Grade K
Other New Mexico Health sets
Other New Mexico Health sets
Students will comprehend concepts related to health promotion and disease prevention. Students will:
- 1:
Identify/describe/understand the relationships between personal health behaviors and individual well-being:
- 1.
Describe how personal choices relate to health and how the consequences of those choices affect self and others (e.g., smoking, lack of physical activity, nutrition, personal hygiene, personal safety);
- 2.
Describe characteristics of healthy and unhealthy relationships (e.g., describe the unique differences of self and others); and
- 3.
Describe what is meant by good personal hygiene (e.g., describe the importance of hand washing in disease prevention).
- 1.
- 2:
Identify examples of mental, emotional, social and physical health during childhood:
- 1.
Recognize different emotions;
- 2.
Identify compassionate behavior and its relationship to diversity (e.g., bullying, disabilities, other special needs);
- 3.
Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination); and
- 4.
List positive health choices and activities that promote health and help prevent diseases.
- 1.
- 3:
Describe the basic structure and functions of the human body systems:
- 1.
Identify the effects of lifestyle choices on body systems (e.g., alcohol, tobacco, other drugs, second-hand smoke, food, physical activity);
- 2.
Describe how stress and emotions affect the body systems; and
- 3.
Utilize correct terminology for the human body.
- 1.
- 4:
Describe how physical, social and emotional environments influence personal health:
- 1.
Recognize the behaviors that could affect other people (e.g., smoking, drinking, physical activity, nutrition);
- 2.
Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination, poisonous substances);
- 3.
Know how to access help (e.g., dial 911 in an emergency, trusted adult); and
- 4.
Recognize the influences of media and peer pressure on health.
- 1.
- 5:
Identify common health issues of children:
- 1.
Name common physical health issues of children in same age group (e.g., intentional and unintentional injury, personal hygiene);
- 2.
Name common social health issues of children in same age group (e.g., peer pressure, relationships);
- 3.
Name common emotional health issues of children in same age group (e.g., effects of bullying, when family member is sick, sadness, domestic violence); and
- 4.
Name common environmental health issues that affect children in same age group (e.g., second-hand smoke, litter, noise).
- 1.
- 6:
Identify health problems that should be detected and treated early and explain how childhood injuries and illnesses can be prevented or treated:
- 1.
Identify symptoms of illness (e.g., runny nose, coughing, fever, stomachache, sadness);
- 2.
List individuals that can help with detecting and treating childhood injuries and illnesses (e.g., parent, grandparent, teacher, counselor, nurse, doctor);
- 3.
Identify the benefits of following the directions of health care providers;
- 4.
List safety rules for different situations (e.g., playground safety, bus safety, classroom rules); and
- 5.
Describe the importance of taking personal responsibility for actions.
- 1.
Students will demonstrate the ability to access valid health information and health promoting products and services. Students will:
- 1:
Identify characteristics of valid health information and health promoting products and services:
-
Recognize safe and unsafe products in the home and community (e.g., bleach vs. milk, used needles);
- 2.
Identify appropriate adults to talk to regarding health and safety issues; and
- 3.
Recognize health-promoting products and services (e.g., food choices, community services, physical activity).
-
- 2:
Demonstrate the ability to locate resources from home, school and community that provide valid health information:
- 1.
Recall own address and phone number; identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult); and
- 2.
Recognize unsafe environments/situations.
- 1.
- 3:
Explain how the media influences the selection of health information, products and services:
- 1.
Recognize that media messages may be misleading;
- 1.
- 4:
Demonstrate the ability to locate school and community health helpers:
- 1.
Recognize safety officials (e.g., police, fire, security, crossing guard); and
- 2.
Identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult).
- 1.
Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. Students will:
- 1:
Identify responsible health behaviors:
-
List responsible health behaviors (e.g., washing hands, brushing teeth, exercise);
-
- 2:
Identify personal health needs:
- 1.
Identify where to go when you don't feel good (e.g., parent, teacher, school nurse);
- 2.
Recognize the importance of hygiene (e.g., washing hands to avoid colds); and
- 3.
Identify personal safety rules (e.g., don't push others, playground safety, don't go with strangers).
- 1.
- 3:
Compare behaviors that are safe to those that are risky or harmful:
- 1.
List safety rules; and
- 2.
List safe and unsafe situations.
- 1.
- 4:
Demonstrate strategies to improve or maintain personal health:
- 1.
Identify ways to improve or maintain personal health in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., eat fruits and vegetables, exercise, don't smoke).
- 1.
- 5:
Develop injury prevention and management strategies for personal health:
- 1.
Identify substances that are unsafe to touch (e.g., blood, bleach, needles); and
- 2.
Practice safety rules at home, in school and in the community.
- 1.
- 6:
Demonstrate ways to avoid and reduce threatening situations:
- 1.
List situations that may be dangerous; and
- 2.
List trusted adults to go to when faced with a dangerous situation.
- 1.
- 7:
Apply skills to manage stress:
- 1.
Practice stress management skills (e.g., daily physical activity, singing, being read to).
- 1.
Students will analyze the influence of culture, media, technology and other factors on health. Students will:
- 1:
Describe how cultures within the local community influence personal health behaviors:
- 1.
List similarities and differences in cultures within the community; and
- 2.
List how the media and culture portray gender roles (e.g., pink=girls, blue=boys, short hair vs. long hair, different toys).
- 1.
- 2:
Explain how media influences thoughts, feelings and health behaviors:
- 1.
List different forms of media (e.g., television, newspaper, magazines, radio);
- 2.
List the purposes for media (e.g., entertain, sell products, promote services);
- 3.
Understand that not all media messages are true; and
- 4.
Understand how media influences feelings and thoughts.
- 1.
- 3:
Describe ways technology can influence personal health:
- 1.
List different forms of technology (e.g., computers, video games, microwaves, cell phones);
- 2.
List the purposes for technology (e.g., convenience, entertainment, selling products, promoting services); and
- 3.
Understand that technology affects how we live.
- 1.
- 4:
Explain how information from school and family influences health:
- 1.
List health messages that families give in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., what types of snacks you eat at home, stranger danger, family activities).
- 1.
Students will demonstrate the ability to use interpersonal communication skills to enhance health. Students will:
- 1:
Distinguish between verbal and non-verbal communication:
- 1.
Describe the differences between verbal and non-verbal communication;
- 2.
Understand that people communicate in different ways; and
- 3.
Recognize different feelings and the verbal and non-verbal forms of communication associated with them.
- 1.
- 2:
Describe characteristics needed to be a responsible friend and family member:
- 1.
List characteristics of behaviors that are healthy; and
- 2.
Identify actions to help friends make healthy decisions.
- 1.
- 3:
Demonstrate positive ways to express needs, wants and feelings:
- 1.
Identify feelings associated with different situations (e.g., conflict - frustration/satisfaction; birthday - happy/excited); and
- 2.
Identify how to express feelings in a positive way.
- 1.
- 4:
Demonstrate ways to communicate care, consideration and respect of self and others:
- 1.
Demonstrate the ability to use "I" statements.
- 1.
- 5:
Demonstrate attentive listening skills to build and maintain health-enhancing relationships:
- 1.
Understand the importance of letting people speak without interruption;
- 2.
Understand when it is appropriate to interrupt for health needs; and
- 3.
Recognize when someone is telling you to do something that is wrong.
- 1.
- 6:
Demonstrate refusal skills and explain why they are important to enhance health:
- 1.
Identify refusal skills in the areas related to sexuality (e.g., good touch/bad touch); nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well being.
- 1.
- 7:
Differentiate between negative and positive behaviors used in conflict situations:
- 1.
List the differences between negative and positive behaviors; and
- 2.
List situations that cause conflict.
- 1.
- 8:
Demonstrate non-violent strategies to resolve conflicts:
- 1.
List non-violent strategies to resolve conflict;
- 2.
List situations that cause conflict;
- 1.
Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. Students will:
- 1:
Demonstrate the ability to apply a decision-making process to health issues and problems:
- 1.
List steps in the decision-making process.
- 1.
- 2:
Explain when to ask for assistance in making health-related decisions and setting health goals:
-
List examples of when it is appropriate to ask for help in making health-related decisions (e.g., when you are lost, when being bullied);
-
- 3:
Predict outcomes of positive health decisions:
- 1.
List consequences of actions (e.g., wearing a seat belt will help avoid injuries if in a car accident).
- 1.
- 4:
Set a personal health goal and track progress toward achievement:
- 1.
List what personal health goals are appropriate for your age (e.g., wash hands, wear seat belts).
- 1.
Students will demonstrate the ability to advocate for personal, family, peer and community health. Students will:
- 1:
Describe a variety of methods to convey accurate health information and ideas:
- 1.
List ways to convey accurate health information and ideas (e.g., storytelling, talking to a health professional).
- 1.
- 2:
Express information and opinions about health issues:
- 1.
Be able to express feelings to others (e.g., when they are sick, feel unsafe).
- 1.
- 3:
Identify community agencies/resources that advocate for healthy individuals, families, peers and communities:
- 1.
Identify appropriate adults to go to for health issues (e.g., who is a safe adult to go to when you are being bullied).
- 1.
- 4:
Demonstrate the ability to influence and support others in making health-enhancing choices:
- 1.
List positive health choices.
- 1.
Frequently asked questions
- What grade levels do these standards cover?
- Kindergarten
- When were these standards adopted?
- 2009
- Where can I read the official document?
- Health K-4 Content Standards with Benchmarks and Performance Standards
Keep exploring
Keep exploring Health standards
Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.