Madison Metropolitan School District
Content Standards and Grade Level Performance Standards
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Students in Madison will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
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By the end of grade Four, students will:
- Demonstrate the ability to apply a decision-making process to health issues.
- Explain when to ask for assistance in making health-related decisions and setting health goals.
- Predict outcomes of positive health decisions for themselves.
- Set a personal health goal and track progress toward achievement.
- Analyze how behaviors may have both good and bad consequences.
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Students will understand and be able to:
Set a goal of eating a healthy snack everyday.
Identify people to ask for help in a fire, sudden illness and child enticement situations.
Set a goal to exercise daily with adult guidance.
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:
Set goals for task completion.
Identify health problems (e.g. child abuse) that require the help of a trusted adult.
Use decision-making skills to select a healthful meal.
Use "I can" statements when trying new activities.
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:
Use decision-making skills to avoid unhealthy risk taking behaviors (e.g. climbing playground fences, swimming alone, talking with strangers).
Record eating and exercise habits for one week.
Work with a family member to plan a family meal.
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:
Set a goal to become involved in keeping the community clean.
Assess factors (e.g. food choices, physical activity, genetic factors) that contribute to achieving and maintaining a healthy body.
List health related personal decisions and who might assist in making a positive decision.
Record two days of food choices and with an adult compare them to the recommended food chart to decide whether the choices were good.
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:
State a personal health goal and report on progress in one month.
Record his/her own health-promoting habits over several days and describe which activities/foods were good, health-promoting decisions.
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:
- Demonstrate the ability to individually and collaboratively apply a decision-making process to health issues.
- Analyze how health-related decisions are influenced by individuals, family, and community values.
- Analyze how decisions regarding health behaviors have consequences for themselves and others.
- Develop and implement a personal health plan addressing personal strengths, needs, and health risks.
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Students will understand and be able to:
Choose and pursue a health goal that relates to personal fitness, record results for one to three months, and analyze progress toward the goal halfway through the time and at the end.
Discuss feelings you may experience making a difficult decision (e.g. Am I right? Am I wrong? Do I need help to decide?)
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 that will protect students from communicable and other diseases such as heart disease.
Participate in peer education to decrease smoking.
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 USDA Dietary Guidelines and Food Pyramid in meal planning.
Explain the consequences (e.g. eating disorders) of poor nutritional food choices for self and others (family and babies).
Predict situations requiring decisions with alcohol, tobacco, and other drugs.
Participate in peer education to decrease smoking.
Dispute media message about alcohol, tobacco, and other drugs.
Contrast media messages with known health information.
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 personal health goals and strategies regarding nutrition and AOD use to achieve optimal personal health.
Explain the effects that different choices, regarding sexual behaviors, can have on their personal future.
Describe how personal health goals are influenced by changing information, abilities, priorities and responsibilities.
Describe signs of abusive relationships.
Identify actions necessary to promote personal safety.
Recognize and report signs of self-destructive behaviors in others (e.g. suicide, eating disorder, gang membership).
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:
- Demonstrate the ability to use various decision-making strategies related to health needs and risks.
- Apply knowledge of individual, family, and community influences to decision-making processes.
- Predict immediate and long-term impacts of health decisions on the individual, family, and community.
- Develop, implement, and evaluate an effective plan for a healthy and productive life.
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Students will understand and be able to:
Apply a decision-making process for various situations (e.g. food choices, partners, friends health care providers, making purchases, education or career options...).
Discuss health concerns that require collaborative decision-making (e.g. sex partners, STI transmission/prevention, refusal skills...).
Explain the effects of potentially harmful decisions that impact health and the effect these decisions have on their family, community and self (ATOD use, STI transmission...).
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/health03.htm
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