Where can I read the official document?

Grade Level Content Expectations for Health Education (K-8)

Grade 4
Other Michigan Health sets
Grade K
Grade 1
Grade 2
Grade 3
Grade 5
Grade 6
Grades 7, 8
Grades 9, 10, 11, 12

1:
Core Concepts
1. 1.1
  Describe the food groups, including recommended portions to eat from each group.
2. 1.2
  Analyze the relationship of physical activity, rest, and sleep.
3. 1.3
  Explain why some food groups have a greater number of recommended portions than other food groups.
4. 1.4
  Associate recommended food portions to the sizes of common items.
5. 1.5
  Compare the quantity of restaurant or packaged foods to the quantities of food needed to keep the body healthy.
3:
Health Behaviors
1. 1.6
  Assess one's ability to include physical activity, rest, and sleep in one's daily routine.
2. 1.7
  Describe strategies people use to consume the recommended portions of food to meet their individual nutrient needs.
4:
Influences
1. 1.8
  Analyze examples of food advertising.
5:
Goal Setting
1. 1.9
  Develop a one-day plan for eating the recommended portions of food from each food group.

1:
Core Concepts
1. 2.1
  Describe the short- and long-term physical effects of being exposed to tobacco smoke.
2. 2.2
  Analyze possible reasons why individuals choose to use or to not use alcohol.
3. 2.3
  Explain the positive outcomes of not using alcohol.
3:
Health Behaviors
1. 2.4
  Demonstrate the ability to avoid exposure to secondhand smoke.
4:
Influences
1. 2.5
  Explain how family and peers can influence decisions about using alcohol and other drugs.
2. 2.6
  Explain how decisions about alcohol use will impact relationships with friends and family.
3. 2.7
  Analyze various strategies used in the media that encourage and discourage the use of alcohol and tobacco.
7:
Social Skills
1. 2.8
  Demonstrate verbal and non-verbal ways to refuse alcohol.

1:
Core Concepts
1. 3.1
  Describe safety hazards, including those related to fire, dangerous objects and weapons, being home alone, and using the Internet.
2. 3.2
  Explain the importance of respecting personal space and boundaries.
3. 3.3
  Describe the characteristics of appropriate and inappropriate touch.
4. 3.4
  Explain that a child is not at fault if someone touches him or her in an inappropriate way.
2:
Access Information
1. 3.5
  Demonstrate how to ask a trusted adult for help.
2. 3.6
  Demonstrate how to access emergency services, such as calling "911," including what to say when accessing such services.
3:
Health Behaviors
1. 3.7
  Apply strategies to prevent fires and burns.
2. 3.8
  Develop and practice a home fire escape plan.
3. 3.9
  Apply strategies to stay safe and prevent injury when home alone.
4. 3.10
  Explain a rule and demonstrate actions to use when dangerous objects or weapons are present.
5. 3.11
  Apply strategies to stay safe when using the Internet.
6. 3.12
  Apply strategies to avoid personally unsafe situations.
7. 3.13
  Demonstrate strategies to get away in cases of inappropriate touching or abduction.
4:
Influences
1. 3.14
  Analyze how one influences the safety of others when adult supervision is not present.

1:
Core Concepts
1. 4.1
  Describe the effect of teasing and bullying on others.
2:
Access Information
1. 4.2
  Describe the characteristics of people who can help make decisions and solve problems.
3:
Health Behaviors
1. 4.3
  Apply the use of positive self-talk to manage feelings.
2. 4.4
  Describe strategies to manage strong feelings, including anger.
6:
Decision Making
1. 4.5
  Explain the decision making and problem solving steps.
2. 4.6
  Apply the steps to make a decision or solve a problem, using criteria to evaluate solutions.
7:
Social Skills
1. 4.7
  Describe characteristics and steps of conflict resolution.
2. 4.8
  Apply the steps of conflict resolution.
3. 4.9
  Demonstrate non-violent conflict resolution strategies.
4. 4.10
  Explain what to do if you or someone else is being teased or bullied.
5. 4.11
  Express intentions to stop bullying as a bystander, perpetrator, or victim.
6. 4.12
  Demonstrate the ability to confront bullying and teasing.

3:
Health Behaviors
1. 5.1
  Demonstrate skills throughout the day to reduce the spread of germs.

1:
Core Concepts
1. 6.1
  Define HIV and AIDS.
2. 6.2
  Explain that it is safe to be a friend of someone who is living with HIV or AIDS.
3. 6.3
  Explain how HIV is and is not transmitted.
3:
Health Behaviors
1. 6.4
  Describe how people can protect themselves from infection with serious blood-borne communicable diseases, including not touching blood and not touching used needles.

1:
Core Concepts
1. 7.1
  Explain that puberty and development can vary considerably and still be normal.
2. 7.2
  Identify personal hygiene practices and health/safety issues during puberty (e.g., showering, deodorant, use of sanitary products, and athletic supporters).
3. 7.3
  Describe social changes during puberty (e.g., changes in friendships, crushes/attractions, and changing expectations of parents/adults).
4. 7.4
  Describe emotional changes during puberty (e.g., mood shifts).
5. 7.5
  Describe physical changes that occur during puberty (e.g., body hair, body odor, voice, body shape, strength, hormones, and menstruation).
2:
Access Information
1. 7.6
  Identify potential resources (e.g., parents, teacher, and other trusted adults) that can provide accurate information about puberty.
3:
Health Behaviors
1. 7.7
  Develop plans to maintain personal hygiene during puberty.

What grade levels do these standards cover?: Grade 4
When were these standards adopted?: 2007
Where can I read the official document?: Grade Level Content Expectations for Health Education (K-8)

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