Madison Metropolitan School District
Content Standards and Grade Level Performance Standards
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Students in Madison will understand and use concepts related to personal health promotion and disease prevention.
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By the end of grade Four, students will:
- Identify positive mental, emotional, social, and physical factors that influence health.
- Describe how family, school, and community environments influence personal health.
- Identify ways to be healthy during childhood.
- Explain how childhood diseases and injuries can be prevented or treated.
- Describe the basic structure and functions of the human body systems.
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Students will understand and be able to:
Show proper personal hygiene skills (e.g. brushing teeth and hand washing).
Demonstrate safety procedures (e.g. street crossing and fire drills).
Describe physical activities students do outside of school that enhance one's health.
Identify household poisons, drugs, and medicines and avoid unsupervised use.
Choose healthy snacks.
Label emotions (e.g. happy, sad, angry).
These Grade Level Performance Standards are
listed in a developmental sequence. However, because each school
is organized in a slightly different manner, a specific grade
level standard may not be addressed at the grade indicated, but
will be addressed within the three year time span.
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Students will understand and be able to:
Explain the effects on the body of healthful and less healthful foods.
List ways to keep germs out of one's body.
Identify the need for medical checkups and other health-care procedures.
Identify escape routes at home and school.
Follow safety rules for taking medicine.
Identify the dangers of playing with syringes and contact with body fluids.
These Grade Level Performance Standards are
listed in a developmental sequence. However, because each school
is organized in a slightly different manner, a specific grade
level standard may not be addressed at the grade indicated, but
will be addressed within the three year time span.
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Students will understand and be able to:
Identify the functions of different external body parts.
Demonstrate proper food handling techniques (e.g. washing apples, washing hands, using clean utensils.
Demonstrate knowledge of appropriate safety skills and equipment for recreation practices (e.g. bike riding, rollerblading, skateboarding.)
Identify symptoms of poisoning and how to get help.
Explain the importance of good dental care and how to demonstrate good dental hygiene.
These Grade Level Performance Standards are
listed in a developmental sequence. However, because each school
is organized in a slightly different manner, a specific grade
level standard may not be addressed at the grade indicated, but
will be addressed within the three year time span.
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Students will understand and be able to:
List ways to prevent the spread of germs at home.
Describe the basic emotions.
List healthy and unhealthy behaviors of adults in the community.
Describe the major parts and functions of the digestive system.
Describe the food pyramid and its value to personal health, understanding that food provides energy and nutrients for growth and development.
Identify and describe the major functions of the sensory organs (e.g. eyes, ears, nose, tongue, skin).
Explain how the heart, which is a muscle, is strengthened by exercises.
These Grade Level Performance Standards are
listed in a developmental sequence. However, because each school
is organized in a slightly different manner, a specific grade
level standard may not be addressed at the grade indicated, but
will be addressed within the three year time span.
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Students will understand and be able to:
Discuss why cleanliness and grooming are important to health and how they aid in developing a good self concept.
Describe how people have a variety of feelings and ways of expressing those feelings.
Identify responsible health behaviors to avoid the spread of contagious diseases.
Identify health problems which are common in his/her school setting.
List ways to reduce the probability of contacting a cold.
Describe the major parts of the muscular and skeleton systems of the human body.
Describe the harmful effects of too much sun exposure and what steps can be used to reduce exposure.
These Grade Level Performance Standards are
listed in a developmental sequence. However, because each school
is organized in a slightly different manner, a specific grade
level standard may not be addressed at the grade indicated, but
will be addressed within the three year time span.
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By the end of grade Eight, students will:
- Describe the interrelationship of mental, emotional, social, and physical health during adolescence.
- Analyze how environments and personal health are interrelated.
- Describe ways to enhance health and reduce risks during adolescence.
- Describe how lifestyle, family history, and other risk factors are related to the cause or prevention of disease and other health problems.
- Explain how health is influenced by the interaction of body systems.
- Describe how family and peers influence the personal health of adolescents.
- Explain the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death.
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Students will understand and be able to:
Discuss physical, social and emotional changes which occur during adolescence.
Describe the relationship between nutrition and adult risk factors in relation to family health history.
Explain potential situations of personal dangers and know how to react appropriately.
Describe different organisms that cause disease (e.g. virus, bacteria and fungus).
Explain the basic physiology and functions of the male and female reproductive systems.
Describe the major parts and functions of the circulating and respiratory systems.
Identify local poisonous plants and describe precautions and treatment for exposure.
Explain how insects and animals can transmit disease and what precautions can be practiced
These Grade Level Performance Standards are
listed in a developmental sequence. However, because each school
is organized in a slightly different manner, a specific grade
level standard may not be addressed at the grade indicated, but
will be addressed within the three year time span.
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Students will understand and be able to:
Describe the USDA food pyramid, including number and size of servings and basic nutrients needed for an adolescent male/female on a daily basis.
Identify the negative effects of alcohol, drugs, and tobacco.
Identify strategies for the prevention of HIV.
Describe the major parts and functions of the nervous system.
Describe the various harmful pathogens and pollutants that are found in local waterways.
These Grade Level Performance Standards are
listed in a developmental sequence. However, because each school
is organized in a slightly different manner, a specific grade
level standard may not be addressed at the grade indicated, but
will be addressed within the three year time span.
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Students will understand and be able to:
Identify behaviors that contribute to wellness.
Clarify values used in personal decision making.
These Grade Level Performance Standards are
listed in a developmental sequence. However, because each school
is organized in a slightly different manner, a specific grade
level standard may not be addressed at the grade indicated, but
will be addressed within the three year time span.
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Students will understand and be able to:
Apply nutritional concepts to food choices and disease prevention.
Determine the risk factors leading to teen pregnancy, HIV and AIDS, and other sexually transmitted infections.
Explain why personal safety is everyone's responsibility and describe their personal role.
These Grade Level Performance Standards are
listed in a developmental sequence. However, because each school
is organized in a slightly different manner, a specific grade
level standard may not be addressed at the grade indicated, but
will be addressed within the three year time span.
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By the end of grade Twelve, students will:
- Describe the interrelationships of mental, emotional, social, and physical health throughout adulthood.
- Analyze how the environment influences the health of the community.
- Describe how to enhance health and reduce risks throughout life.
- Analyze how the prevention and control of health problems are influenced by education, research, and advances in all health-care fields.
- Explain the impact of personal health behaviors on the functioning of body systems.
- Analyze how the family, peers, and community influence the health of individuals.
- Analyze how behavior can impact health maintenance and disease and injury prevention.
- Analyze how public health and social policies, along with government regulations, influence health promotion and disease prevention.
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Students will understand and be able to:
Discriminate between positive and potentially adverse affect(s) of the environment on physical and social health.
Assess all realms of personal health to determine strategies for health enhancement and risk reduction in adulthood related to health threatening areas.
Analyze how public health and social policies, along with government regulations, influence health promotion and disease prevention.
These Grade Level Performance Standards are
listed in a developmental sequence. However, because each school
is organized in a slightly different manner, a specific grade
level standard may not be addressed at the grade indicated, but
will be addressed within the three year time span.
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Other Health Education Pages:
http://www.madison.k12.wi.us
Last Updated: 1999-02-04
URL: http://www.madison.k12.wi.us/tnl/health01.htm
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