Grade 4 Health New Mexico Standards

Understand the consequences of risky behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Identify how to determine if media messages are true; and

Describe how technology affects how we live.

Identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult);

Discuss what is meant by good personal hygiene (e.g., describe the importance of hand washing in disease prevention); and

Describe how to help others make healthy choices.

Describe different types of family units and their relationship to health (e.g., single, grandparent, same sex parents).

Describe ways technology can influence personal health:

Demonstrate attentive listening skills to build and maintain health-enhancing relationships:

Demonstrate the ability to influence and support others in making health-enhancing choices:

Recognize when to ask for help in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being;

Predict consequences of safe and risky behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well being; and

Describe and demonstrate listening skills as a tool to enhance relationships;

Recognize compassionate behavior and its relationship to diversity (e.g., bullying, disabilities, other special needs);

Identify community agencies/resources that advocate for healthy individuals, families, peers and communities:

Demonstrate the ability to appropriately use "I" statements in communication.

Set health-related goals (e.g., wear seat belts, be active every day, wash hands).

List individuals that can help with detecting and treating childhood injuries and illnesses and explain what role the individuals play (e.g., parent, grandparent, teacher, counselor, nurse, doctor);

Identify and track progress of a personal health goal in one of the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Describe 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);

Identify media messages that may contain both healthy and unhealthy messages in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Describe characteristics needed to be a responsible friend and family member:

List and understand safety rules for different situations (e.g., playground safety, bus safety, classroom rules); and

Demonstrate the ability to locate resources from home, school and community that provide valid health information:

Describe how cultures within the local community influence personal health behaviors:

Analyze health information that may be confusing or contradictory (e.g., from media, peers, siblings).

Explain how information from school and family influences health:

Demonstrate actions to make healthy decisions 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.

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination, poisonous substances);

Demonstrate the ability to apply a decision-making process to health issues and problems:

Differentiate between negative and positive behaviors used in conflict situations:

Demonstrate strategies to improve or maintain personal health:

Demonstrate stress management skills.

Identify/describe/understand the relationships between personal health behaviors and individual well-being:

Describe how decisions affect 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., saying no to sex prevents pregnancy and sexually transmitted infections, saying no to drugs positively affects your thinking).

Identify health problems that should be detected and treated early and explain how childhood injuries and illnesses can be prevented or treated:

Identify media messages that may be misleading;

Describe different forms of technology (e.g., computers, video games, microwaves, cell phones);

Demonstrate when it is appropriate to interrupt for health needs; and

Identify safe and unsafe products in the home and community (e.g., bleach vs. milk, used needles);

Demonstrate refusal skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

Identify characteristics of valid health information and health promoting products and services:

Identify and understand the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination);

Express information and opinions about health issues:

Explain when it is appropriate to ask for help in making health-related decisions (e.g., when you are lost, when being bullied); and

Describe the basic structure and functions of the human body systems:

Demonstrate feelings associated with different situations (e.g., conflict - frustration/satisfaction; birthday - happy/excited);

Know how to access help (e.g., dial 911 in an emergency, trusted adult); and

Describe how to communicate with others about making healthy choices.

Distinguish between verbal and non-verbal communication:

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

Set a personal health goal and track progress toward achievement:

Demonstrate ability to use emergency phone numbers (e.g., 911, poison control);

Recognize how peer pressure can lead to dangerous or risky situations; and

Describe how physical, social and emotional environments influence personal health:

Students will demonstrate the ability to use interpersonal communication skills to enhance health. Students will:

Demonstrate the differences between verbal and non-verbal communication;

Predict outcomes of positive health decisions:

Recognize common environmental health issues that affect children in same age group (e.g., second-hand smoke, litter, noise).

Understand the effects of lifestyle choices on body systems (e.g., alcohol, tobacco, other drugs, second-hand smoke, food, physical activity, abstinence);

Understand positive health choices and activities that promote health and help prevent diseases; and

Identify respectful and caring acts of self and others; and

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

Explain the role(s) of safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult).

Identify examples of mental, emotional, social and physical health during childhood:

Demonstrate ways to avoid and reduce threatening situations:

Understand the benefits of following the directions of health care providers;

Students will demonstrate the ability to access valid health information and health promoting products and services. Students will:

Recognize unsafe environments/situations;

Describe how the media and culture portray gender roles (e.g., pink=girls, blue=boys, short hair vs. long hair, different toys).

Explain the importance of assuming personal responsibility for health behaviors.

Demonstrate conflict mediation and conflict resolution skills.

Demonstrate how to express feelings in a positive way; and

Recognize common social health issues of children in same age group (e.g., peer pressure, relationships);

Identify location of first aid kit/station.

Demonstrate how people communicate in different ways; and

Demonstrate how to respond appropriately to other people's needs, wants and feelings.

Develop injury prevention and management strategies for personal health:

Identify and describe characteristics of healthy and unhealthy relationships (e.g., describe the unique differences of self and others);

Recognize how media influences feelings, thoughts and health choices 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., abstain from sexual behavior, use drugs, be aggressive, eat healthy foods, participate in physical activity).

Recognize how stress and emotions affect the body systems;

Recognize and demonstrate safety rules at home, in school and in the community.

Identify behaviors that promote healthy relationships (e.g., sharing, supporting, caring, listening).

Describe a variety of methods to convey accurate health information and ideas:

Identify common health issues of children:

Demonstrate positive ways to express needs, wants and feelings:

Describe qualities of different cultures in the school and community, and how they contribute to health, safety and personal choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

Explain how the media influences the selection of health information, products and services:

Identify personal health needs:

Recognize common physical health issues of children in same age group (e.g., intentional and unintentional injury, personal hygiene);

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

Understand different emotions;

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

Identify the body's reaction to stressful situations (e.g., fight or flight, increased heart rate); and

Identify where to seek valid health information (e.g., doctor, dentist, nurse, counselor, appropriate adult); and

Demonstrate refusal skills and explain why they are important to enhance health:

List the steps associated with refusal skills and their relationship to the decision-making process.

Identify where to seek valid health information; and

Recognize and describe different feelings and the verbal and non-verbal forms of communication associated with them.

Identify the different changes in body that occur during puberty.

Demonstrate conflict resolution skills.

Explain when to ask for assistance in making health-related decisions and setting health goals:

Understand the importance of taking personal responsibility for actions.

Demonstrate healthy choices 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., avoiding a fight, participating in physical activity, choosing healthier foods from a list of foods, abstinence).

Role play conflict resolution skills; and

Demonstrate non-violent strategies to resolve conflicts:

Recognize common emotional health issues of children in same age group (e.g., effects of bullying, when family member is sick, sadness, domestic violence); and

Demonstrate refusal skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

Describe information and opinions about health issues in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Identify health-promoting products and services (e.g., food choices, community services, physical activity);

Recognize symptoms of illness (e.g., runny nose, coughing, fever, stomach ache, sadness);

Recognize that there are multiple messages about health, based on values and beliefs.

Identify and understand 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, abstinence, personal safety);

Demonstrate 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.

Identify responsible health behaviors:

Utilize correct terminology for the human body; and

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. Students will:

Understand the influences of media and peer pressure on health.

Apply skills to manage stress:

Demonstrate ways to communicate care, consideration and respect of self and others:

Demonstrate conflict mediation and conflict resolution skills.

List places, resources and people in the school and community you can go to for health information (e.g., school nurse, doctor's office, books).

Demonstrate 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, abstinence);

Recognize when someone is telling you to do something that is wrong.

Demonstrate universal precautions in handling unsafe/contaminated products and materials (e.g., blood-borne pathogens);

Compare behaviors that are safe to those that are risky or harmful:

Describe different types of families and how the structure influences 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., vegetarian vs. non-vegetarian, working parents and time for family activities and proper nutrition, smoking parents and second-hand smoke); and

Identify when food is safe to eat (e.g., recognize expiration dates);

Demonstrate responsible health behaviors (e.g., proper personal hygiene, participating in daily physical activity, eating fruits and vegetables, wearing seat belts, abstinence);

Explain the role of safety officials (e.g., police, fire, security, crossing guard); and

Explain how media influences thoughts, feelings and health behaviors:

Describe the purposes for media (e.g., entertain, sell products, promote services);

Identify the goals of media (e.g., sell, entertain); and

Demonstrate the ability to locate school and community health helpers:

Identify ways in which diseases are transmitted or are not transmitted (e.g., HIV, common cold, measles).

Identify the relationship between physical activity and nutrition as related to healthy development; and