Grade 1 Health Vermont standards Standards

Demonstrate what to say and do when witnessing bullying or other potentially violent situations.

Demonstrate ways to refuse or report inappropriate touch.

Demonstrate verbal and nonverbal ways to ask trusted adults for help, including how to report unsafe, scary, or hurtful situations in the home, school or community.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Identify trusted individuals in the home, school, and community who can provide help with safety issues.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Explain the difference between tattling and reporting bullying or aggression.

Describe routines to follow in emergency situations (e.g., fire, lockdown drills, calling 911).

Distinguish between appropriate and inappropriate touch.

Identify safe behaviors around strangers (e.g., not getting in cars or taking treats from strangers).

Identify safety hazards that may exist in home/school (e.g., medicines, household products, unknown substances) and potentially dangerous objects/weapons (e.g., matches, broken glass, knives, guns).

Identify safety practices for home and school (e.g., rules for pedestrian and traffic safety, fire, weather, water, recreation safety).

Differentiate between safe and risky behaviors.

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Demonstrate basic first aid and how to call 911 to get help in emergencies.

Apply strategies to avoid or get away from situations that threaten personal safety.

Describe dangerous and risky situations that need to be reported to an adult.

Demonstrate the ability to apply rules and actions to use in a situation when weapons or dangerous objects may be present.

Demonstrate safety skills for a variety of situations, including safe pedestrian behaviors, fire or other emergency, use of safety/protective gear in recreation, precautions around water and dangerous objects/weapons.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Violence and Injury Prevention (VIP)

Use effective communication skills to encourage others to make positive choices for personal health and wellness.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Identify community health service providers (e.g., dentists, nurses, physicians, paramedics, who can provide help with personal health issues).

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Recognize the signs and symptoms of common illnesses (e.g., fever, rashes, coughs, congestion, wheezing).

Identify basic personal hygiene habits required to maintain health (e.g., caring for teeth, gums, eyes, ears, nails).

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Demonstrate the skills to promote health and reduce the spread of germs (e.g., proper hand washing, proper tooth brushing techniques).

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Personal Health and Wellness (PHW)

Explain when assistance is needed in making health-related decisions (e.g., family members and other adults help students make healthy food choices).

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Set a short-term personal health goal for healthy eating and physical activity.

Goal Setting - Students will demonstrate the ability to set personal goals to enhance health.

Demonstrate appropriate communication skills when asking adults/caretakers to offer healthy foods and time for physical activity.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Explain how culture, media, peers, family and other factors influence eating behaviors and physical activity.

Analyzing Influences - Students will show understanding of how culture, media, peers, family, and other factors influence healthy behaviors.

Identify a variety of ways to be physically active and raise heart rate.

Identify a variety of nutritious food choices.

Explain the importance of eating a variety of nutrient-rich foods.

Identify habits that are healthy and reduce the risk of disease (e.g., healthy food choices, regular physical activity, drinking water, adequate sleep and rest).

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Identify a variety of physical activities that are personally enjoyable.

Create a list of foods that should be limited.

Select a variety of foods that can be eaten for healthy snacks.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Nutrition and Physical Activity (NPA)

Predict outcomes of positive health decisions.

Explain when assistance is needed in making health-related decisions.

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Demonstrate ways to communicate care, consideration, and respect for self and others (e.g., making friends, giving and receiving compliments).

Use effective verbal and nonverbal communication skills to express ideas, needs, wants, and feelings.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Identify trusted individuals in the home, school, and community who can provide help with troublesome feelings and solving problems.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Describe a variety of feelings and the importance of expressing them in appropriate ways.

Describe what respect is and why it is important.

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Demonstrate ways to show respect for feelings, rights, and property of others.

Apply effective ways to handle emotions (e.g., fear, anger, happiness, sadness, frustration).

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Mental and Emotional Health (MEH)

Identify people who can help make decisions and solve problems.

Explain when assistance is needed in making health-related decisions (e.g., tattling vs. getting help).

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Demonstrate ways to communicate care, consideration, and respect of self and others.

Use effective verbal and nonverbal communication skills to express ideas, needs, wants, and feelings (e.g., making friends; giving and accepting compliments or statements of appreciation).

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Identify trusted individuals in the home, school, and community, who can provide help with health issues.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Identify ways to show respect for diversity (e.g., individual differences, diverse family structures).

Identify the stages of the life cycle from infancy to old age.

Identify the roles and responsibilities of family members.

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Demonstrate healthy ways to cope with change that may occur in families (e.g., pregnancy, birth, marriage, divorce, relocation, death).

Describe ways to be responsible in school and at home, as a family member, classmate or friend.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Family, Social and Sexual Health (FSSH)

Express information and opinions to encourage others to make positive health choices to be alcohol and tobacco free.

Use effective verbal and nonverbal communication skills to express needs, wants, and feelings (e.g., asking for help, saying no).

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Identify trusted individuals in the home, school, and community who can provide help and/or accurate information about medicines, tobacco, alcohol or other unknown substances.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Identify household products that are harmful if touched, ingested or inhaled.

Identify habits that affect health (e.g., impact of tobacco on their health, both using tobacco and being exposed to second-hand smoke).

Explain that tobacco comes in a variety of forms and contains harmful chemicals including nicotine that is harmful to health and addictive.

Identify healthy behaviors and choices (e.g., rules for safe use of medicines at home and school).

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Demonstrate strategies to stay safe around medicines, drugs, and unknown substances, including how to avoid exposure to second-hand smoke.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Alcohol, Tobacco, and Other Drugs (ATOD)