Madison Metropolitan School District
Content Standards and Grade Level Performance Standards
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Students in Madison will demonstrate the ability to use interpersonal communication skills to enhance health.
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By the end of grade Four, students will:
- Distinguish between and demonstrate verbal and nonverbal communication.
- Describe and demonstrate healthy ways to express needs, wants, and feelings.
- Describe and demonstrate ways to communicate care, consideration, and respect for themselves and others.
- Describe and demonstrate attentive listening skills to build and maintain healthy relationships.
- Identify possible causes of conflict.
- Identify and demonstrate healthy ways to resolve conflict.
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Students will understand and be able to:
Demonstrate the use of "I" statements when expressing needs or feelings.
Show various ways of communicating care and consideration of others (e.g. sharing, using "please" and "thank you").
Identify ways of acting in the community that might lead to accidents or dangerous situations at school or in the community.
Differentiate between safe and unsafe situations involving touching.
Discuss ways to be a responsive listener.
Demonstrate respect for others' bodies and personal space.
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 the concepts of responsibility and trust.
Identify a variety of feelings and recognize the verbal and non-verbal cues associated with each.
Use refusal skills in potentially harmful or dangerous situations (e.g. refusing to ride a bike without a helmet, contact with strangers, use of harmful substances).
Use appropriate behaviors for interacting with others at school to resolve problems.
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:
Practice prosocial communication skills (e.g. please, thank you, I like it when...).
Discuss, define and demonstrate body language.
Select peaceful methods for solving conflict (e.g. playground conflict).
Identify and use listening 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:
Express needs and wants by communicating in positive and proactive ways.
Practice effective ways to say "No" (refusal skills) to those things that threaten safety.
Relate feelings she/he had when involved in a conflict. Distinguish between the verbal and non-verbal feelings.
Discuss aggressive, passive and assertive ways to respond to conflict.
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:
Express answers, both verbally and non-verbally to "How do you feel today?" (S.A.V.E.)
Identify positive personal qualities that s/he has and state the qualities that s/he would like to see in his/her friends.
Demonstrate ways of making, being, and keeping friends.
Say "No" to alcohol and other drugs, even if offered them by a person s/he feels is a friend.
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 effective verbal and nonverbal communication skills to enhance health.
- Demonstrate healthy ways to express needs, wants, and feelings.
- Demonstrate ways to communicate care, consideration, and respect for themselves and others.
- Demonstrate communication skills to build and maintain healthy relationships.
- Analyze possible causes of conflict.
- Demonstrate strategies to resolve conflict in healthy ways.
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Students will understand and be able to:
Describe or demonstrate non-verbal expressions other than facial expressions (e.g. body language).
Use a variety of positive coping mechanisms to deal with upset feelings and difficult situations.
Practice the active listening skills (e.g. restating, individual and group conversation).
Show three acceptable ways to say "No" in a demonstration with peers.
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 positive and socially appropriate ways to express needs, wants and feelings.
Identify communication skills to build and maintain healthy relationships.
Identify the possible causes of conflict among youth in schools and communities.
Identify strategies to manage conflict in healthy ways in family and personal 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:
Demonstrate refusal and negotiation skills to enhance healthy interpersonal relationships.
Explain 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:
Demonstrate ways to communicate care, consideration and respect of self and others.
Demonstrates refusal skills to prevent pregnancy, dating violence and STIs.
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 skills to communicate effectively with family, peers, and others.
- Demonstrate healthy ways to express needs, wants, and feelings.
- Demonstrate ways to communicate care, consideration, and respect for themselves and others.
- Demonstrate strategies to solve interpersonal conflicts without harming self or others.
- Analyze possible causes of conflict.
- Demonstrate strategies to prevent and resolve conflict in healthy ways.
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Students will understand and be able to:
Dialogue with peers, family and others regarding health issues (e.g. ATOD, nutrition, sexuality) in an appropriate, articulate and educated manner.
Utilize skills for effective communication in discussions with peers and family.
Exhibit healthy ways to express feelings, needs and desires.
Demonstrate a variety of communication skills.
Identify potentially harmful situations and devise ways to avoid such situations through refusal, negotiation and collaboration skills.
Explain how attitude and behavior affect the well-being of self and others.
Use strategies that demonstrate the ability to use conflict constructively (e.g. conflict resolution, peer mediation, constructive "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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Other Health Education Pages:
http://www.madison.k12.wi.us
Last Updated: 1999-02-04
URL: http://www.madison.k12.wi.us/tnl/health06.htm
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