Grade 5 Health Vermont standards Standards

Demonstrate non-violent strategies to resolve conflicts.

Demonstrate effective refusal and negotiation skills in dealing with situations involving bullying, harassment, hazing, or other forms of violence.

Demonstrate the ability to ask a trusted adult for help when feeling personally threatened, unsafe, or to report suspected plans for school violence.

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

Identify resources in the school or community that provide valid information and services about safety and injury prevention.

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

Demonstrate the use of positive media strategies, including marketing to promote healthy choices.

Analyze how information from peers influences the escalation or de-escalation of violence.

Differentiate between positive and negative internal (e.g., curiosity, fears) and external (e.g., peers, media, cultural) influences that affect violence.

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

Explain the role of bystanders in escalating, preventing or stopping bullying, fighting, and violence.

Describe bullying, hazing and harassing behaviors.

Describe safety issues related to using the Internet, including cyber-bullying.

Describe the relationship between healthy behaviors and personal health (e.g., ways to reduce risk of injuries from fire, sports, pedestrian and traffic safety, weapons).

Describe how the environment impacts personal health and safety, including hazards related to weather/climate, sun, ice, water, heat.

Describe the characteristics of a safe, healthy, and respectful school and community, including pro-social behaviors (e.g., helping others, being respectful of others, cooperation, consideration) that help prevent violence.

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

Apply school rules and procedures to hypothetical school crisis situations.

Demonstrate ways to avoid or change situations that threaten personal safety (e.g., sexual, abuse, harassment, bullying as a bystander, perpetrator, or victim).

Demonstrate basic first responder first aid (e.g., calling for assistance, controlling bleeding, and abdominal thrusts).

Demonstrate injury prevention and safety strategies for personal health (e.g., proper use of safety gear, safety practices around motorized vehicles, fire safety, home alone, weather/climate-related conditions, potentially violent situations).

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

Violence and Injury Prevention (VIP)

Set a personal health and wellness goal, developing a plan, and making progress toward achieving it.

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

Demonstrate effective ways to express needs, wants and feelings about personal health issues.

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

Identify resources from school and community that provide valid health information and services for individuals, families, and communities.

Identify sources of support for a variety of health issues in the school and community.

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

Demonstrate the use of positive media strategies, including marketing to promote personal health practices.

Analyze advertising techniques used to influence choices on health care products.

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

Describe when it is important to seek health care and the benefits of early detection and treatment of disease.

Describe how the physical environment impacts personal health (e.g., exposure to pollutants, toxins, noise).

Analyze the physical, emotional, mental, and social importance of keeping the body clean through daily health care practices.

Describe the relationship between healthy behaviors and personal health (e.g., practicing good personal hygiene, acknowledging the importance of immunizations, cooperating in regular health screenings).

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

Develop strategies for daily health care practices (e.g., caring for skin, hair, teeth, hygiene).

Describe ways to manage health when affected by disease or disability (e.g., cooperating with parents and health care providers, taking prescription or over-the-counter medicines properly, and correctly interpreting instructions for taking medicine).

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

Personal Health and Wellness (PHW)

Analyze how personal preferences, restrictions, and barriers influence decision related to healthy eating, adequate sleep, and physical activity.

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

Set realistic short and/or long-term goals for healthy eating and exercise and developing plans to achieve them.

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

Demonstrate effective ways to promote and support positive health (e.g., supporting others to choose healthy foods and be physically active).

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

Identify resources that provide valid health information and services (e.g., food labels, MyPyramid, U.S. Dietary Guidelines).

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

Analyze how information from peers, family, and others influences food and physical activity choices.

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

Describe positive health habits for the adolescent (e.g., balanced nutritional intake is necessary to promote healthy growth and development).

Describe the relationship between healthy behaviors and personal health (e.g., calorie intake and the level of physical activity affect body weight, healthy eating enhances a person's ability to be physically active).

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

Develop strategies to balance healthy food, snacks, and water intake along with daily physical activity.

Demonstrate safety strategies for personal health (e.g., food safety, including sanitation and prevention of food borne illness).

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

Nutrition and Physical Activity (NPA)

Analyze how individuals, families and community values influence decisions and problem solving strategies.

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

Set realistic short and long-term goals for stress management, using a goal setting model and developing plans to achieve them.

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

Demonstrate effective listening skills.

Demonstrate effective ways to express needs, wants, and feelings to build, promote and support positive health and relationships, including seeking help and support.

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

Identify resources from school and community that provide valid mental health information and services for individuals, families, and communities.

Identify sources of support in the school and community who can help make decisions and solve problems for oneself or one's friends, including situations when someone is in danger of hurting self or others.

Analyze the importance of accessing help from an adult when it is needed.

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

Describe common stressors and the health effects of stress.

Describe teasing, bullying and harassing behaviors.

Describe how mood changes and strong feelings affect thoughts and behaviors and how to manage.

Describe the characteristics of a safe, healthy and respectful school and community.

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

Demonstrate ways to avoid or change situations that threaten health and safety (e.g., stress, harassment, situations that could lead to trouble or violence).

Identify positive ways to handle emotions, including strong feelings.

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

Mental and Emotional Health (MEH)

Analyze how individuals, families, and community values influence health-related decisions.

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

Identify barriers to effective communication of information, ideas, feelings and opinions about health issues.

Demonstrate effective ways to express needs, wants, and feelings to build, promote and support positive health and relationships, including setting and respecting limits and boundaries.

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

Identify resources that provide valid health information and services for individuals, families, and communities.

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

Analyze how information from peers, families, and media influences health (e.g., body image, sexual identity, personal health practices).

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

Explain the short and long-term consequences of HIV, common STDs and pregnancy.

Describe the effects of change on family roles and responsibilities.

Describe body changes that occur during puberty.

Describe the characteristics of safe, healthy, and respectful relationships.

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

Demonstrate ways to build and maintain positive relationships, friendships, and a sense of belonging.

Identify positive ways to handle the changes and feelings associated with puberty, friends and family relationships.

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

Family, Social and Sexual Health (FSSH)

Analyze the positive and negative choices one can make about using alcohol, tobacco, and other drugs.

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

Set realistic short and/or long-term goals to be alcohol, tobacco, and drug free.

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

Demonstrate verbal and nonverbal communication skills to refuse tobacco, alcohol, inhalant and other drug use.

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

Identify and locating school and community resources to assist with problems related to alcohol and other drug use.

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

Differentiate between internal (e.g., knowledge, attitudes, beliefs) and external (e.g., peers, family, media) influences on health choices related to alcohol, tobacco, and other drugs, including inhalants and other poisons.

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

Describe the relationship between health behaviors and personal health (e.g., health benefits of remaining alcohol, tobacco, and drug free).

Identify effects of alcohol, tobacco, and other drugs, including inhalants, on the body and the effects and consequences of use (e.g., impact of impaired judgment on personal safety, effects on athletic performance, weight management, stress).

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

Demonstrate ways to avoid or change situations involving alcohol or drugs that threaten safety.

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

Alcohol, Tobacco, and Other Drugs (ATOD)