Madison Metropolitan School District
Content Standards and Grade Level Performance Standards
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Students in Madison will practice health-enhancing behaviors to reduce health risks.
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By the end of grade Four, students will:
- Identify responsible health behaviors.
- Identify personal health needs.
- Compare the relative risk of various behaviors.
- Demonstrate strategies to improve or maintain personal health.
- Develop and practice injury prevention and management strategies for personal health.
- Demonstrate ways to avoid and reduce threatening situations.
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Students will understand and be able to:
Identify emotional feelings (e.g. anger, happy, sad).
Demonstrate proper clothing to wear for various weather conditions.
Describe rules to follow when motor vehicles are present.
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:
Choose and verbalize proper use of safety equipment for different activities (e.g. rollerblading).
Differentiate between healthy and unhealthy ways to act on feelings.
Identify personal activities that can keep the home, school and neighborhood pollution free.
Identify and follow safety rules (e.g. playground, water, electrical).
Demonstrate how to perform basic self care/safety procedures (e.g. fire/weather drill, bus and auto safety skills).
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 behaviors and habits which may be dangerous at home, on the playground, or in the community.
Identify situations that promote specific feelings (e.g. being excluded from a group, hurt feelings, being insulted, 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 value of different kinds of exercise (e.g. flexibility, endurance, strength).
Use protective gear (e.g. seat belts, helmets, goggles, gloves).
Compare and contrast a responsible person with an irresponsible person in regard to keeping one's self clean and healthy.
Identify possible risky health situations at home, in school, and in the community.
Practice making good judgments in risky situations.
Demonstrate at least two ways to control stress (e.g. deep breathing, physical exercises, identifying stressful situations verbally or through writing or drawing "I" statements).
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:
Evaluate some dangerous situations, consider alternatives and identify the consequences of various choices.
State reasons why people do or do not misuse drugs (e.g. alcohol, tobacco, caffeine, over-the-counter and prescription drugs).
Develop socially acceptable ways to communicate.
Differentiate between risk taking and unsafe behaviors.
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:
- Explain the importance of assuming responsibility for personal health behaviors.
- Analyze a personal health assessment to determine health strengths and risks.
- Distinguish between risky behaviors which may be dangerous or harmful and those which should be relatively safe.
- Demonstrate strategies to improve and maintain personal and family health.
- Develop and practice injury prevention and management strategies for personal and family health.
- Demonstrate ways to avoid and reduce threatening situations.
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Students will understand and be able to:
Graph his/her fitness efforts for one, two and/or three months and use this information to identify areas of fitness to work on in the future.
Evaluate peer pressure to determine when it is positive or negative.
Discuss the possible injuries to ears and eyes resulting from loud music, video games, light lasers, etc.
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:
Distinguish between and understand the affects of safe versus risky or harmful behaviors in relationships.
Identify hygiene and diet practices for improved personal/family health.
Identify protective behaviors used to avoid and reduce threatening situations.
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:
Analyze the effects of AOD on functions of the body.
Evaluate personal health practices to avoid STIs.
Analyze the difference between safe and risky behaviors, including prevention of pregnancy and STIs.
Explain the importance of assuming responsibility for personal health behaviors.
Identify general symptoms of STIs.
Recognize, understand and respect individual differences.
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:
Analyze the impact of STIs on the body.
Identify or list ways to prevent pregnancy, emphasizing abstinence.
Explain the need for legislation requiring use of personal safety devices and how laws are created or changed.
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:
- Analyze the role of individual responsibility for enhancing health.
- Evaluate a personal health assessment to determine strategies for health enhancement and risk reduction.
- Analyze the short-term and long-term consequences of various behaviors.
- Demonstrate strategies to improve and maintain personal, family, and community health.
- Develop and practice injury prevention and management strategies for personal, family, and community health.
- Continue to demonstrate ways to avoid and reduce threatening situations.
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Students will understand and be able to:
Assess current status of personal health, devise a plan for improving or maintaining personal wellness and establish a set of goals for implementation of said plan.
Predict immediate and long term impacts of health decisions (e.g. smoking, good diet, wearing seat belts) on the individual, family and community (e.g. lung cancer, heart disease, STI).
Identify different ways to manage stress and determine which strategies are/are not effective.
Demonstrate the positive effects of activity on physical and social health.
Identify causes, preventions, and treatments for injuries and take responsible actions to create a safe and healthy environment for self.
Identify causes, preventions, and treatments for injuries and take responsible actions to create a safe and healthy environment for self.
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/health02.htm
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