Oregon K–6 health standards

Understand that food comes from plants and animals and provides energy to help people grow, develop, and learn.

Understand the importance of eating a variety of foods and trying new foods and activities.

Describe the benefits of drinking water, especially when physically active.

Analyze how people eat and prepare foods differently based on culture, personal preference, and availability.

Identify food practices that make mealtimes enjoyable.

Understand that not all people can eat all kinds of food.

Discuss different types of family structures and why all families deserve respect.

Identify ways in which human bodies are the same and different from each other, and how bodies change over time.

Name reproductive body parts, using medically accurate terminology.

Define what a relationship is and identify different kinds of relationships.

Understand that all people have the right to feel safe and free from bullying and violence.

Recognize that everyone has different interests, likes, and ways to express identities.

Define what a personal boundary is and recognize that personal boundaries differ in different kinds of relationships and for different people.

Discuss how to use words to communicate needs and boundaries, and how to listen to the needs of others.

Describe the characteristics of a trusted adult.

Identify that bullying and teasing are harmful.

Understand that it is never okay to touch someone without their permission.

Identify that abuse is never a child’s fault and discuss how to communicate personal boundaries and report unsafe or unwanted touch.

TSEL Practice 4B Demonstrate empathy and affirm other’s perspectives during teamwork and collaborative problem solving.

Identify how mental health is a part of overall health and well-being.

Identify a trusted parent, caregiver, or adult to talk with about feelings.

Identify ways to appreciate and take care of body and mind.

Identify how to stay safe and prevent injury when riding in a vehicle, crossing streets, riding a bicycle, in the water, and playing.

Understand how to identify trusted adults that can help keep people safe at home, at school, and in the community.

Practice how to ask trusted adults for help when feeling uncomfortable, scared, confused, or unsafe.

Explain safety rules for home, school, and the community, including firearm safety rules.

Identify when it is ok to share and not ok to share personal information, such as individual names, parent's or caregiver's names, phone numbers, and addresses.

Discuss how to use medicines correctly.

Understand that some medicines and substances can be poisonous.

Identify family and school rules about medicine use.

Define what a value is and name values that different people and families care about.

Identify illnesses that are easily transmitted and illnesses that are not.

Understand steps to protect eyes, teeth, skin, and ears.

Identify three wellness practices that help one feel good and have energy.

Identify different types of healthcare workers who help people feel better.

Describe how family and friends influence health practices and behaviors.

Understand the importance of access to clean air, clean water, food, and shelter.

Identify the five food groups and what a balanced meal could look like.

Identify the connection between eating nutrient dense food and physical activity to help our bodies grow, learn, and develop.

Discuss how food advertisements, social media, and commercials influence our food and beverage decisions.

Identify feelings of thirst and hunger as signals for needing to drink water and eat food.

Describe how to keep food safe from harmful germs.

Discuss and affirm different physical characteristics that people may have, including differences in body size, shape, ability, skin color, and hair texture.

Discuss that there are many ways that people can express love and attraction.

TSEL Practice 4A Form authentic relationships that encourage autonomy while building cultural awareness and empathy through various forms of communication.

Demonstrate healthy ways for friends to express feelings, both physically and verbally.

Discuss the ways that all people are unique and valuable and have a right to be treated with dignity and respect and be free from bullying and violence.

Define consent and discuss how it is important in all types of relationships.

Demonstrate how to communicate wants, needs, and boundaries and how to listen to the needs of others.

Explain that everyone has the right to decide who can touch one’s own body, where, and in what way to prevent violence and abuse.

TSEL Practice 1A Identify and label emotions, thoughts, strengths, and potential (both personal and cultural).

TSEL Practice 1B Understand the stress response system (regulation and dysregulation) and what environments and experiences activate those responses.

Identify basic brain regions and their functions and recognize that everyone’s brain functions differently.

Demonstrate how to communicate safety rules for crossing streets, riding a bicycle, water safety, and playing.

List the steps to identify and respond to emergency situations

Identify safety hazards, including those related to fire, water, and dangerous objects.

Recognize that it is important to stay away from potentially unsafe body fluids and objects, including needles and syringes.

Discuss why it is important to ask a trusted adult before using online devices.

Identify trusted adults who can answer questions about medicines and household products.

List family, cultural, and school values and rules about medicine use.

Recognize at least three dimensions (physical, social, emotional, mental, and/or environmental) of being healthy and well.

Explain what people can do to reduce and treat illness.

Describe at least three things to do to maintain good health, including brushing teeth daily.

Identify where to locate trusted adults who can help with health related questions.

Recognize how friends and media influence personal health behaviors, both positively and negatively.

Define environment and environmental health.

Identify a variety of places and sources that food can come from and how it gets to people.

Identify the five major food groups and give an example of foods in each group.

Describe the importance of eating a variety of fruits and vegetables and identify foods that provide the nutrients required to help the body grow, learn, and develop.

Develop a plan and set a goal to keep hydrated and limit sugary beverages.

Explain how physical activity and eating patterns can affect a person’s health.

Recognize how the foods that people eat can reflect cultural backgrounds and the area in which people live.

Recognize some people have intolerances and allergies to foods including nuts, wheat, eggs, shellfish, and dairy products.

Identify how people have different levels of access to foods.

Recognize that humans grow and mature at different ages and in different ways.

Recognize that there are many different types of families that may or may not be genetically related, including blended, adopted, and foster families.

TSEL Practice 4C Recognize and acknowledge when there is harm to self and others and identify when support, agency, and practices to repair and restore are needed.

Demonstrate how to effectively identify and communicate needs, wants, and feelings in healthy ways.

Discuss how diversity in race, gender, and ability enrich relationships and communities.

Define bodily autonomy, personal boundaries, and consent.

Recognize that friends, family, teachers, and community members can help each other.

Recognize bullying, cyberbullying, and teasing in multiple types of relationships and the need to tell a trusted source that can help.

Define and identify different forms of violence and abuse, including physical, verbal, sexual, and emotional.

Identify that abuse is never a child’s fault and describe how to communicate personal boundaries and report unsafe or or unwanted touch.

TSEL Practice 1B Understand the stress response system (regulation and dysregulation) and what environments and experiences activate those responses.

TSEL Practice 1C Reflect on and evaluate how one’s emotions, thoughts, and perspectives (including values, biases, and prejudices) can influence behavior.

Describe the different ways that people can experience or exhibit stress, anxiety, social isolation, and sadness.

Demonstrate the importance of wearing helmets, pads, mouth guards, personal flotation devices, and other safety equipment during athletic and outdoor activities.

List examples of dangerous behaviors that might lead to injuries.

Identify trusted adults that help keep people safe at home, at school, and in the community.

Identify why it is important that people of all abilities can safely access school and other buildings.

Discuss threats of safety or harm and protective procedures, including those related to dangerous objects and firearms.

Explain why it is important to ask a trusted adult before using online devices.

Identify the difference between medicine to help people who are sick and other types of substances that can be harmful to the body.

Describe how tobacco and secondhand smoke harms the body.

Describe safety rules for over-the-counter and prescription drug use.

List steps to take when offered substances.

Discuss how many of our personal values come from families, communities, and culture.

Identify practices that reduce illness.

Describe ways to protect vision, hearing, and teeth.

Describe the benefits of getting enough sleep and potential problems associated with not getting enough sleep.

Locate a trusted adult in the school building to help access valid and reliable health information and services.

Describe ways in which schools and neighborhoods influence health behaviors.

Identify methods for reducing food waste.

Recognize that food contains essential nutrients that benefit different systems in our bodies.

Explain how to create a balanced daily food plan for individual needs and health considerations.

Understand the basic function of the cardiovascular system.

Describe a decision making process about what foods and beverages to consume and ways to be physically active.

Describe foods using the senses.

Explain what food-borne illnesses are and how to prevent them.

Discuss attributes and characteristics that make every person unique and valued, including physical diversity and neurodiversity.

Recognize that menstrual pads and tampons are medical products some people use to take care of their bodies.

Recognize that there are different kinds of families that have unique characteristics and identities.

TSEL Practice 3B Apply social skills (i.e., empathy, compassion, etc.) to develop and maintain healthy relationships that collectively achieve mutual goals while affirming identities and perspectives.

Describe characteristics of a healthy and safe relationship.

Demonstrate effective ways to verbally and nonverbally communicate personal boundaries and show respect for the boundaries of others.

Identify trusted support people and helpers to talk to about uncomfortable situations or when a boundary has been crossed.

TSEL Practice 1B Understand the stress response system (regulation and dysregulation) and what environments and experiences activate those responses.

TSEL Practices 2B Use management strategies while recognizing that various situations and environments may require different approaches for achieving personal and collective goals and aspirations in ways that affirm one’s identity.

Identify the impacts of stress on mental health.

Recognize how emotions can impact eating patterns and that people can get help if necessary.

Explain the importance of talking with trusted adults about feelings.

Identify personal or community activities that are meaningful or enjoyable.

Identify how concussions can be prevented, recognized, and treated.

Practice how to assess and choose safe options when experiencing unsafe situations.

Recognize that infections, including Hepatitis B and C and HIV/AIDS, can be transmitted through blood and other body fluids.

Describe how to identify and respond to emergency situations.

Describe safety procedures for responding to natural disasters.

Explain that many people enjoy consensual affection and physical closeness throughout their lives and every individual gets to decide what they are comfortable with.

Identify that substances are chemicals that can change how the mind and body function and can cause addiction.

Identify how alcohol, marijuana/cannabis, tobacco, and other substances can be harmful to minds, bodies, and brains.

Discuss how to recognize social pressures, peer influences, and internal feelings and emotions around substance use.

Describe how and where to access help from trusted adults if substances are being misused or abused.

Discuss what it means to be healthy, considering five dimensions of health (physical, social, emotional, mental, and environmental).

Describe the basic function of the immune system.

Explain the benefits of personal health care practices.

Describe specific things to do to take care of one’s teeth, including daily brushing and flossing teeth.

Discuss reasons to go to a healthcare provider for physical and mental health concerns.

Identify ways in which media, social media, and technology influence self-perception, feelings, decisions, and behaviors

Recognize the connection between environmental health, including the effects of climate change, and personal health.

Identify examples of food items grown in different regions throughout the state, including in Oregon’s nine federally recognized tribes.

Identify the functions of the six categories of nutrients: protein, carbohydrates, fats, vitamins, minerals, and water.

Identify foods and beverages with high sugar content and the negative effects of too much added sugar.

Describe the relationship between physical activity and the need for food and hydration.

Describe differences in food customs, traditions, and preparations.

Identify internal and external influences that affect food choices and physical activities.

Describe the basic functions of the digestive system.

Explain why some people eat or avoid certain foods, including allergies, other medical conditions, religious beliefs, and culture.

Discuss factors that affect the availability of food, including socioeconomic status and location.

TSEL Practice 4D Restore relationships through actively engaging with others, working collaboratively, and affirming cultural and social perspectives.

Describe a variety of healthy ways to show and express liking or loving someone.

Discuss how power and inequality influence different types of relationships and boundaries.

Demonstrate ways to treat all people with dignity and respect, including people of all genders, gender expressions, and gender identities.

Identify the different personal boundaries and privacy needs of self and others at school, with friends, and at home.

Discuss communication skills to build healthy relationships and manage conflict.

Identify situations when someone is being abused or harassed and identify people or resources to get help from.

Demonstrate how to be an upstander to respond to bullying or teasing based on physical characteristics, ability, or cultural identity.

TSEL Practice 5C Anticipate, reflect and evaluate the impacts of one’s choices and contributions in promoting personal, family, and community well-being.

Identify ways of dealing with stress, anxiety, social isolation, and depression that contribute to the well-being and mental health of self and others.

Identify the steps of what to do if firearms are seen or found.

Identify strategies for staying safe online.

Recognize that people can show affection and care for other people in different ways, including consensual kissing, hugging, and touching.

Discuss how alcohol, marijuana/cannabis, tobacco, and other substances can be addictive and cause harm to the body.

Identify the basic function of body organs and systems and how different substances can affect them.

Discuss the impact that alcohol, marijuana/cannabis, tobacco, and other substances can have on reaching goals.

Demonstrate how to read medicine labels and prescription instructions.

Identify procedural steps in decision making around substance use.

Demonstrate communication skills for asserting boundaries around substance use.

Understand that a substance use disorder is a medical condition and that there are resources in communities that can provide support, treatment, and healing.

Identify individual, cultural, and family values that affect one's health.

Identify common noncommunicable childhood conditions, including asthma, allergies, diabetes, and epilepsy, and how they are managed.

Understand why sleep is necessary for the brain and body and describe how sleep works.

Compare and contrast the validity of health and wellness information from a variety of media, products, and services.

Define social pressures and peer influences and identify how they can impact behavior.

Discuss the impact of food production and food waste on the environment.

Demonstrate how to read food labels to determine nutrient, sugar, and sodium content.

Describe nutrient dense breakfasts, meals, and snacks and their impact on growth, learning, and development.

Compare and contrast the nutrition content of different beverages for hydration.

Identify the basic functions of the skeletal and muscular systems.

Identify how different factors impact decision-making around food, beverages, and physical activity.

Illustrate and describe the pathway of food during the process of digestion.

Demonstrate how to prepare a nutritious snack or meal using sanitary food preparation and storage practices.

Describe the menstrual cycle and how menstrual products are used.

Describe how genetics can affect personal and family health.

TSEL Practice 3C Foster a sense of belonging that cultivates acceptance, support, inclusion, and encouragement of others within a diverse community, while addressing the impact of systemic injustices across situations and environments.

Describe how friendship and love can be expressed differently as children become adolescents.

Identify characteristics of safe and equitable relationships.

Explain the relationship between consent, personal boundaries, and bodily autonomy.

Explain why it is harmful to tease or bully others based on personal abilities, characteristics, or identities.

Identify that abuse is never a child’s fault and demonstrate how to communicate personal boundaries and report unsafe or unwanted touch.

TSEL Practice 5B Make informed choices and identify solutions for personal and social injustices after analyzing all types of information.

Reflect on external factors and systems that may contribute to stress and anxiety, including microaggressions, and identify coping strategies.

Identify the benefits of talking to trusted adults about feelings and thoughts.

Identify potential impacts of social media on mental health and body image.

Identify decision-making steps to take when deciding whether to share personal information about self or others on social media, considering the potential social, emotional, and mental health impacts.

Analyze the impact of identity-based bullying and violence on mental health.

Compare and contrast safe and unsafe situations and events.

Discuss reasons why people take risks that may lead to injuries, including dental injury and concussions, and identify steps to avoid injuries.

Demonstrate first aid skills and skills for a range of common minor emergencies.

Demonstrate how to identify and communicate with trusted adults to keep people safe at home, at school, and in the community.

Explain the importance of being inclusive and affirming and making accessible accommodations for people with disabilities.

Discuss steps to take to prepare for natural disasters

Describe internet safety rules and how to respond to cyberbullying and exposure to inappropriate material.

Discuss different personal, familial, and cultural values about physical and emotional intimacy.

Recognize that substances can be addictive and harmful for adolescents during physical and neurological development.

Describe how alcohol, marijuana/cannabis, tobacco, and other substances impact the human body and brain, interpersonal relationships, and decision-making.

Describe the appropriate use for over-the-counter and prescription medicines.

Describe how substance use, misuse, and abuse can affect peoples’ abilities to reach personal goals.

Discuss ways that advertising can influence alcohol, marijuana/cannabis, and tobacco use.

Demonstrate how to use decision making steps around substance use.

Demonstrate refusal skills to avoid or reduce health risks around substance use.

Identify trusted adults to talk to about substance use, misuse, and abuse.

Identify school policies, local, state, and federal laws related to substance use.

Reflect on what the five dimensions of health (physical, social, emotional, mental, and environmental) look like for individuals, families, and communities.

Explain how vaccines work to prevent an illness and reduce severe symptoms.

Describe benefits of practicing health promoting behaviors.

Explain ways to engage in healthy practices and behaviors that prevent or reduce oral health risks, including brushing, flossing, reducing sugary drink consumption, wearing mouth guards, and visiting a dentist.

Practice how to talk to a healthcare provider about health concerns, including dental pain.

Evaluate health messages depicted in the media, including in social media and in advertisements.

Discuss how the location and environment of where people live can affect their health.

Compare and contrast foods grown and produced in the United States and other countries.

Explain why it is important to respect different nutrition choices based on culture, needs, and preferences.

Analyze how internal and external influences can affect decisions about eating and physical activity.

Identify the six categories of nutrients and explain why each of them are important to the body.

Discuss the physical and mental impacts of missing, skipping meals, or ‘fad’ dieting.

Identify intuitive eating practices that can increase a person's healthy relationship with food, and lower the risk for eating disorders and disordered eating.

Analyze benefits of regular physical activity to promote health.

Describe safe food handling to prevent illness.

Describe how to show respect for one's own physical appearance, the appearance of others, and how it impacts self-esteem.

Recognize that there are many kinds of family structures and discuss ways in which families can change.

TSEL Practice 3B Apply social skills (i.e., empathy, compassion, etc.) to develop and maintain healthy relationships that collectively achieve mutual goals while affirming identities and perspectives.

Discuss how family, media, social media, society, culture, and personal identities can influence attitudes, beliefs, and expectations about relationships and physical affection.

Describe personal feelings when boundaries, consent, and privacy needs are not respected.

Practice communication skills to build healthy relationships and manage conflict.

Demonstrate strategies to use technology and social media safely, legally, and respectfully.

Create an advocacy message that describes the role of upstanders in preventing or stopping bullying and cyberbullying.

TSEL Practice 1B Understand the stress response system (regulation and dysregulation) and what environments and experiences activate those responses.

Demonstrate how to access credible mental health information and services in the community, including the Suicide & Crisis Lifeline 988.

Describe how sharing information about self and others online can impact social, emotional, and mental health.

Describe how prejudice, discrimination, and bias can impact mental health, violence, and traumatic stress.

Locate and summarize laws and policies to protect student mental health, including excused absences.

Identify unsafe situations at home, at school, and in communities that can lead to injury.

Explain first aid and response procedures to treat injuries and other emergencies.

Understand firearm safety rules for individuals, families, and communities.

Distinguish when decisions around digital safety, managing privacy online, and protecting against identity theft can be made individually or with help from others.

Explain differences between use, misuse, and abuse of substances.

Discuss short- and long-term mental, physical, and social health consequences of substance use and misuse, including vaping of nicotine and marijuana/cannabis.

Identify at least three reasons why someone would decide not to use alcohol, marijuana/cannabis, tobacco, and other substances.

Identify how “fake pills” and other substances could contain fentanyl and other unknown harmful and deadly chemicals.

Analyze the influence of family, school, peers, culture, media, social media, personal values, and perceived norms on the use of alcohol, marijuana/cannabis, tobacco, and other drugs.

Describe personal decision-making strategies around substance use.

Discuss communication skills to avoid alcohol, marijuana/cannabis, tobacco and drug use, especially in peer-pressure situations.

Analyze health-related messages in print and electronic materials to determine credibility of the health message related to substance use.

Locate and summarize Oregon laws on alcohol, marijuana/cannabis, tobacco, and other substances.

Describe the interrelationship of the five dimensions of health (physical, social, emotional, mental, and environmental).

Describe the difference between communicable and noncommunicable diseases, including cancer, diabetes, and asthma.

Demonstrate appropriate habits to protect vision, hearing, skin, and teeth.

Distinguish between habits that enhance or hinder personal health.

Interpret numerical and graphical information to make an informed health decision..

Demonstrate how to access valid and reliable health information online for building health habits.

Define different forms of discrimination and understand how it influences the health of communities.

Identify actions that can help to create a healthier environment for individuals and communities.