GRADE 1 Health Standards
Standard 1
Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
Students acknowledge personal responsibility for health promotion and/or risk
reduction. They describe healthy behaviors to prevent or reduce their risk of injury
and/or illness. Students list the components of health as emotional, physical and social.
1.1.1
Tell how healthy behaviors impact personal health and wellness.
Example: Tell why being tobacco-free is a healthy behavior.
1.1.2
Recognize that emotional health is one dimension of health.
Example: Identify words that describe emotions and relate common
emotions to situations.
1.1.3.
Explain personal behaviors to prevent communicable diseases.
Example: Explain the steps of the universal precautions (don’t touch
another person’s bodily fluids, don’t pick up needles, etc.).
1.1.4.
Identify places to play to prevent common childhood injuries.
Example: Recognize safe places to play, walk or ride (e.g., paths,
sidewalks, trails, playground, yard, park, school, etc.).
1.1.5
Explain why it is important to have regular medical checkups.
Example: Explain that doctors and nurses have special skills,
knowledge and equipment to detect and care for health problems.
Standard 2
Students will analyze the influence of family, peers, culture, media,
technology and other factors on health behaviors.
This standard focuses on identifying and understanding the diverse internal and
external factors that influence health practices and behaviors among youth. Students
compare how the family, peers and media influence personal health.
1.2.1 Describe how the family influences personal health behaviors.
Example: Describe how a family member models healthy behaviors
(e.g., eating healthy foods, wearing safety equipment, going to the
dentist, etc.), and/or state the physical activities that a family does
together and how this influences the health of family members.
1.2.2
Recognize what the school can do to support personal health behaviors.
Example: Recognize how the school counselor can help when a
conflict occurs on the playground.
1.2.3
Identify how the media can influence health.
Example: Identify how television commercials and magazine
advertisements entice someone to purchase food products.
Standard 3
Students will demonstrate the ability to access valid information and
products and services to enhance health.
This standard focuses on how to identify and access valid health resources. Students
know who to ask for health information and health-promoting products to prevent health
problems.
1.3.1
Choose a professional who can help promote health and wellness.
Example: Indicate an individual who could answer questions about
dental health (e.g., dentist, dental hygienist, school nurse etc.).
1.3.2
List ways to locate a community helper for a health-related situation.
Example: Demonstrate the ability to call 911 in an emergency.
Standard 4
Students will demonstrate the ability to use interpersonal
communication skills to enhance health and avoid or reduce health
risks.
This standard focuses on how responsible individuals use verbal and non-verbal skills
to develop and maintain healthy personal relationships. Students practice refusal skills
to avoid or reduce health risks. Students name feelings to strengthen interactions and
reduce/ avoid a conflict.
1.4.1
Describe healthy ways to express needs, wants and feelings.
Example: Show appropriate ways to express feelings when upset (e.g.,
tone and volume of voice, waiting ones turn, not hitting, etc.).
1.4.2
Identify listening skills related to health.
Example: Show the listening skills a good listener uses when someone
else is talking (e.g., not interrupting, not talking, paying attention,
making eye contact, etc.).
1.4.3
Identify ways to respond when in a threatening or dangerous situation
Example: Describe appropriate ways to respond when separated from
your family at an event (e.g., fair, shopping, school or community
event, etc.).
1.4.4
Identify ways to tell a trusted adult if threatened or harmed by another person.
Example: Discuss how to tell an adult that you are being bullied.
Standard 5
Students will demonstrate the ability to use decision-making skills to
enhance health.
Students list the steps of a decision-making process which enables them to collaborate
with others to improve quality of life. Decision-making skills are needed in order to
identify, implement and sustain health-enhancing behaviors.
1.5.1
Describe a health-related decision.
Example: Explain safe behaviors when walking, playing, and riding in
a vehicle or describe the difference between an “always” and a
“sometimes” after school snack.
1.5.2
Describe situations when assistance is needed for a health-related decision.
Example: Determine when adult help is needed to take medicine (e.g.,
asthma attack, allergy reaction, headache, etc.), or describe a
dangerous situation that requires adult assistance (e.g., someone is
being hurt by an adult [abuse], when the actions of another person
gives you an “uh-oh” feeling inside, etc.).
Standard 6
Students will demonstrate the ability to use goal-setting skills to
enhance health.
This standard includes the critical steps needed to achieve both short-term and longterm health goals. Students identify health goals based upon personal needs. Students
list and implement steps to achieve short-term health goals.
1.6.1
Name actions to take toward achieving a short-term health goal.
Example: State a short-term goal to eat five or more fruits and
vegetables every day and use a chart for one week to keep track of the
fruit and vegetable intake.
1.6.2
Identify who can help to achieve a personal health goal.
Example: Identify who can help in achieving a goal related to healthy
eating (e.g., family member, teacher, babysitter, etc.).
Standard 7
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks.
This standard promotes accepting personal responsibility for health and encourages the
practice of healthy behaviors. Students name health behaviors to prevent injuries,
diseases, and disorders.
1.7.1
Describe healthy practices to maintain personal health and wellness.
Example: Show how to be a safe pedestrian while walking with family
members for physical activity.
1.7.2
Describe behaviors that reduce health risks.
Example: Tell in your own words how to be a safe pedestrian (e.g.,
look left, right, and left again before crossing, stand away from curb
while waiting for a bus, use crosswalks, etc.), and/or give examples of
behaviors that reduce health risks (e.g., swim with a buddy, using a
booster seat, brushing and flossing teeth, etc.).
Standard 8
Students will demonstrate the ability to advocate for personal, family
and community health.
This standard helps students develop important skills to target their health enhancing
messages and to encourage others to adopt healthy behaviors. Students name sources
of information about health. Students demonstrate skills to encourage others to practice
healthful behaviors.
1.8.1
Identify ways to promote health and wellness.
Example: Tell in your own words how to be safe when riding in a
vehicle or participating in wheeled activities (e.g., bicycle, scooter,
skateboard, all-terrain vehicle, etc.).
1.8.2
Assist peers to make positive choices.
Example: Create a rhyme encouraging classmates to wash their
hands.