Grade 1 Health North Dakota standards Standards

Advocating for Health

Students demonstrate the ability to advocate for personal, family, and community health.

Standard 7: Health Advocacy

Access and Use of Health Information, Products, and Services

Students demonstrate the ability to access, use, and evaluate health-related information, products, and services.

Standard 6: Consumer Health

Assistance with Decisions and Goals

Goal Setting

Students demonstrate the ability to use decision making and goal setting skills to enhance health.

Standard 5: Decision Making and Goal Setting

Conflict Resolution

Interpersonal Communication

Students demonstrate the ability to use communication skills to enhance health.

Standard 4: Communication Skills

External Influences on Health

Students understand the effect of external factors on the health of individuals, families, communities, and the environment.

Standard 3: External Health Factors

Safety and Injury Prevention

Disease and Illness

Personal Health

Students understand concepts related to the promotion of health and the prevention of disease.

Standard 2: Personal Health

Body Systems

Human Growth and Development

Students understand the fundamental concepts of growth and development.

Standard 1: Growth and Development

Compare the diverse patterns of growth (e.g., body size-short/tall, overweight/underweight, baby teeth/permanent teeth) and development among individuals

Explain how to care for the major body parts (e.g., heart, lung, muscles, eyes, and ears)

Explain how healthy behaviors impact personal, emotional, social, and physical health (e.g., following new food pyramid guidelines – better nutrition and healthy weight, physical activity-more energy, sleepenergy and attention span, hygiene-self esteem)

Identify safe behaviors in a range of situations (e.g., fire-stop, drop, and roll, water-life jacket, bike-helmet, good touch/bad touch, technology-use computer with parent supervision)

Identify symptoms of common illnesses/conditions (e.g., cold, flu, diabetes, asthma, allergies)

Explain the importance of regular health check-ups (e.g., dental-healthy teeth and gums, vision-glasses/no glasses, hearing ability to receive information, speech, communicate effectively, wellness checks maintenance of healthy body)

Describe safe behaviors one can use to reduce the risk of injury (e.g., wearing seat belts, using protective equipment such as helmets, obeying pedestrian rules, checking traffic before crossing a road, calling 911, fire safety-stop, drop and roll)

Describe the purpose of safety rules for home, school, and community settings (e.g., school drills, fire and tornado drills, calling 911 for emergencies, water safety rules, technology safety)

Identify the roles of family and community in keeping the environment clean and healthy (e.g., participation in a community recycling project, adopt a highway, second hand smoke)

Describe healthy ways to share feelings and emotions (e.g., happy-laughing, happy-crying, happy-smiling, sad-quiet, sad-crying, sad mad)

Describe characteristics (e.g., being helpful to a family in need, sharing) needed to be a responsible friend and family member

Identify ways to avoid threatening situations (e.g., avoid certain places, don't go alone, walk away)

Set a short-term personal health goal (e.g., daily physical activity, watching less television, eating healthy foods) and describe a plan to achieve it

Describe situations for which it is appropriate to seek assistance in making health and safety-related decisions (e.g., going to school personnel in dealing with a school bully)

Explain from whom (e.g., doctors, nurses, firefighters, police, school counselors, school nurses) and where (e.g., nurse's office, counselor's office, fire station) to seek health-related assistance at school and in the community

Identify ways to encourage peers in making positive healthy choices (e.g., food choices, safety practices, saying no to harmful substances, participation in physical activity)