Kindergarten Health New Mexico Standards

Demonstrate ways to avoid and reduce threatening situations:

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

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

Explain how media influences thoughts, feelings and health behaviors:

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

Identify actions to help friends make healthy decisions.

List positive health choices.

List what personal health goals are appropriate for your age (e.g., wash hands, wear seat belts).

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

Recognize that media messages may be misleading;

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

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

Identify personal health needs:

Recognize the influences of media and peer pressure on health.

Distinguish between verbal and non-verbal communication:

List safe and unsafe situations.

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

Demonstrate the ability to locate school and community health helpers:

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

List safety rules; and

Identify appropriate adults to talk to regarding health and safety issues; and

List the purposes for technology (e.g., convenience, entertainment, selling products, promoting services); and

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

List characteristics of behaviors that are healthy; and

Describe the importance of taking personal responsibility for actions.

List steps in the decision-making process.

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

Understand that people communicate in different ways; and

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

Identify substances that are unsafe to touch (e.g., blood, bleach, needles); and

Be able to express feelings to others (e.g., when they are sick, feel unsafe).

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).

Practice safety rules at home, in school and in the community.

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

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

List trusted adults to go to when faced with a dangerous situation.

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

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

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

Demonstrate strategies to improve or maintain personal health:

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

Express information and opinions about health issues:

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

Identify personal safety rules (e.g., don't push others, playground safety, don't go with strangers).

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);

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

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

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

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);

Demonstrate positive ways to express needs, wants and feelings:

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

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

List the differences between negative and positive behaviors; and

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

List similarities and differences in cultures within the community; and

Understand how media influences feelings and thoughts.

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

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

Recognize the importance of hygiene (e.g., washing hands to avoid colds); and

Understand that technology affects how we live.

Practice stress management skills (e.g., daily physical activity, singing, being read to).

Develop injury prevention and management strategies for personal health:

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

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

Explain how information from school and family influences health:

Recognize different emotions;

List non-violent strategies to resolve conflict;

Recall own address and phone number; identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult); and

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

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

List different forms of media (e.g., television, newspaper, magazines, radio);

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

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

List situations that cause conflict;

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

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

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).

Identify appropriate adults to go to for health issues (e.g., who is a safe adult to go to when you are being bullied).

Demonstrate non-violent strategies to resolve conflicts:

Recognize safety officials (e.g., police, fire, security, crossing guard); and

List ways to convey accurate health information and ideas (e.g., storytelling, talking to a health professional).

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

Recognize unsafe environments/situations.

Differentiate between negative and positive behaviors used in conflict situations:

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

Understand that not all media messages are true; and

Identify where to go when you don't feel good (e.g., parent, teacher, school nurse);

List consequences of actions (e.g., wearing a seat belt will help avoid injuries if in a car accident).

List positive health choices and activities that promote health and help prevent diseases.

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

List situations that cause conflict.

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

Predict outcomes of positive health decisions:

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

Identify symptoms of illness (e.g., runny nose, coughing, fever, stomachache, sadness);

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.

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

Understand the importance of letting people speak without interruption;

Demonstrate the ability to use "I" statements.

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

Identify how to express feelings in a positive way.

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

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

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

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

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

Recognize the behaviors that could affect other people (e.g., smoking, drinking, physical activity, nutrition);

Apply skills to manage stress:

Describe how stress and emotions affect the body systems; and

Utilize correct terminology for the human body.

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

Describe the differences between verbal and non-verbal communication;

Set a personal health goal and track progress toward achievement:

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

List responsible health behaviors (e.g., washing hands, brushing teeth, exercise);

Identify responsible health behaviors:

Describe ways technology can influence personal health:

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

Identify common health issues of children:

List situations that may be dangerous; and

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