Grade 4 Health Vermont standards Standards

Express intentions to stop bullying as a bystander, perpetrator, or victim.

Use effective communication skills to confront bullying and teasing.

Demonstrate basic conflict resolution techniques.

Use appropriate communication (e.g., refusal skills, asking for help, "I" messages) and listening skills to enhance health and safety for self and others.

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

Identify characteristics of valid health information and services that promote health and safety.

Identify safe people and places to go if feeling unsafe or threatened (e.g., police, fire department, school counselor).

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

Analyze how advertising and media influences the initiation of risky behaviors.

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

Explain the difference between bullying and teasing.

Describe characteristics of safe and unsafe places, including being home alone and using the Internet.

Compare behaviors that are safe to those that are risky or harmful (e.g., bicycle and other sport activities, riding in vehicles, handling weapons, fire, appropriate/inappropriate touch).

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

Demonstrate basic first aid procedures.

Demonstrate how to call 911 or other emergency numbers and provide appropriate information.

Explain what to do if you or someone else is being teased or bullied.

Demonstrate strategies to get away and get help in situations involving inappropriate touch or personal safety.

Apply strategies to stay safe when home alone or using the Internet.

Apply strategies to stay safe around traffic, water, fire, weapons or other safety hazards.

Identify protective behaviors and strategies to avoid/manage unhealthy or dangerous situations (e.g., seat belts, protective equipment, adverse weather conditions, and rules).

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

Violence and Injury Prevention (VIP)

Demonstrate ways to locate school and community resources that provide health services to individuals and families (e.g., HMOs, clinics, substance abuse treatment centers).

Identify characteristics of valid health information and health-promoting products and services.

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

Describe the basic structure, functions and care of the human body systems (e.g., how they are interrelated, how they fight disease).

Explain how childhood illness can be prevented and treated, including common health problems that should be detected and treated early.

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

Describe strategies to improve or maintain personal health and well-being (e.g., daily hygiene practices, sun protection, dental health, sleep).

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

Personal Health and Wellness (PHW)

Demonstrate the ability to apply the decision-making process to health issues (e.g., using information on food labels to make decisions about food, creating balanced meals using the MyPyramid).

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

Identify factors and resources to assist in achieving a personal health goal (e.g., being active before, during and after the school day).

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

Demonstrate how to ask for nutritious foods.

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

Use the nutrition information on food labels to compare products.

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

Analyze how family, school and media influence eating habits and physical activity choices.

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

Explain the importance of a safe environment and the use of protective equipment for physical activity and sports.

Describe strategies to improve or maintain personal health (e.g., choosing a variety of ways to be physically active).

Identify major nutrients supplied by food groups necessary for growth and maintenance.

Identify and classify foods, including recommended amounts to eat according to MyPyramid.

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

Identify strategies for engaging in physical activity each day a minimum of 40 minutes.

Compare behaviors that are safe to those that are risky or harmful (e.g., the use of protective equipment for physical activity and sports).

Identify protective behaviors and strategies to avoid unhealthy situations (e.g., preparing and storing food in a safe and sanitary way).

Choose a variety of healthy foods in appropriate portions.

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

Nutrition and Physical Activity (NPA)

Demonstrate the ability to apply the decision-making process to health issues and problems.

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

Apply mediation and conflict resolution skills.

Demonstrate the ability to use listening skills to support others and understand their feelings.

Use appropriate communication skills to express emotions and appreciation for self and others.

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

Identify individuals who can provide support and help solve problems.

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

Analyze ways that peers and family influence feelings, behavior and well-being.

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

Describe the effects of teasing and bullying on others.

Describe the characteristics of positive role models.

Identify personal strengths and assets.

Identify stressors and the affects on how the body works.

Identify indicators or characteristics of mental and emotional health during childhood.

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

Demonstrate ways to show care, consideration and respect for self and others, including how to help others and acceptance of differences.

Identify positive strategies to reduce stress and manage strong feelings.

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

Mental and Emotional Health (MEH)

Apply the decision-making process to health issues and problems with friends or others.

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

Identify communication skills to build and maintain healthy relationships.

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

Describe how to seek adult advice and help about personal health issues.

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

Analyze how friends, older students, family member and others influence behaviors.

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

Describe physical and emotional changes that occur during puberty.

Identify basic male and female reproductive body parts and their functions.

Identify ways family and friend help meet physical, emotional, and social health.

Explain the benefits of positive friendships and family relationships.

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

Demonstrate ways to show care consideration, and respect for self and others.

Describe how to be a responsible friend and family member.

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

Family, Social and Sexual Health (FSSH)

Evaluate decisions and the impact on their health (e.g., how decisions to use tobacco or alcohol can impact relationships with family and friends).

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

Demonstrate the ability to influence and support others in making positive health choices.

Demonstrate appropriate communication skills (e.g., verbal and nonverbal ways to refuse alcohol and tobacco).

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

Explain how family and peers can influence choices about using alcohol and other drugs.

Analyze how advertising and marketing attempts to influence initiation of alcohol, tobacco, and drug behaviors.

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

Describe the benefits of not using alcohol and tobacco and the problems associated with their use, including addiction.

Describe the short and long-term effects of using tobacco and alcohol and being exposed to tobacco smoke.

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

Identify rules for safe use of medicines at home and school.

Describe strategies 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)