Grade 5 Health North Dakota Standards

Describe changes that occur during puberty (e.g., changes in voice, hair growth, mood swings, sensitivity to peer influence)

Explain the maintenance of human body systems (e.g., skeletal: choose foods high in calcium and vitamin D, be physically active)

Describe how a range of differences between self and peers relate to intellectual, emotional, social, and physical health

Explain the benefits of nutrition and physical activity as they relate to total wellness

Explain situations when it is appropriate to seek health care and explain the importance of early detection (e.g., skin cancer) in the treatment of illness and disease.

Identify basic first aid procedures for common emergencies (e.g., choking, minor burns, bleeding, shock, poisoning)

Identify ways an individual's family, friends, and culture influence personal and community health practices

Describe ways the media can influence an individual's thoughts, feelings, and health behaviors

Identify ways in which technology can influence personal health (e.g., health related web sites, blood pressure cuffs, pedometers)

Describe ways the environment affects personal health (e.g., the importance of clean air, water, and land; the relationship between the sun and skin cancer)

Explain how to develop relationships with family and friends using appropriate communication skills (e.g., I messages and body language)

Describe refusal skills to avoid or reduce health risks (e.g., drugs, tobacco, alcohol, peer pressure)

Apply the basic conflict resolution skills (e.g., stay calm, identify the problem, list ways to settle the problem, agree on how to settle the problem, ask a responsible adult for help)

Develop and implement short term and long term personal goals that enhance health (e.g., nutrition journal, fitness plan)

Describe risky situations that require adult assistance (e.g., strangers, internet, peer pressure)

Describe the factors (e.g., commercials, peers, media) that can influence choices about health care products and services

Describe how to budget time and money for work and leisure activities (e.g., prioritization, work/play)

Describe methods for assisting others in making positive health choices (e.g., offering encouragement, using positive peer pressure)

Identify people and groups who advocate for health (e.g., health and physical education teachers, police officers, nurses, American Cancer Society, local community organizations)

Identify ways to convey accurate health information and ideas to individuals and groups (e.g., setting an example as a role-model, health fairs, posters, school and community presenters)

Body Systems

Students understand the fundamental concepts of growth and development.

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

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

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

Advocating for Health

Interpersonal Communication

Disease and Illness

Personal Health

Access and Use of Health Information, Products, and Services

External Influences on Health

Standard 2: Personal Health

Standard 5: Decision Making and Goal Setting

Standard 1: Growth and Development

Standard 4: Communication Skills

Human Growth and Development

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

Decision Making

Standard 3: External Health Factors

Goal Setting

Safety and Injury Prevention

Health and the Environment

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

Standard 6: Consumer Health

Communicating Health Information

Standard 7: Health Advocacy

Conflict Resolution

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