Grade 1 Health North Dakota Standards

Compare the diverse patterns of growth (e.g., body size-short/tall, overweight/underweight, baby teeth/permanent teeth) and development among individuals

Explain how to care for the major body parts (e.g., heart, lung, muscles, eyes, and ears)

Explain how healthy behaviors impact personal, emotional, social, and physical health (e.g., following new food pyramid guidelines – better nutrition and healthy weight, physical activity-more energy, sleepenergy and attention span, hygiene-self esteem)

Identify safe behaviors in a range of situations (e.g., fire-stop, drop, and roll, water-life jacket, bike-helmet, good touch/bad touch, technology-use computer with parent supervision)

Identify symptoms of common illnesses/conditions (e.g., cold, flu, diabetes, asthma, allergies)

Explain the importance of regular health check-ups (e.g., dental-healthy teeth and gums, vision-glasses/no glasses, hearing ability to receive information, speech, communicate effectively, wellness checks maintenance of healthy body)

Describe safe behaviors one can use to reduce the risk of injury (e.g., wearing seat belts, using protective equipment such as helmets, obeying pedestrian rules, checking traffic before crossing a road, calling 911, fire safety-stop, drop and roll)

Describe the purpose of safety rules for home, school, and community settings (e.g., school drills, fire and tornado drills, calling 911 for emergencies, water safety rules, technology safety)

Identify the roles of family and community in keeping the environment clean and healthy (e.g., participation in a community recycling project, adopt a highway, second hand smoke)

Describe healthy ways to share feelings and emotions (e.g., happy-laughing, happy-crying, happy-smiling, sad-quiet, sad-crying, sad mad)

Describe characteristics (e.g., being helpful to a family in need, sharing) needed to be a responsible friend and family member

Identify ways to avoid threatening situations (e.g., avoid certain places, don't go alone, walk away)

Set a short-term personal health goal (e.g., daily physical activity, watching less television, eating healthy foods) and describe a plan to achieve it

Describe situations for which it is appropriate to seek assistance in making health and safety-related decisions (e.g., going to school personnel in dealing with a school bully)

Explain from whom (e.g., doctors, nurses, firefighters, police, school counselors, school nurses) and where (e.g., nurse's office, counselor's office, fire station) to seek health-related assistance at school and in the community

Identify ways to encourage peers in making positive healthy choices (e.g., food choices, safety practices, saying no to harmful substances, participation in physical activity)

Standard 7: Health Advocacy

Assistance with Decisions and Goals

Personal Health

Standard 4: Communication Skills

Disease and Illness

Students demonstrate the ability to access, use, and evaluate health-related information, products, and services.

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

Advocating for Health

Students understand the effect of external factors on the health of individuals, families, communities, and the environment.

Students understand concepts related to the promotion of health and the prevention of disease.

Students understand the fundamental concepts of growth and development.

Students demonstrate the ability to use communication skills to enhance health.

Human Growth and Development

Standard 2: Personal Health

Goal Setting

Access and Use of Health Information, Products, and Services

Standard 5: Decision Making and Goal Setting

Standard 1: Growth and Development

Interpersonal Communication

Safety and Injury Prevention

Body Systems

Conflict Resolution

Standard 6: Consumer Health

External Influences on Health

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

Standard 3: External Health Factors