YourStateStandards

Colorado K–6 health standards

Colorado writes its own health standards. They are published as Comprehensive Health - 2020 Colorado Academic Standards, adopted 2018 and are not a version of a national framework. Every one is matched to a national standard.

Framework
Comprehensive Health - 2020 Colorado Academic Standards
Adopted
2018
Source last checked
July 23, 2026
Read the official document

223 standards, kindergarten through 6th grade

  • CH.K.2.1.aK
    Recognize major food groups.
  • CH.K.2.1.bK
    Identify foods and beverages that are healthy choices.
  • CH.K.2.1.cK
    Explain how food is fuel and that different activities need different fuel.
  • CH.K.2.1.dK
    Explain the health benefits of choosing healthy foods and beverages.
  • CH.K.2.2.aK
    Describe how proper hand washing is important to being healthy.
  • CH.K.2.2.bK
    Explain why bathing and hygiene are important for good health.
  • CH.K.2.2.cK
    Explain positive outcomes from brushing and flossing teeth daily.
  • CH.K.2.2.dK
    Demonstrate steps for proper hand washing, brushing, and flossing of teeth.
  • CH.K.2.2.eK
    Explain why sleep and rest are important for proper growth and good health.
  • CH.K.3.1.aK
    Demonstrate ways to show respect, consideration, and care for others, such as saying please, thank you, and I’m sorry.
  • CH.K.3.1.bK
    Identify a variety of emotions.
  • CH.K.3.1.cK
    Recognize that feelings influence actions.
  • CH.K.3.1.dK
    Identify and demonstrate appropriate ways to express emotions and cope with strong feelings.
  • CH.K.3.2.aK
    Demonstrate effective listening skills.
  • CH.K.3.2.bK
    Demonstrate effective verbal and nonverbal communication skills.
  • CH.K.3.2.cK
    Demonstrate sharing with peers.
  • CH.K.3.2.dK
    Demonstrate strategies to cooperate with others.
  • CH.K.4.1.aK
    Identify “appropriate” and “inappropriate” touches.
  • CH.K.4.1.bK
    Identify characteristics of a trusted adult.
  • CH.K.4.1.cK
    Demonstrate how to tell a parent or trusted adult if inappropriate touching occurs to self or others.
  • CH.K.4.1.dK
    Explain the importance of personal space in the classroom and around others.
  • CH.K.4.2.aK
    Explain safe behavior when getting on and off and while riding on school buses.
  • CH.K.4.2.bK
    Explain the importance of riding in the back seat and using safety belts and motor vehicle booster seats when one is a passenger in a motor vehicle.
  • CH.K.4.2.cK
    Recognize and describe the meaning of traffic signs.
  • CH.K.4.2.dK
    Describe how rules at school can help to prevent injuries.
  • CH.K.4.2.eK
    Demonstrate safe pedestrian behaviors.
  • CH.K.4.3.aK
    Demonstrate verbal and nonverbal ways to ask a parent or trusted adult for help about an unsafe situation.
  • CH.K.4.3.bK
    Describe how to call 911 or other emergency numbers for help.
  • CH.K.4.3.cK
    Define and explain the dangerous use of weapons and how to tell a trusted adult if you see or hear about someone having a weapon.
  • CH.K.4.3.dK
    Identify unsafe or risky situations around the home, school, and community.
  • CH.1.2.1.a1
    Categorize foods into the major food groups.
  • CH.1.2.1.b1
    Identify a variety of foods in each of the food groups that are healthy choices.
  • CH.1.2.1.c1
    Identify foods and beverages that are high in added sugar, and generate examples of healthy alternatives.
  • CH.1.2.2.a1
    Describe ways to prevent harmful effects of overexposure to the sun and loud noise.
  • CH.1.2.2.b1
    Describe the symptoms that occur with a cold and/or flu
  • CH.1.2.2.c1
    Demonstrate ways to prevent the spread of germs that cause common, infectious diseases.
  • CH.1.2.2.d1
    Describe steps to treat a wound, insect bite or sting to reduce chances of infection.
  • CH.1.3.1.a1
    Explain possible causes for a variety of emotions.
  • CH.1.3.1.b1
    Identify appropriate ways to express emotions and cope with strong feelings.
  • CH.1.3.1.c1
    Demonstrate effective listening skills and verbal/nonverbal communication skills.
  • CH.1.3.1.d1
    Describe and practice situations that require polite and empathetic responses such as please, thank you, and I’m sorry.
  • CH.1.3.1.e1
    Demonstrate strategies to resolve conflicts, such as sharing, collaboration, and appropriately advocating for personal needs.
  • CH.1.3.2.a1
    Identify trusted adults at home and at school.
  • CH.1.3.2.b1
    Identify trusted adults who promote health such as health care providers.
  • CH.1.3.2.c1
    Demonstrate the ability to talk about feelings with parents and other trusted adults.
  • CH.1.3.2.d1
    Demonstrate the ability to ask for help from a parent and/or trusted adults.
  • CH.1.4.1.a1
    Understand why it is wrong to tease others.
  • CH.1.4.1.b1
    Identify why making fun of others is harmful to self and others.
  • CH.1.4.1.c1
    Explain what to do if you or someone else is being bullied.
  • CH.1.4.1.d1
    Describe the difference between bullying and having a strong disagreement between people.
  • CH.1.4.1.e1
    Describe the difference between telling and tattling
  • CH.1.4.1.f1
    Describe how you would advocate for yourself and others in a bullying situation.
  • CH.1.4.2.a1
    Identify safety hazards such as poison, fire, guns, water, playground equipment, and household products in the home and community.
  • CH.1.4.2.b1
    Identify household products or drugs that may be harmful if ingested or inhaled (including marijuana edibles).
  • CH.1.4.2.c1
    Explain why using medicines without adult permission can be harmful.
  • CH.1.4.2.d1
    Describe how to safely ride a bike, skateboard, and scooter as well use inline skates.
  • CH.1.4.2.e1
    Demonstrate strategies to avoid fires and burns (Stop, drop, and roll).
  • CH.1.4.2.f1
    Demonstrate how to call 911 or other emergency numbers for help in dangerous situations.
  • CH.1.4.2.g1
    Identify safety rules and strategies to avoid hazards in the home and community, such as, fire, severe weather, power lines, and pool use.
  • CH.1.4.2.h1
    Identify safety rules around modern technology, including the internet.
  • CH.2.2.1.a2
    Explain the importance of choosing healthy foods and beverages.
  • CH.2.2.1.b2
    Identify the benefits of drinking plenty of water
  • CH.2.2.1.c2
    Describe the benefits of eating breakfast every day.
  • CH.2.2.1.d2
    Identify a variety of healthy snacks.
  • CH.2.2.1.e2
    Understand that the body exhibits signals that tell people when they are hungry and when they are full.
  • CH.2.2.1.f2
    Identify the recommended serving size and sugar content found on a nutritional label.
  • CH.2.2.2.a2
    Identify problems associated with common childhood chronic diseases or conditions, including but not limited to asthma, allergies, type-1 diabetes, and epilepsy.
  • CH.2.2.2.b2
    Communicate concern to a parent or trusted adult when a person is having an allergic reaction or difficulty breathing.
  • CH.2.2.2.c2
    Identify the purpose of vaccinations.
  • CH.2.3.1.a2
    Identify the characteristics of someone who has personal qualities that are important to you.
  • CH.2.3.1.b2
    Identify the personal traits that best represent who you are and why they are important.
  • CH.2.3.1.c2
    Describe the importance of being aware of one’s own feelings and of being sensitive to the feelings of others
  • CH.2.3.1.d2
    Express intentions to treat self with care and respect.
  • CH.2.3.2.a2
    Summarize the importance of respecting the personal space and boundaries of others.
  • CH.2.3.2.b2
    Discuss the importance of thinking about the effects of one’s actions on other people.
  • CH.2.3.2.c2
    Describe how you will use pro-social behaviors such as cooperation, being sensitive to the feelings of others, helping others, and being respectful of others.
  • CH.2.3.2.d2
    Describe the benefits of a friendship.
  • CH.2.3.2.e2
    Describe how to make and maintain friendships.
  • CH.2.4.1.a2
    Describe the dangers of using tobacco or non-prescribed marijuana.
  • CH.2.4.1.b2
    State reasons why and identify strategies to avoid secondhand smoke from tobacco and marijuana.
  • CH.2.4.1.c2
    Demonstrate the ability to assertively refuse an unwanted item or pressure from a peer.
  • CH.2.4.2.a2
    Access information regarding safe and proper household products (e.g., using trusted adults, warning symbols on labels).
  • CH.2.4.2.b2
    Explain that taking medications incorrectly can be harmful, including vitamins.
  • CH.2.4.2.c2
    Articulate the proper and safe use of products and substances found in the home that can be harmful if used inappropriately.
  • CH.2.4.2.d2
    Identify the dangers of edible marijuana or tobacco products.
  • CH.2.4.3.a2
    Identify examples of physical bullying.
  • CH.2.4.3.b2
    Identify examples of social bullying (e.g., rumors, gossiping, excluding others).
  • CH.2.4.3.c2
    Describe the difference between verbal and nonverbal bullying (e.g., dirty looks, sticking out the tongue).
  • CH.2.4.3.d2
    Identify why making fun of others is harmful to self and others
  • CH.2.4.3.e2
    Explain how to advocate for yourself and someone else who is being bullied.
  • CH.2.4.4.a2
    Demonstrate how to make a decision to call 911 or other emergency numbers for help.
  • CH.2.4.4.b2
    Demonstrate effective refusal skills to avoid unsafe situations.
  • CH.2.4.4.c2
    Describe the use of safety equipment for specific activities and sports such as biking.
  • CH.2.4.4.d2
    Identify ways to reduce or prevent the risk of injuries around water.
  • CH.2.4.4.e2
    Develop an awareness of how modern technology can create a distraction that leads to unsafe situations (e.g., looking down in a crowd, unaware of traffic, awareness of others).
  • CH.3.2.1.a3
    Describe a variety of nutritious breakfast foods.
  • CH.3.2.1.b3
    Plan a meal based on the food groups.
  • CH.3.2.1.c3
    Explain the concepts of eating in moderation.
  • CH.3.2.1.d3
    Demonstrate refusal skills in dealing with unhealthy eating situations.
  • CH.3.2.1.e3
    Identify how family, peers, and media influence healthy eating.
  • CH.3.3.1.a3
    Identify the characteristics of someone who has self-respect and positive self-esteem.
  • CH.3.3.1.b3
    Acknowledge the value of personal and others’ talents and strengths.
  • CH.3.3.1.c3
    Summarize the importance of respecting the personal space and boundaries of others.
  • CH.3.3.1.d3
    Discuss the importance of treating others the way you would like to be treated.
  • CH.3.3.1.e3
    Give examples of skills that develop and maintain healthy relationships as well as strong friendships.
  • CH.3.3.2.a3
    Demonstrate effective interpersonal communication skills necessary to express emotions, personal needs, and wants in a healthy way.
  • CH.3.3.2.b3
    Describe positive ways to show care, consideration, and concern for others.
  • CH.3.3.2.c3
    Identify how to show respect for individual differences.
  • CH.3.3.2.d3
    Demonstrate how to communicate about personal boundaries directly, respectfully, and assertively.
  • CH.3.3.2.e3
    Identify potential conflicts that arise within relationships and strategies to resolve those conflicts.
  • CH.3.4.1.a3
    Identify the short- and long-term physical effects of using tobacco, marijuana, and exposure to secondhand smoke.
  • CH.3.4.1.b3
    Describe the dangers of prolonged exposure to secondhand smoke and demonstrate strategies to avoid exposure.
  • CH.3.4.1.c3
    Understand that marijuana, illegal drugs, prescription drugs, alcohol, and tobacco can be addicting, but can be treated.
  • CH.3.4.1.d3
    Describe the benefits of abstaining from or discontinuing tobacco and non-prescribed marijuana use.
  • CH.3.4.1.e3
    Demonstrate the ability to assertively refuse an unwanted item.
  • CH.3.4.2.a3
    Give examples of pro-social behaviors such as helping others, being respectful of others, cooperation, consideration and being kind.
  • CH.3.4.2.b3
    Set a goal and a plan to be helpful and supportive to another person at school or at home.
  • CH.3.4.2.c3
    Describe how responding to anger can be positive and/or negative.
  • CH.3.4.2.d3
    Demonstrate strategies for self-control that can manage anger and other strong feelings in positive ways.
  • CH.3.4.3.a3
    Define how injuries can occur at home, in school and in the community.
  • CH.3.4.3.b3
    Create a personal safety plan and explain how it will be used at home, in school, and in the community (e.g., bike safety, pedestrian safety, emergency situations).
  • CH.3.4.3.c3
    Identify safety rules around modern technology, including the internet.
  • CH.4.2.1.a4
    Set a goal to improve food choices based on appropriate nutritional content, value, and calories.
  • CH.4.2.1.b4
    Explain the importance of eating a variety of foods from all the food groups.
  • CH.4.2.1.c4
    Identify healthy foods (including snacks) in appropriate portion sizes based on your personal lifestyle.
  • CH.4.2.2.a4
    Explain that both eating habits and level of physical activity affect a person’s overall well-being and ability to learn.
  • CH.4.2.2.b4
    Explain body signals that tell people when they are hungry and when they are full.
  • CH.4.2.3.a4
    Explain the physical, social, and emotional dimensions of personal health and wellness and how they interact.
  • CH.4.2.3.b4
    Define wellness.
  • CH.4.2.3.c4
    Assess how modern technology can impact your social, emotional, and physical health and wellness.
  • CH.4.3.1.a4
    Discuss factors that support healthy relationships with friends and family.
  • CH.4.3.1.b4
    Discuss how culture and tradition influence personal and family structures.
  • CH.4.3.1.c4
    Describe different kinds of families, and discuss how families can provide emotional support, set boundaries, and limits.
  • CH.4.3.1.d4
    Identify the positive ways that peers and family members show support, care, and appreciation for one another.
  • CH.4.3.1.e4
    Identify problem solving strategies to support healthy relationships.
  • CH.4.3.1.f4
    Describe the importance of having and identifying a parent or trusted adult as a support.
  • CH.4.3.2.a4
    Identify personal stressors at home, with friends, in school, and in the community.
  • CH.4.3.2.b4
    List physical and emotional reactions to stressful situations.
  • CH.4.3.2.c4
    Identify positive and negative ways of dealing with stress.
  • CH.4.3.2.d4
    Identify when you should seek help from a trusted adult in dealing with stress.
  • CH.4.4.1.a4
    Describe the purpose of prescribed and over-the-counter medicines and how they can be used or misused in the treatment of common medical problems.
  • CH.4.4.1.b4
    Demonstrate the ability to read, understand, and follow labels such as those on common household medicines.
  • CH.4.4.1.c4
    Summarize the risks associated with the inappropriate use of over-the-counter medicines, prescriptions, and vitamins.
  • CH.4.4.1.d4
    Describe the steps to take if over-the-counter or prescription drugs are used incorrectly.
  • CH.4.4.2.a4
    Demonstrate effective verbal and nonverbal ways to refuse pressures to use marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.
  • CH.4.4.2.b4
    Describe strategies on how to avoid the use of marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.
  • CH.4.4.2.c4
    Examine the factors that influence a person’s decision to use or not to use marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
  • CH.4.4.3.a4
    Demonstrate simple conflict resolution techniques to diffuse a potentially violent situation.
  • CH.4.4.3.b4
    Describe situations that lead to violence, the consequences of violent behavior, and the importance of resolving conflict through effective communication skills.
  • CH.4.4.3.c4
    Explain a more positive alternative than using violence to resolve a conflict.
  • CH.4.4.3.d4
    Explain the potential dangers of having weapons at home, in school, and in the community.
  • CH.5.2.1.a5
    Access valid information pertaining to fat, salt and sugar content in order to maintain good health and improve food choices.
  • CH.5.2.1.b5
    Analyze the food and beverage choices of self or others to inform healthy behaviors.
  • CH.5.2.1.c5
    Use current federal nutrition standards and guidelines to plan healthy meals and snacks.
  • CH.5.2.1.d5
    Demonstrate how to politely advocate for foods that are more nutritious.
  • CH.5.2.3.c5
    Determine factors that influence the purchase of health care products and the use of personal hygiene practices
  • CH.5.2.4.a5
    Access valid and reliable sources of information including parents or trusted adults to answer questions about personal health.
  • CH.5.2.4.b5
    Demonstrate effective communication strategies to talk to someone such as a parent, trusted adult, or health care provider.
  • CH.5.2.5.a5
    Differentiate between communicable and non-communicable diseases.
  • CH.5.2.5.b5
    Describe how the body fights germs and diseases naturally, with medicines, and through immunization.
  • CH.5.2.5.c5
    Describe ways to prevent the spread of germs that cause infectious diseases through food, water, air, blood, touch, and animals.
  • CH.5.2.5.d5
    Describe the effects of HIV infection on the body.
  • CH.5.2.5.e5
    Explain how HIV is and is not contracted.
  • CH.5.2.5.f5
    Explain that it is safe to be a friend of someone who has a disease or conditions that cannot be easily transmitted.
  • CH.5.3.1.a5
    Describe how feelings and emotions are portrayed in the media.
  • CH.5.3.1.b5
    Identify how society, media, and the use of modern technology can influence mental and emotional health.
  • CH.5.3.1.c5
    Explain how families and peers can influence mental and emotional health.
  • CH.5.3.1.d5
    Identify ways to counteract negative influences that impact mental and emotional health.
  • CH.5.3.1.e5
    Identify when it is appropriate to seek help/support during times of strong emotions/feelings.
  • CH.5.4.1.a5
    Identify sources of accurate information about the effects of alcohol, tobacco, and marijuana.
  • CH.5.4.1.b5
    Analyze the dangers of use or experimentation with marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
  • CH.5.4.1.c5
    Demonstrate a decision making process to make good decisions about the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
  • CH.5.4.1.d5
    Describe the proper use of over-the-counter and prescription drugs.
  • CH.5.4.2.a5
    Identify factors that influence both violent and nonviolent behaviors.
  • CH.5.4.2.b5
    Explain the impact and the short- and long-term consequences of bullying, physical fighting, and violence.
  • CH.5.4.2.c5
    Demonstrate pro-social communication skills and strategies to diffuse conflict and avoid violence.
  • CH.5.4.2.d5
    Describe how to use social media to promote positive relationships.
  • CH.5.4.2.e5
    Identify resources, including safe people, parents, or adults, who can help prevent or intervene in unsafe situations in the school and community.
  • CH.5.4.3.a5
    Identify ways to reduce the risk of injuries from animal bites and insect stings.
  • CH.5.4.3.b5
    Explain what to do, such as calling 911 or a poison control center, if someone is injured or is poisoned by products such as household cleaners or other substances.
  • CH.5.4.3.c5
    Describe first aid procedures for a variety of situations, including insect stings, bites, poisoning, and choking.
  • CH.5.4.3.d5
    Develop and apply a decision-making process for avoiding situations that could lead to injury.
  • CH.6.2.1.a6
    Define valid and reliable as a means to access information that enhances healthy eating behaviors.
  • CH.6.2.1.b6
    Evaluate the nutrition information on food labels to compare products.
  • CH.6.2.1.c6
    Identify reliable and unreliable resources and information regarding healthy eating.
  • CH.6.2.2.a6
    Describe the benefits of healthy relationships.
  • CH.6.2.2.b6
    Describe how peer and family relationships may change during adolescence.
  • CH.6.2.2.c6
    Determine valid and reliable resources that enhance healthy relationships.
  • CH.6.2.3.c6
    Describe the need to have clear expectations, boundaries, and personal safety strategies.
  • CH.6.2.4.a6
    Explain the concept of nutrient-rich foods being balanced with physical activity.
  • CH.6.2.4.b6
    Analyze the short- and long-term benefits and consequences of healthy eating and physical activity.
  • CH.6.2.4.c6
    Summarize personal strategies for reducing environmental dangers to health (e.g., sun damage to skin, hearing loss, vision damage).
  • CH.6.2.4.d6
    Explain the benefits of good hygiene practices for promoting health and maintaining social relationships.
  • CH.6.3.1.a6
    Explain the interrelationship of mental, emotional, and social health.
  • CH.6.3.1.b6
    Analyze the relationship between thoughts, emotions, feelings and behavior.
  • CH.6.3.1.c6
    Identify healthy ways to express needs, wants, and feelings.
  • CH.6.3.1.d6
    Explain the causes, symptoms, and effects of stress, anxiety, sadness, and depression.
  • CH.6.3.1.e6
    Identify when someone should seek help for sadness, hopelessness, and depression.
  • CH.6.3.1.f6
    Identify emotions and feelings associated with loss and grief.
  • CH.6.3.1.g6
    Explain how modern technology can have a positive and negative impact on mental and emotional health.
  • CH.6.3.2.a6
    Demonstrate refusal and negotiation skills that avoid or reduce health risks.
  • CH.6.3.2.b6
    Demonstrate effective conflict management or resolution strategies
  • CH.6.3.2.c6
    Demonstrate how to ask for assistance to enhance the health of self and others.
  • CH.6.3.2.d6
    Identify ways to advocate for self and others to enhance health and safety.
  • CH.6.4.1.a6
    Analyze internal influences such as genetics, personality, and risk-seeking behaviors on drug use (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).
  • CH.6.4.1.b6
    Analyze external influences on the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
  • CH.6.4.1.c6
    Analyze various strategies the media use, including advertisements and movies, to encourage or discourage marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
  • CH.6.4.1.d6
    Identify common mixed messages about marijuana, illegal drugs, prescription drugs, alcohol, and tobacco use in the media.
  • CH.6.4.1.e6
    Analyze the perception versus the reality of drug use in adolescents (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).
  • CH.6.4.2.a6
    Demonstrate effective, assertive refusal skills in refusing marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.
  • CH.6.4.2.b6
    Explain how decisions about drug and substance use affect relationships.
  • CH.6.4.2.c6
    Identify and summarize positive alternatives to drug and substance use.
  • CH.6.4.2.d6
    Demonstrate planning skills for avoiding marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.
  • CH.6.4.3.a6
    Understand the definition of bullying, as well as the roles of a bystander, perpetrator/bully, and victim in bullying.
  • CH.6.4.3.b6
    Demonstrate how to prevent or stop bullying as a bystander, perpetrator, or victim.
  • CH.6.4.3.c6
    Understand the consequences of unaddressed bullying for the victim, perpetrator/bully, and bystanders.
  • CH.6.4.3.d6
    Advocate for a positive and respectful school environment that supports pro-social behavior.
  • CH.6.4.3.e6
    Demonstrate the ability to identify a parent, trusted adult, or appropriate legal authorities to whom school or community violence should be reported.
  • CH.6.4.3.f6
    Describe the dangers of and actions to be taken if aware of threats to harm self or others.
  • CH.6.4.3.g6
    Describe the dangers of and actions to be taken if weapons are seen or suspected in schools.
  • CH.6.4.3.h6
    Demonstrate appropriate communication skills to solve conflicts nonviolently.
  • CH.6.4.4.a6
    Demonstrate the ability to identify and correct safety hazards at home, in school, and in the community.
  • CH.6.4.4.b6
    Develop a safety plan for self and/or others in home, school, and community.

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