La. Admin. Code tit. 28 § LIX-511

Current through Register Vol. 47, No. 12, December 20, 2021
Section LIX-511 - Grade 4 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-explain relationships among physical, emotional and social health.
a. 1-E-1.1 -describe the interrelationship of, emotional, social, and physical health during childhood.
2. Benchmark 1-E-2 -demonstrate the relationship between healthy behaviors and personal health.
a. 1-E-2.1-analyze the differences between healthy and unhealthy personal behaviors.
b. 1-E-2.2-explore the importance of drinking water and eating fiber to maintain a healthy digestive system.
c. 1-E-2.3-identify the relationship of calcium rich foods, vitamin D, and weight-bearing physical activity to strong bones.
d. 1-E-2.4-identify nutrient-dense foods and high calorie foods.
3. Benchmark 1-E-3 -describe ways to prevent common childhood injuries and health problems.
a. 1-E-3.1-identify health problems or injuries that can be prevented or treated early.
b. 1-E-3.2-explain how injuries and health problems can be prevented or treated.
c. 1-E-3.3-recognize how risky behaviors are related to childhood injuries and health problems.
4. Benchmark 1-E-4 -describe ways in which a safe and healthy school and community environment can promote personal health.
a. 1-E-4.1-list ways to promote safe routes to school (e.g., sidewalks, crossing guards).
b. 1-E-4.2-explain the importance of healthy food choices at school and at home.
5. Benchmark 1-E-5 -identify when it is important to seek health care.
a. 1-E-5.1-describe how communicable and non-communicable diseases (e.g., HIV/AIDS, diabetes, cancer, heart disease) impact the overall health of the community.
b. 1-E-5.2-identify when it is important to seek health care for communicable and non-communicable diseases.
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 the influence of culture on health practices and behaviors.
a. 2-E-1.1-discuss different cultural traditions in the community and how they relate to health.
b. 2-E-1.2-identify the impact of cultural influences on the community's health practices and behaviors.
c. 2-E-1.3-recognize that citizens of other countries that may not have access to quality health care.
2. Benchmark 2-E-2-describe how the family influences personal health practices and behaviors.
a. 2-E-2.1-list the impact that families have on one's personal health (e.g., tobacco use, alcohol use, overeating).
b. 2-E-2.2-identify family barriers one may face in making healthy choices.
3. Benchmark 2-E-3-identify how peers can influence healthy and unhealthy behaviors.
a. 2-E-3.1-identify ways to avoid negative peer pressure and practice positive health behaviors.
b. 2-E-3.2-model positive peer leadership skills that lead to good health behaviors.
4. Benchmark 2-E-4-describe how the school and community can support personal health practices and behaviors.
a. 2-E-4.1-identify school and community support groups (e.g., peer leadership teams, Boy/Girl Scouts).
b. 2-E-4.2-list how support groups influence one's personal health practices and behaviors.
5. Benchmark 2-E-5-explain how media influence thoughts, feeling, and health behaviors.
a. 2-E-5.1-list strategies to create a media PSA that impacts making positive health choices.
b. 2-E-5.2-identify the negative impact media may have on personal health choices.
6. Benchmark 2-E-6-discuss ways that technology can influence personal health.
a. 2-E-6.1-identify the positive and negative impacts that technology can have on making health choices.
b. 2-E-6.2-list ways that technology can be used to influence positive health choices.
C. Standard 3. Students will demonstrate the ability to access valid information and products and services to enhance health.
1. Benchmark 3-E-1-identify characteristics of valid health information, products, and services.
a. 3-E-1.1 -identify valid sources of health information.
b. 3-E-1.2-list the importance in securing correct health information as it relates to personal health.
c. 3-E-1.3-define health "misinformation."
2. Benchmark 3-E-2 -locate resources from home, school, and community that provide health information.
a. 3-E-2.1 -identify ways to best utilize those resources identified in the home, school, and the community.
b. 3-E-2.2-identify key concepts of nutrition food labels.
c. 3-E-2.3-determine sugar and fat content of selected foods and beverages.
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 -compare effective verbal and non-verbal communication skills to enhance health.
a. 4-E-1.1-identify verbal and nonverbal communication skills that can be used to positively influence others in situations that impact health.
2. Benchmark 4-E-2 -emonstrate refusal skills to avoid or reduce health risks.
a. 4-E-2.1-explain how to apply refusal skills to a health risk situation.
b. 4-E-2.2-demonstrate through role play how using good refusal skills can avoid or reduce risky health behaviors.
3. Benchmark 4-E-3 -adopt non-violent strategies to manage or resolve conflict.
a. 4-E-3.1-demonstrate through role play effective conflict resolution strategies.
b. 4-E-3.2-discuss strategies to prevent bullying.
4. Benchmark 4-E-4: Demonstrate how to ask for assistance to enhance personal health.
a. 4-E-4.1-identify situations where personal health assistance may be required.
b. 4-E-4.2-demonstrate how to seek personal health assistance from a trusted adult.
E. Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.
1. Benchmark 5-E-1 -illustrate the outcomes of a health-related decision.
a. 5-E-1.1-list the potential short-term and long-term outcomes that can occur when making a health-related decision.
b. 5-E-1.2-choose a healthy option when making a decision.
c. 5-E-1.3-use MyPyramid to evaluate daily food choices in meeting nutrition requirements.
F. Standard 6. Students will demonstrate the ability to use goal-setting skills to enhance health.
1. Benchmark6-E-1 -define and discuss a personal health goal.
a. 6-E-1.1-identify resources to assist in achieving a personal health goal.
b. 6-E-1.2-monitor personal progress toward goals that address healthy eating and physical activity.
G. Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
1. Benchmarks 7-E-1 -examine personal health behaviors.
a. 7-E-1.1-discuss how healthy and unhealthy habits influence our health.
b. 7-E-1.2-demonstrate a positive health behavior.
c. 7-E-1.3-develop a daily log of individual caloric intake and energy expenditure.
2. Benchmark 7-E-2 -demonstrate a variety of healthy practices and behaviors to maintain or improve personal health.
a. 7-E-2.1-list barriers that may delay or impede an individual from making good personal health choices.
b. 7-E-2.2-based upon current research-based guidelines, select healthy snacks.
3. Benchmark 7-E-3 -demonstrate a variety of behaviors that avoid or reduce health risks.
a. 7-E-3.1-journal about individual behaviors that avoid or reduce health risks.
H. Standard 8. Students will demonstrate the ability to advocate for personal, family, and community health.
1. Benchmarks 8-E-1 -identify and describe community and school health service providers and their function.
a. 8-E-1.1 -list the importance of having school health providers.
b. 8-E-1.2 -identify barriers to accessing community and school health providers.
2. Benchmark 8-E-2 -encourage others to make positive health choices
a. 8-E-2.1-discuss the impact, on others, of not making positive health choices.

La. Admin. Code tit. 28, § LIX-511

Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 37:2107 (July 2011).
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.