Common Planner
K–12 Standards

Grade 1

Other Louisiana Health Education sets

Students will comprehend concepts related to health promotion and disease prevention to enhance health.

  • 1-E-1.

    Identify that healthy behaviors affect personal health.1-E-1

    1. 1.

      Describe the relationship between personal health behaviors and individual well-being.1-E-1.1

    2. 2.

      Explain why sleep and rest are important for growth and good health.1-E-1.2

    3. 3.

      Identify ways injuries can be prevented.1-E-1.3

    4. 4.

      Explain the relationship between healthy eating and daily exercise.1-E-1.4

    5. 5.

      Report how personal decisions impact one's safety.1-E-1.5

    6. 6.

      Describe a healthy relationship.1-E-1.6

    7. 7.

      Discuss personal hygiene.1-E-1.7

  • 1-E-2.

    Recognize that there are multiple dimensions of health (social, emotional, and physical).1-E-2

    1. 1.

      Recognize the difference between physical and emotional health.1-E-2.1

    2. 2.

      Demonstrate appropriate ways to express and deal with emotions and feelings.1-E-2.2

    3. 3.

      List ways to eat healthy and be physically active every day.1-E-2.3

    4. 4.

      Identify stress makers and stress helpers.1-E-2.4

  • 1-E-3.

    Identify the prevention and treatment of communicable and non-communicable diseases.1-E-3

    1. 1.

      Identify ways to keep germs from spreading.1-E-3.1

    2. 2.

      Recognize when hand-washing is necessary.1-E-3.2

    3. 3.

      Discuss how behaviors can reduce the spread of some diseases.1-E-3.3

    4. 4.

      Review the role of health care providers in diagnosing and treating diseases.1-E-3.4

    5. 5.

      Describe how to keep food safe to eat.1-E-3.5

  • 1-E-4.

    Identify risky behaviors and ways to avoid and reduce them.1-E-4

    1. 1.

      State risky behaviors and potentially harmful consequences.1-E-4.1

    2. 2.

      Identify safety rules for home, school and community (e.g., fire, falls, burns, medications/poisons, seat belts, street crossing, sun, bike, weapons).1-E-4.2

    3. 3.

      Identify strategies for avoiding second-hand smoke.1-E-4.3

    4. 4.

      Review that everyone has the right to tell others not to touch his or her body.1-E-4.4

    5. 5.

      Describe the characteristics of a bully and how to avoid conflict.1-E-4.5

Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

  • 2-E-1.

    Identify how the family influences personal health practices and behaviors.2-E-1

    1. 1.

      List family habits that relate to one's health practices.2-E-1.1

    2. 2.

      Identify how family can influence one's personal health.2-E-1.2

  • 2-E-2.

    Describe how culture influences personal health behaviors.2-E-2

    1. 1.

      Define culture and discuss how it impacts the health-impacting choices we make.2-E-2.1

    2. 2.

      Review cultural influences on food choices and physical activity.2-E-2.2

    3. 3.

      Discuss the influence of school on health behaviors.2-E-2.3

  • 2-E-3.

    Explain how media influence thoughts, feelings and health behaviors.2-E-3

    1. 1.

      Explain how advertisements can influence food choices and other behaviors related to health.2-E-3.1

Students will demonstrate the ability to access valid information, products and services to enhance health.

  • 3-E-1.

    Identify sources of valid health information.3-E-1

    1. 1.

      Identify the range of health care workers who can promote healthful practices.3-E-1.1

    2. 2.

      Locate websites that provide accurate health information.3-E-1.2

  • 3-E-2.

    Demonstrate the ability to locate resources for health-promoting products and services.3-E-2

    1. 1.

      List where to find health resources in one's community.3-E-2.1

  • 3-E-3.

    Explain how media influence the selection of health information, products and services.3-E-3

    1. 1.

      Explain how television programs, movies, websites or magazines/books affect health related choices.3-E-3.1

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

  • 4-E-1.

    Practice effective communication skills.4-E-1

    1. 1.

      Identify the characteristics of a good communicator.4-E-1.1

    2. 2.

      Demonstrate ways to respond when in an unwanted, threatening or dangerous situation.4-E-1.2

  • 4-E-2.

    Demonstrate healthy ways to communicate needs, wants and feelings through verbal and non-verbal communication.4-E-2

    1. 1.

      Demonstrate how to express a range of emotions using words, expressions and body language.4-E-2.1

    2. 2.

      Identify ways to treat others kindly.4-E-2.2

    3. 3.

      Use "I" messages in communicating to avoid a conflict.4-E-2.3

Students will demonstrate the ability to use decision-making skills to enhance health.

  • 5-E-1.

    Discuss the steps of effective decision-making.5-E-1

    1. 1.

      Recognize the steps in making a decision.5-E-1.1

    2. 2.

      Identify decisions one makes every day.5-E-1.2

    3. 3.

      Differentiate between healthy and unhealthy decisions.5-E-1.3

    4. 4.

      Review when help is needed to make healthy decisions.5-E-1.4

  • 5-E-2.

    Identify situations when a health-related decision is needed.5-E-2

    1. 1.

      Recognize choices or decisions that could affect family health.5-E-2.1

    2. 2.

      Explain a range of personal or family choices and how they enhance health.5-E-2.2

  • 5-E-3.

    Apply a decision-making process to address personal health issues and problems.5-E-3

    1. 1.

      Identify health-related decisions made daily.5-E-3.1

    2. 2.

      Distinguish between healthy and unhealthy choices.5-E-3.2

  • 5-E-4.

    Demonstrate refusal skills to enhance health.5-E-4

    1. 1.

      Practice refusal skills that help avoid unhealthy or unsafe situations.5-E-4.1

Students will demonstrate the ability to use goal setting skills to enhance health.

  • 6-E-1.

    Demonstrate how to set a goal and why it is important to enhance health.6-E-1

    1. 1.

      Practice writing a goal.6-E-1.1

    2. 2.

      Describe how setting and reaching a goal can enhance health.6-E-1.2

  • 6-E-2.

    Establish personal health goals and track progress towards achievement.6-E-2

    1. 1.

      Plan and apply a simple health-enhancing goal related to physical health.6-E-2.1

    2. 2.

      Plan and apply a simple health-enhancing goal related to social/emotional health (e.g., to be a good friend, to get along/resolve conflict peacefully, to help others daily).6-E-2.2

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

  • 7-E-1.

    Demonstrate healthy practices and behaviors to maintain or improve personal health.7-E-1

    1. 1.

      Practice choosing a variety of healthy snacks.7-E-1.1

    2. 2.

      Identify physical activities that one can do daily.7-E-1.2

    3. 3.

      Discuss the importance of following rules at home and school.7-E-1.3

    4. 4.

      Practice relaxation techniques to reduce stress effects on the body.7-E-1.4

  • 7-E-2.

    Demonstrate behaviors that avoid or reduce health risks.7-E-2

    1. 1.

      List ways to reduce or prevent injuries while participating in a variety of activities.7-E-2.1

    2. 2.

      Describe how personal choices can affect one's health (e.g., eating fatty foods = obesity or diabetes; not brushing teeth = tooth decay; tobacco = lung/heart disease).7-E-2.2

    3. 3.

      Demonstrate the ability to use self-control when angry.7-E-2.3

Students will demonstrate the ability to advocate for personal, family and community health.

  • 8-E-1.

    Define advocacy.8-E-1

    1. 1.

      Explain what it means to be an advocate.8-E-1.1

    2. 2.

      Report how one can advocate for healthy behaviors (e.g., asking parents to buy more fruit, asking friends to exercise with them).8-E-1.2

  • 8-E-2.

    Demonstrate the ability to communicate information that promotes positive health choices.8-E-2

    1. 1.

      Practice using good communication skills to promote the health of others.8-E-2.1

  • 8-E-3.

    Encourage peers and family to make positive health choices.8-E-3

    1. 1.

      Explain how making healthy choices makes one feel better (e.g., eating healthy gives me energy, exercising makes me sleep better, crossing at the corner helps keep me safe).8-E-3.1

    2. 2.

      Review how one can encourage family and friends to make healthier choices.8-E-3.2

Frequently asked questions

What grade levels do these standards cover?
Grade 1
When were these standards adopted?
2011
Where can I read the official document?
Louisiana Health Education Grade-Level Expectations

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