Common Planner
K–12 Standards

Grade 4

Other South Carolina Health and Safety Education sets

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

  • 1.

    Describe the impact of alcohol, tobacco, and other drugs (ATOD)-use or abuse on the individual, peers, family, and society.D-4.1.1

  • 2.

    Discuss reasons that there are laws regulating ATOD use.D-4.1.2

  • 3.

    Define the term gateway drugs.D-4.1.3

  • 1.

    List the factors that affect an individual's growth (e.g., nutrition, heredity, and environment).G-4.1.1

  • 2.

    Define the terms hormones and puberty.G-4.1.2

  • 3.

    Identify examples of the physical, emotional, and social changes that occur in puberty and adolescence.G-4.1.3

  • 4.

    Identify personal hygiene needs during puberty and adolescence.G-4.1.4

  • 1.

    Discuss the consequences of violent and unsafe behaviors, including gang behavior.I-4.1.1

  • 2.

    Describe basic first aid and emergency procedures for accidental loss of teeth or injuries to the mouth or teeth.I-4.1.2

  • 1.

    Describe the characteristics associated with a positive self-concept.M-4.1.1

  • 2.

    Define the term depression.M-4.1.2

  • 1.

    Identify the six essential nutrients and the food groups that contain each essential nutrient.N-4.1.1

  • 2.

    Analyze the nutrition information included on food package labels.N-4.1.2

  • 3.

    Explain the importance of following the current federal Dietary Guidelines for Americans with regard to portion sizes.N-4.1.3

  • 4.

    Explain the interrelationship among food intake, physical activity, and health.N-4.1.4

  • 5.

    Describe the benefits of choosing a variety of ways to be physically active.N-4.1.5

  • 1.

    Define the term pathogens.P-4.1.1

  • 2.

    Describe ways to prevent or contain communicable diseases.P-4.1.2

  • 3.

    Describe the immune system and the way it works.P-4.1.3

  • 4.

    Describe ways to prevent common childhood injuries and health problems.P-4.1.4

  • 5.

    Identify the major parts of the nervous system (e.g., brain, nerves, spinal cord).P-4.1.5

  • 6.

    List ways to reduce exposure to harmful environmental factors (e.g., ultraviolet rays, pollutants).P-4.1.6

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

  • 1.

    Describe factors that can positively and negatively influence a person's decision to use or not use ATOD.D-4.2.1

  • 1.

    Analyze ways that protective factors promote health and safety (e.g., positive outlook, healthy self-concept, good relationships with parents).I-4.2.1

  • 2.

    Identify ways that gangs can threaten individual and community safety.I-4.2.2

  • 3.

    Analyze appropriate use of the internet and social media to reduce risk behaviors.I-4.2.3

  • 1.

    Explain ways that peers can influence an individual's self-concept.M-4.2.1

  • 1.

    Describe factors that influence individual healthy food choices and physical activity.N-4.2.1

  • 2.

    Predict the effects of nutritional choices on an individual's health, including oral health.N-4.2.2

  • 1.

    Analyze ways that family, peers, school, community, culture, and the media influence personal health practices and behaviors.P-4.2.1

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

  • 1.

    Identify people in the family, school, or community who could provide valid health information about changes that occur during puberty.G-4.3.1

  • 1.

    Locate resources in the home, school, and community that provide valid mental, emotional, and social health information.M-4.3.1

  • 1.

    Identify places to access accurate information on healthy foods and physical activity.N-4.3.1

  • 1.

    Locate valid health information, products, and services that promote personal and community health, including oral health, environmental health, and the prevention of disease.P-4.3.1

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

  • 1.

    Demonstrate effective refusal skills that a person can use to communicate with family and peers about ATOD useD-4.4.1

  • 1.

    Discuss ways to communicate with safe adults about the stages of growth and development.G-4.4.1

  • 1.

    Model refusal skills that a person can use to resolve conflict and promote personal safety.I-4.4.1

  • 1.

    Demonstrate ways to ask for assistance to promote personal health.P-4.4.1

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

  • 1.

    Explain why saying "no" to ATOD is a healthy decision.D-4.5.1

  • 1.

    Develop a safe and appropriate plan to employ when using social media (e.g., to tell a safe adult when something feels unsafe; privacy settings; internet safety; appropriate behaviors and photos).I-4.5.1

  • 1.

    Use nutrition information on food package labels to make healthy food choices.N-4.5.1

  • 1.

    Explain when adult assistance is needed in order to make a health-related decision.P-4.5.1

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

  • 1.

    Develop a plan to reduce and manage stress.M-4.6.1

  • 1.

    Set a nutritional goal and track progress towards achievement.N-4.6.1

  • 2.

    Create a goal and track progress to reduce screen time and increase daily physical activity.N-4.6.2

  • 1.

    Identify a personal health goal and name resources to help achieve that goal.P-4.6.1

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

  • 1.

    Demonstrate basic first aid procedures and responses to common emergencies.I-4.7.1

  • 2.

    State ways to keep the mouth safe from injury.I-4.7.2

  • 1.

    Demonstrate ways to interpret the information on food labels to plan a meal.N-4.7.1

  • 1.

    Develop a plan to achieve recommended sleep habits (e.g., recommended number of sleep hours; limited screen time and food prior to bedtime) to promote overall health.P-4.7.1

  • 2.

    Implement a personal health plan with the help of a parent or guardian.P-4.7.2

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

  • 1.

    Model ways to influence and support others in refusing to use ATOD.D-4.8.1

  • 1.

    Encourage others to use active bystander behaviors when appropriate (e.g., bullying, cyberbullying, ATOD use).M-4.8.1

  • 1.

    Advocate for others to eat healthy foods and to engage in regular physical activity.N-4.8.1

  • 1.

    Demonstrate ways to influence and support others in making healthy choices related to personal health.P-4.8.1

  • 2.

    Encourage others to keep the air, land, and water clean and safe.P-4.8.2

Frequently asked questions

What grade levels do these standards cover?
Grade 4
When were these standards adopted?
2017

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