Nev. Admin. Code § 389.2938

Current through December 12, 2024

Section 389.2938 - Third through fifth grades: Health

Instruction in third grade, fourth grade and fifth grade in health must be designed so that pupils meet the following performance standards by the completion of the fifth grade:

1. Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:

(a) Describe the relationship between behaviors concerning the health of a person and personal health;

(b) Explain the basic structure, function and developmental processes of the systems of the human body, including, without limitation, the human reproductive system in accordance with NRS 389.036;

(c) Describe the physical, emotional and intellectual differences of persons and how those differences affect the well-being of those persons;

(d) Explain the right of a person to feel comfortable and safe;

(e) Recognize the safe personal space of the pupil and the safe personal space of other persons;

(f) Understand the importance of not invading the safe personal space of a person;

(g) Identify the nutrients that are essential to a person's health, the functions served by such nutrients and the role those nutrients have in the promotion of health;

(h) Identify the health-related components of an active lifestyle;

(i) Explain how the use of substances can affect the way a person makes decisions and performs tasks;

(j) Describe methods for preventing injuries and avoiding hazards common to children;

(k) Explain the safety procedures a person can take when confronted with violence or other hazards;

(l) Differentiate between contagious and noncontagious diseases and illnesses and explain ways to prevent and control those diseases and illnesses;

(m) Identify programs that are designed to promote community health, including, without limitation, recycling, proper disposal of garbage and trash, and water conservation; and

(n) Explain the relationship between the environment and:

(1) Positive behaviors concerning the health of a person; and

(2) The prevention of injury, illness, disease and premature death.

2. Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:

(a) Locate resources which provide reliable health information, including, without limitation, resources from home, school and the community;

(b) Describe situations which require services from providers of health care;

(c) Recognize that media and technology can be unsafe; and

(d) Recognize the importance of privacy on the Internet.

3. Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

(a) Demonstrate behaviors that avoid or reduce health risks;

(b) Demonstrate the ability to interpret information regarding nutrition, including, without limitation, food labels;

(c) Engage in behaviors that promote physical activity;

(d) Explain how substances can affect the way people make decisions and perform tasks;

(e) Describe basic procedures in first aid and proper responses to common emergency situations;

(f) Assess situations and practices that are dangerous and situations and practices that are not dangerous; and

(g) Demonstrate personal health care practices that prevent the spread of communicable diseases and chronic diseases.

4. Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

(a) Identify how different sources affect a person's thoughts, feelings and behaviors concerning health;

(b) Discuss nutrition and physical activity habits in diverse cultures;

(c) Describe the influence of sources, including, without limitation, family, peers and information, on the practice and behaviors of a person;

(d) Describe the influence of technology on the health of a person and the person's risk of contracting a disease; and

(e) Analyze how stated and implied messages from the media influence behaviors concerning health.

5. Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

(a) Model types of effective verbal and nonverbal communications;

(b) Discuss ways to communicate with other persons about the stages of growth and development;

(c) Demonstrate refusal and negotiation skills;

(d) Recognize refusal skills when the pupil is confronted with situations that are not healthy for the pupil, including, without limitation, situations involving alcohol, tobacco and other drugs;

(e) Demonstrate nonviolent strategies to manage or resolve conflicts; and

(f) Describe unacceptable and unsafe behavior in a digital environment and how to report a situation that is potentially unsafe.

6. Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Set short-term personal health goals and long-term personal health goals and track the progress of the pupil in achieving those goals;

(b) Implement other personal health goals to enhance the daily health habits of the pupil;

(c) Compare resources available to a pupil in developing personal health goals, including, without limitation, products for oral health, safety precautions while exposed to the sun and food choices; and

(d) Set goals for interpersonal safety when using media and technology.

7. Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

(a) Describe ways to influence and support a person in making positive health choices;

(b) Compare messages regarding consumer and environmental health; and

(c) Differentiate between the behavior demonstrated by:

(1) A bystander who is present at an event or incident but does not take part; and

(2) A person who is present at an event or incident and intervenes appropriately if the person determines such intervention is necessary for the personal health of the person or the health of another person, the family of the person or the community.

8. Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Apply a choice that is healthy when making decisions regarding personal health;

(b) Predict consequences relating to the use and abuse of substances, including, without limitation, the consequences to the person making the decision and to other persons;

(c) Predict consequences relating to decisions regarding behaviors concerning the health of a person;

(d) Analyze when a person needs assistance in making a decision regarding health; and

(e) Explain the hazards and dangers of becoming lost or separated from a parent, guardian or caregiver and how to apply a decision-making process if the pupil becomes lost or separated from a parent, guardian or caregiver.

Nev. Admin. Code § 389.2938

Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009-Substituted in revision for NAC 389.2944; A by R055-17AP, eff. 2/27/2018

NRS 385.080, 385.114, 389.021 and 389.520