La. Admin. Code tit. 28 § LIX-503

Current through Register Vol. 47, No. 12, December 20, 2021
Section LIX-503 - Kindergarten Grade-Level Expectations
A. Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1. Benchmark 1-E-1-identify that healthy behaviors affect personal health.
a. 1-E-1.1-identify major body parts (e.g., stomach, ears, eyes).
b. 1-E-1.2-list personal health behaviors (e.g., hand washing, teeth brushing).
c. 1-E-1.3-name a variety of healthy foods.
d. 1-E-1.4-explain why a variety of foods are necessary for good health.
e. 1-E-1.5-describe why a healthy breakfast is important.
f. 1-E-1.6-identify healthy snacks and beverages.
g. 1-E-1.7-list ways to be physically active.
h. 1-E-1.8-explain the importance of sleep in rest.
2. Benchmark 1-E-2-recognize that there are multiple dimensions of health (social, emotional, and physical).
a. 1-E-2.1-describe one's own physical characteristics.
b. 1-E-2.2-review similarities and differences between self and others.
c. 1-E-2.3-state characteristics that make each individual unique.
d. 1-E-2.4-identify a variety of emotions (e.g., angry vs. sad, happy vs. excited).
e. 1-E-2.5-identify appropriate ways to express emotion.
3. Benchmark 1-E-3-identify the prevention and treatment of communicable and non-communicable diseases.
a. 1-E-3.1-list common illnesses and diseases (e.g., colds, flu, lice and asthma).
b. 1-E-3.2-practice ways to prevent diseases and other health problems.
c. 1-E-3.3-describe germs and why they can be harmful.
d. 1-E-3.4-review effective dental and personal hygiene practices.
e. 1-E-3.5-explain why medicines are used for illnesses and diseases such as asthma.
f. 1-E-3.6-recognize that medicines should only be taken with adult supervision.
4. Benchmark 1-E-4-identify risk behaviors and ways to avoid and reduce them.
a. 1-E-4.1-describe how to get on and off a school bus safely.
b. 1-E-4.2-explain how rules at home and school can help keep one safe.
c. 1-E-4.3-identify ways injuries can be prevented (e.g., seatbelt, playground, street, and water).
d. 1-E-4.4-distinguish between appropriate and inappropriate touch.
B. Standard 2. Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.
1. Benchmark 2-E-1-identify how family and culture influence personal health practices and behaviors.
a. 2-E-1.1-state roles and responsibilities of family members.
b. 2-E-1.2-list ways family can help promote well-being.
2. Benchmark 2-E-2-describe how peers influence personal health behaviors.
a. 2-E-2.1-review that everyone has unique talents and interests they can share.
b. 2-E-2.2-identify how friends can affect health behaviors.
c. 2-E-2.3-state how schools promote good health.
d. 2-E-2.4-discuss the importance of respect and getting along with others.
3. Benchmark 2-E-3-explain how media influence thoughts, feelings and health behaviors.
a. 2-E-3.1-list examples of media (e.g., television, radio, internet, signs/billboards, advertisements).
b. 2-E-3.2-recognize that not all products advertised or sold are healthy choices.
C. Standard 3. Students will demonstrate the ability to access valid information, products and services to enhance health.
1. Benchmark 3-E-1-identify sources of valid health information.
a. 3-E-1.1-identify characteristics of a trusted adult at home, school or in the community.
b. 3-E-1.2-list trusted adults who can help in an emergency situation.
2. Benchmark 3-E-2-demonstrate the ability to locate resources for health-promoting products and services.
a. 3-E-2.1-identify people who are sources of valid health information and health-promoting products and services (e.g., trusted adults, doctor, police, teacher).
b. 3-E-2.2-discuss how to get help from trusted adults in a health emergency (e.g., dial 911, firefighters, police, teachers, family).
3. Benchmark 3-E-3-explain how media influence the selection of health information, products and services.
a. 3-E-3.1-recognize how television programs, websites and magazines/books influence one's health choices.
D. Standard 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
1. Benchmark 4-E-1-use effective communication skills.
a. 4-E-1.1-speak clearly and directly to express needs and emotions.
b. 4-E-1.2-review verbal and non-verbal forms of communication.
c. 4-E-1.3-use active listening skills in everyday situations.
d. 4-E-1.4-recognize that others have needs and feelings.
2. Benchmark 4-E-2-demonstrate healthy ways to communicate needs, wants and feelings through verbal and non-verbal communication.
a. 4-E-2.1-use effective communication (I messages) to communicate emotions and needs.
b. 4-E-2.2-use words to identify emotions and communicate needs.
c. 4-E-2.3-describe and practice situations when it is appropriate to use "please," "thank you," "excuse me," and "I'm sorry."
d. 4-E-2.4-tell when to seek help from a trusted adult (e.g., fire, if threatened, crossing the street).
E. Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.
1. Benchmark 5-E-1-discuss the steps of effective decision-making.
a. 5-E-1.1-discuss how to make healthy decisions (choices).
b. 5-E-1.2-demonstrate making simple decisions (choices).
2. Benchmark 5-E-2-identify situations when a health-related decision is needed.
a. 5-E-2.1-recognize choices or decisions that could affect one's health.
b. 5-E-2.2-list a range of choices that could affect one's health (e.g., healthy foods; grow strong, taking medicines; get well, going to bed on time; feel good in the morning).
3. Benchmark 5-E-3-apply a decision-making process to address personal health issues and problems.
a. 5-E-3.1-distinguish between decisions that can be made on one's own and decisions that require the help of a trusted adult.
4. Benchmark 5-E-4-demonstrate refusal skills to enhance health.
a. 5-E-4.1-recognize that other people can influence choices.
b. 5-E-4.2-review that it is all right to say no to choices that are unsafe or unhealthy.
F. Standard 6. Students will demonstrate the ability to use goal setting skills to enhance health.
1. Benchmark 6-E-1 -use goal setting to enhance health.
a. 6-E-1.1-describe what a goal is.
b. 6-E-1.2-list healthy goals (e.g., to eat more fruit and veggies, to exercise daily, to brush teeth, to wash hands).
c. 6-E-1.3-identify ways that parents and trusted adults can help meet a goal.
2. Benchmark 6-E-2 -establish personal health goals and track progress towards achievement.
a. 6-E-2.1-create and work toward a simple health enhancing goal (choose healthy snacks daily, to exercise daily, to play safely and remain injury free on playground).
G. Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
1. Benchmark 7-E-1-demonstrate healthy practices and behaviors to maintain or improve personal health.
a. 7-E-1.1-identify healthy practices in one's daily routine (e.g., nutrition, fitness, safety, conflict resolution).
b. 7-E-1.2-illustrate how healthful behavior choices can help maintain health.
2. Benchmark 7-E-2-demonstrate behaviors that avoid or reduce health risks.
a. 7-E-2.1-describe how following rules can help keep one safe.
b. 7-E-2.2-practice using effective communication skills to avoid or reduce health risks.
H. Standard 8. Students will demonstrate the ability to advocate for personal, family and community health.
1. Benchmark 8-E-1-define advocacy.
a. 8-E-1.1-review examples of advocacy.
b. 8-E-1.2-tell others how to be healthy.
2. Benchmark 8-E-2-demonstrate the ability to communicate information that promotes positive health choices.
a. 8-E-2.1-practice making healthy choices.
3. Benchmark 8-E-3-encourage peers and family to make positive health choices.
a. 8-E-3.1-identify ways to encourage others to make positive health choices.
b. 8-E-3.2-describe positive ways to show care, consideration and concern for others.

La. Admin. Code tit. 28, § LIX-503

Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 37:2100 (July 2011).
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.