURTH GRADE
1.
state reasons why people do or do not
misuse drugs:
 ATODs
 caffeine
 OTC drugs
 prescription drugs
2.
define risk-taking behaviors and their
present and future consequences:
 ATODs
 non-use of protective equipment
 non-use of sunscreen and insect
repellent
develop and practice a personal hygiene plan
give examples of managing stress
D.
CULTURE, MEDIA AND TECHNOLOGY
FOURTH GRADE
1.
2.
3.
4.
5.
6.
analyze menus from culturally different
restaurants for nutritional value
discuss examples of food advertising,
identifying the purposes and the
relationship to personal health
list TV programs that exemplify family
relationships and explain their selection
explain why healthy human bodies can be
various shapes and sizes
explain how humans depend on their
natural and constructed environments and
that new ideas and inventions continue to
influence their environments
use technology to examine/explore risks
involved in not using appropriate safety
skills and equipment for recreational
purposes:
 bike riding
 helmet use
 ATV safety
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
E.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
COMMUNICATION
FOURTH GRADE
1.
2.
3.
4.
F.
express answers, both verbally and nonverbally, to “How do you feel today?”
identify positive personal qualities that
one has and state the qualities that one
would like to see in their friends
demonstrate communication skills
necessary for making, being and keeping
friends
practice assertiveness and refusal skills
GOAL SETTING AND DECISION MAKING
FOURTH GRADE
1.
2.
G.
record his/her own health-promoting
habits and describe which activities/foods
were good, health-promoting decisions
evaluate some dangerous situations,
consider alternatives and identify the
consequences of various choices
ADVOCACY
FOURTH GRADE
1.
2.
3.
examine their personal vaccination and
disease record
propose family menus that meet dietary
guidelines
explain how to recognize and avoid risky
situations involving personal safety:

helmet use

safety equipment

insect repellent

ATOD

sunscreen use

seatbelt use
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
Health literacy for all students is the fundamental goal of a comprehensive school health
education curriculum. The health-literate student is a critical thinker and problem solver, a selfdirected learner, an effective communicator and a responsible, productive citizen. Students must
have the capacity to obtain, interpret and understand basic health information and services and
the competence to use such information and services in ways that enhance a healthy lifestyle.
The instructional materials program shall present information and opportunities in a manner that
enables the student to:
A.
HEALTH PROMOTION AND DISEASE PREVENTION
FIFTH GRADE
1.
2.
3.
4.
5.
6.
B.
identify the five aspects of total wellness
and typical changes that occur during
adolescence:
a. physical
b. emotional
c. social
d. mental
e. spiritual
describe the relationship between
nutrition and health risk factors
explain potentially dangerous situations
and know how to obtain help
appropriately
describe different organisms that cause
diseases
explain the basic physiology and
functions of the body systems
identify environmental dangers and
describe precautions and treatments for
exposure to elements
HEALTH INFORMATION AND SERVICES
FIFTH GRADE
1.
2.
list activities that community agencies do
to promote safety
compare legal and illegal drugs:




considering access
purpose
cost
effects on the body
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
C.
HEALTH BEHAVIORS
1.
distinguish between safe and risky or
harmful behaviors in relationships and
list strategies to reduce threatening
situations:
a. anger management
b. peer pressure reversal
c. self-protective strategies
d. conflict resolution
identify hygiene practices related to
puberty and diet practices for improved
personal/family health
apply techniques for managing stress
compare and contrast the nutritional
value of foods when making personal
food choices
CULTURE, MEDIA AND TECHNOLOGY
FIFTH GRADE
2.
3.
4.
D.
FIFTH GRADE
1.
2.
3.
4.
E.
explain how risk behaviors as seen on TV
and movies may influence a student’s
future behaviors
explain peer and media impact upon
common eating disorders and how to
prevent them
analyze the cultural differences of health
practices
recognize and respect people’s
differences
COMMUNICATION
FIFTH GRADE
1.
2.
describe or demonstrate non-verbal
expression other than facial expressions:
a. body language
b. actions/reactions to situations
use a variety of positive coping
mechanisms/conflict resolution skills to
deal with upset feelings and difficult
situations:
a. negotiation through peer mediation
b. anger management
c. confiding in trusted friend
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
3.
4.
5.
6.
F.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
practice active listening skills:
a. restating
b. individual/group conversation
c. eye contact
d. not interrupting the other person
show three acceptable ways to say “No”
in a demonstration with peers
explain the value of assertive strategies
when asking for help in an emergency
practice assertiveness and refusal skills
GOAL SETTING AND DECISION MAKING
FIFTH GRADE
1.
2.
G.
analyze disease prevention plans:
 diet
 exercise
 avoiding ATODs
identify strategies to change an unhealthy
behavior:
 not using ATODs
 using safety devices
 preventing eating disorders
 using sunscreen and insect repellent
 avoiding unnecessary risks
ADVOCACY
FIFTH GRADE
1.
2.
3.
4.
I
verify their personal vaccination and
disease record
propose family menus that meet dietary
guidelines
generate a convincing argument that
nutritional value of foods should be a
factor when making personal food
choices
discuss her/his role in helping community
efforts to prevent and control disease,
protect natural resources, reduce injuries
and prevent pollution through services,
regulations and laws
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
Health literacy for all students is the fundamental goal of a comprehensive school health
education curriculum. The health-literate student is a critical thinker and problem solver, a selfdirected learner, an effective communicator and a responsible, productive citizen. Students must
have the capacity to obtain, interpret and understand basic health information and services and
the competence to use such information and services in ways that enhance a healthy lifestyle.
The instructional materials program shall present information and opportunities in a manner that
enables the student to:
A.
HEALTH PROMOTION AND DISEASE PREVENTION
SIXTH GRADE
1.
2.
3.
4.
5.
6.
B.
describe the USDA Food Pyramid,
including number and size of servings
and basic nutrients needed for an
adolescent female/male on a daily basis
identify the negative effects of alcohol,
drugs and tobacco
identify the strategies for the prevention
of communicable diseases:
 hygiene
 food preparation
 antibiotic overuse
 STD/STI prevention
 environmental practices
describe the major parts and functions of
the nervous system
identify hereditary factors that affect
adolescent development
list the steps for breathing emergencies
and basic first aid
HEALTH INFORMATION AND SERVICES
SIXTH GRADE
1.
2.
C.
recognize hereditary factors that should
be reflected in medical records
identify school and community services
for physical and mental health concerns
HEALTH BEHAVIORS
SIXTH GRADE
1.
distinguish between safe and risky or
harmful behaviors in relationships:
 peer pressure
 sexual behaviors
 physical, psychological, sexual abuse
 date rape
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
2.
3.
D.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
identify protective behaviors used to
avoid and reduce threatening situations:

don’t walk alone

associate with safe groups

avoid strangers/stalkers

consult trusted adults

be aware of potential threats
identify hygiene and food safety practices
for improved personal and family health
CULTURE, MEDIA AND TECHNOLOGY
SIXTH GRADE
1.
2.
3.
E.
recognize that people grow and mature at
different rates and have different body
types than those portrayed by the media
analyze the influence that advertisers
have on consumer choices:
a. clothing styles
b. dietary patterns
c. sexual behaviors
d. ATOD use
identify the importance of respecting
people’s differences
COMMUNICATION
SIXTH GRADE
1.
2.
3.
F.
identify positive and socially appropriate
ways to express needs, wants and feelings
identify communication skills to build
and maintain healthy relationships
identify the possible causes of conflict
among youth and strategies to manage
conflict in schools and communities
GOAL SETTING AND DECISION MAKING
SIXTH GRADE
1.
use decision-making skills to protect
against communicable and noncommunicable diseases
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
2.
G.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
explain how goal-setting and decisionmaking processes are important in
designing strategies regarding risky
behaviors:
a. ATOD
b. recreation safety (e.g. ATV, hunting
and skateboarding, etc.)
c. sexual behaviors
ADVOCACY
SIXTH GRADE
1.
2.
identify effective advocacy skills to use
with health care providers
identify the importance of maintaining
natural settings and promoting their use
for stress/anxiety reduction, wellness and
recreation
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
Health literacy for all students is the fundamental goal of a comprehensive school health
education curriculum. The health-literate student is a critical thinker and problem solver, a selfdirected learner, an effective communicator and a responsible, productive citizen. Students must
have the capacity to obtain, interpret and understand basic health information and services and
the competence to use such information and services in ways that enhance a healthy lifestyle.
The instructional materials program shall present information and opportunities in a manner that
enables the student to:
A.
HEALTH PROMOTION AND DISEASE PREVENTION
SEVENTH GRADE
1.
2.
3.
4.
B.
analyze the effects of various behaviors
on body systems and wellness:

dietary patterns

mental health

ATOD

safety

medical/dental/eye exams
describe the major parts and functions of
the reproductive system
identify general symptoms and potential
long-term health consequences of
STD/STI
demonstrate first aid procedures
HEALTH INFORMATION AND SERVICES
SEVENTH GRADE
1.
2.
3.
C.
identify the relationship of cost and
effectiveness of health products
identify situations that require
professional health services and
community resources that can provide
those services
identify myths, misinformation and
stereotyping associated with the use of
health services
HEALTH BEHAVIORS
SEVENTH GRADE
1.
evaluate personal health practices to
avoid STD/STI
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
2.
3.
D.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
analyze the differences between safe and
risky behaviors, including methods for
prevention:
a. sexual behaviors
b. STD/STI
c. abstinence
d. contraception
e. ATOD
f.
recreation
g. intentional and unintentional
injuries
h. safety
i.
dietary habits
recognize signs of and strategies to
reduce stress, anxiety and depression
CULTURE, MEDIA AND TECHNOLOGY
SEVENTH GRADE
1.
2.
3.
4.
E.
describe the influence of cultural beliefs
on health behaviors and the use of health
services:

nutrition

hygiene

medical treatments

ATOD use

physical fitness

sexual practices
explain the impact of peer harassment on
physical, emotional and social health and
identify necessary coping skills
recognize the importance of respecting
individual differences
analyze media messages about alcohol,
tobacco and other drugs
COMMUNICATION
SEVENTH GRADE
1.
explain how character and personality
affect the perception of one’s ability to
communicate:

passive/assertive/aggressive

poor listening and sending skills

verbal and nonverbal skills
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
2.
3.
F.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
discuss ways one can develop healthful
family relationships
explain steps that can be taken to improve
dysfunctional family relationships;
discuss adjustments that can be made if
family changes occur
GOAL SETTING AND DECISION MAKING
SEVENTH GRADE
1.
2.
3.
G.
apply the USDA Dietary Guidelines and
Food Pyramid in meal planning
discuss the consequences of poor
nutritional choices for self and others:
a. eating disorders
b. malnutrition
c. deficiencies
clarify the process of a decision-making
model; predict situations and practice
skills requiring decisions with alcohol,
tobacco and other drugs
ADVOCACY
SEVENTH GRADE
1.
2.
I
demonstrate effective advocacy skills to
use with public health services
explain the importance of maintaining
natural environmental settings and
promote clean in-door air, recycling and
responsible use of natural resources
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
Health literacy for all students is the fundamental goal of a comprehensive school health
education curriculum. The health-literate student is a critical thinker and problem solver, a selfdirected learner, an effective communicator and a responsible, productive citizen. Students must
have the capacity to obtain, interpret and understand basic health information and services and
the competence to use such information and services in ways that enhance a healthy lifestyle.
The instructional materials program shall present information and opportunities in a manner that
enables the student to:
A.
HEALTH PROMOTION AND DISEASE PREVENTION
1.
identify and explain the components of
total wellness
apply nutritional concepts to food choices
and disease prevention
determine risk factors leading to teen
pregnancy, HIV/AIDS and other sexually
transmitted diseases
HEALTH INFORMATION AND SERVICES
EIGHTH GRADE
2.
3.
B.
EIGHTH GRADE
1.
2.
C.
identify ways to access current health
information and services:

appropriate websites

pamphlets, brochures

hotline numbers

local health facilities

community resources
investigate resources related to ATOD,
dating violence, STD/STI and harassment
HEALTH BEHAVIORS
EIGHTH GRADE
1.
2.
identify and list ways to prevent
pregnancy, emphasizing abstinence
describe safety guidelines for preventing
various intentional and unintentional
injuries:

pedestrian

motor vehicles, ATVs, bicycles

recreational sports

stress reduction

violence

homicides, suicides

safety/electrical, chemical, fire,
workplace, hunting

natural disasters
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
3.
4.
D.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
describe examples of harassment,
bullying and intimidation and the legal
ramifications in the school, community
and job setting
recognize and report signs of selfdestructive behaviors in others:

anxiety/anger

depression/suicide

eating disorders

cutting/self-mutilation

ATOD abuse

gang membership

sexual behavior
CULTURE, MEDIA AND TECHNOLOGY
EIGHTH GRADE
1.
2.
3.
E.
recognize bias in advertising and
misleading media communication about
health information, products and services
identify and interpret the effect of media
messages on health and nutrition
identify the effect of culture and media
messages on dating relationships
COMMUNICATION
EIGHTH GRADE
1.
2.
F.
demonstrate ways to communicate care,
consideration and respect of self and
others:
a. peer mediation
b. conflict resolution
c. respect
d. tolerance
e. empathy
demonstrate refusal skills to protect
personal health against risky and harmful
behaviors
GOAL SETTING AND DECISION MAKING
EIGHTH GRADE
1.
identify personal health goals and choose
strategies regarding nutrition and alcohol,
tobacco, drug use and personal safety to
achieve optimal personal health
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
2.
3.
G.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
explain the effects that different choices,
regarding sexual behaviors can have on
their personal future
describe how personal health goals are
influenced by changing information,
abilities, priorities and responsibilities
ADVOCACY
EIGHTH GRADE
1.
2.
3.
4.
identify community resources that
advocate against dating violence,
harassment, bullying, intimidation and
discrimination
recognize and promote environmental
practices that will preserve natural
resources for personal and community
health
explain why personal safety is everyone’s
responsibility and describe their personal
role
explain the need for legislation to protect
and promote personal safety and health
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
Health literacy for all students is the fundamental goal of a comprehensive school health
education curriculum. The health-literate student is a critical thinker and problem solver, a selfdirected learner, an effective communicator and a responsible, productive citizen. Students must
have the capacity to obtain, interpret and understand basic health information and services and
the competence to use such information and services in ways that enhance a healthy lifestyle.
The instructional materials program shall present information and opportunities in a manner that
enables the student to:
A.
HEALTH PROMOTION AND DISEASE PREVENTION
HIGH SCHOOL
1.
2.
3.
4.
compare and contrast the components of
total wellness:
a. physical
b. mental
c. social
d. emotional
e. spiritual
discriminate between the positive and
potentially negative effects of local and
global environmental health problems:

pollution

pesticides

food production

government regulations
analyze and interpret how public health
and social policies, along with
government regulations influence health
promotion and disease prevention:
a. world
b. federal
c. state
d. local
differentiate between the causes of
communicable and non-communicable
diseases:
a. disease process
b. lifestyle choices
c. hereditary characteristics
d. environmental
e. sexual behaviors
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
5.
B.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
identify and apply skills that prevent
communicable and non-communicable
diseases:

hygiene

decision-making process

refusal skills (ATOD,
sexual behaviors)

physical fitness

dietary patterns

medical, dental, eye exams
HEALTH INFORMATION AND SERVICES
HIGH SCHOOL
1.
2.
3.
I
identify and evaluate resources that
provide accurate health information in
regard to the National Standards of
Health Education:
a. Healthy People 2010
b. government agencies (USDA, HHS,
CDC, NIH, etc.)
c. NGOs (AHA, ACS, ALA, Easter
Seals, YMCA, etc.)
identify factors that influence choices on
health-promoting products based on
current information:

media/advertising

quackery

cost and availability

food labels

peers and family

culture
locate and utilize resources to identify
health care services advantageous for
optimal health:

governmental agencies

NGOs

hotlines

yellow pages

guest speakers

appropriate websites
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
C.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
HEALTH BEHAVIORS
HIGH SCHOOL
1.
2.
3.
4.
5.
6.
complete a personal health assessment
and detail behavioral changes and
strategies to enhance health and reduce
risk
recognize and demonstrate the positive
effects of nutrition and physical activity
on health
list examples and explain short-term and
long-term impacts of health decisions on
the individual, family and community:

ATOD

proper diets

weight control

sexual behaviors

physical activity

seat belts

COPD

emotional wellness

diabetes

heart disease
identify signs of stress and common
stressors and develop effective stress
management
identify causes, warning signs and
prevention strategies of depression and
suicide
identify ways to develop good character
and improve self-esteem:
a. respect
b. responsibility
c. trustworthiness
d. caring
e. honesty
f.
fairness
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
7.
D.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
identify causes, preventions and
treatments for injuries and list responsible
actions to create a safe and healthy
environment:

CPR/AEDs

first aid

emergency plans

outdoor safety

seatbelts

fire safety
CULTURE, MEDIA AND TECHNOLOGY
HIGH SCHOOL
1.
2.
3.
4.
recognize cultural diversities and their
influences on health behaviors:

ATOD

life expectancy

risk behaviors

dietary patterns

sexual practices

religious traditions
evaluate how media perspectives of
health impact on personal, family and
community health
explore technology and its influence on
personal, family and community health:
a. exercise equipment
b. computer programs
c. appropriate internet websites
identify factors in the community that
influence health:
a. religion
b. traditions
c. values
d. access to health services
e. geography
f. socio-economic status
g. health literacy
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
E.
COMMUNICATION
1.
utilize skills for effective communication
in discussions concerning ATOD,
nutrition, sexuality and relationships with
peers, family and others
exhibit healthy ways to express feelings,
needs and desires in different situations:

good sportsmanship

ending relationships

death and dying

stages of grief
demonstrate a variety of communication
skills:
a. verbal
b. non-verbal
c. listening
d. writing
identify potentially harmful situations and
devise strategies and develop skills to
avoid such situations through refusal,
negotiation and collaboration skills:
a. dating violence
b. domestic violence
c. peer mediation
d. conflict resolution
GOAL SETTING AND DECISION MAKING
HIGH SCHOOL
2.
3.
4.
F.
HIGH SCHOOL
1.
apply a decision-making process to set
goals for various life situations:

food choices

weight control

physical activity

relationships

education and career options

making purchases
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
2.
3.
G.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
identify and discuss health concerns that
require collaborative decision-making:

sexuality

STD/STI transmission

STD/STI prevention

refusal skills
analyze the effects of potentially harmful
decisions that impact health and the effect
these decisions have on their family,
community and self:

ATOD

STD/STIs

teenage pregnancy

environmental issues

high risk behaviors

dietary patterns

sedentary lifestyle

intentional/unintentional injuries

lack of health care
ADVOCACY
HIGH SCHOOL
1.
2.
3.
use written, audio and visual
communication methods to express health
messages:

posters

reports

role playing

video/DVD

multimedia presentation

journals
demonstrate the ability to adapt health
messages to characteristics of a particular
audience
promote the use of personal, family and
community resources in health care
situations
I
A
M
N
Health K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
4.
5.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
identify school support staff and
community health services and describe
the impact these services have on
individual school and community health:

counselors

nurses

professionals

big brothers

ministerial counseling

YMCA

Boys and Girls Club
demonstrate that he/she is a responsible
and a productive citizen who helps ensure
the health, safety and security of the
community:

community service

community projects

volunteering

mentoring

peer tutoring
I
A
M
N