South Carolina K–6 health standards

Define the terms drug and medicine.

Distinguish between medicines and other substances that may look like medicines.

Identify ways that alcohol, tobacco, and other drugs (ATOD) and medicines can be helpful or harmful.

Identify warning symbols on medicines, household cleaners, and yard chemicals.

Explain ways to identify safe adults from whom children can safely take medicine.

Demonstrate ways to say "no" to alcohol and tobacco.

Name the major body parts.

Name the five senses and describe what they do.

Name ways children grow and change, mentally, emotionally, socially, and physically.

Explain how families are alike and different (e.g., several brothers and/or sisters; only one child; one parent working outside the home; a grandparent living in the home; pets or no pets).

Identify ways to prevent common childhood injuries at home (e.g., falling down the stairs, drinking an unknown substance, finding a gun), school (e.g., climbing on playground equipment), or in the environment (running across the street, riding a bicycle, swimming, walking in a rainstorm, approaching an unknown animal).

Identify when to call 911 with a specific emergency situation.

Name ways to stay safe and set and respect boundaries around others (e.g., family, peers, friends, acquaintances, strangers).

Explain what a person should do to deal with a minor injury (e.g., cut, scrape, and nosebleed).

Identify ways that family and friends can help a person stay safe and avoid injury.

Discuss ways to stay safe online.

Identify community helpers and safe adults who can help them stay safe in a variety of situations (e.g., using electronic devices; dealing with personal feelings).

Demonstrate how to make an emergency phone call.

Explain ways to identify safe adults in order to tell when someone is in need of help, feels threatened, or has been harmed.

Identify situations that require action to protect personal safety at home and in the community.

Identify situations that require action to protect personal safety online (e.g., never put any identification or pictures online).

Describe situations that require action to protect personal safety on the playground (e.g., following the rules).

Describe fire safety rules for home and school (e.g., do not play with fire; listen to your smoke alarm; get out of the burning building and go to your safe meeting place; tell an adult about the fire; if clothing is on fire, stop, drop, and roll).

Demonstrate ways to be safe as a pedestrian (e.g., bicycle safety, crossing the road) and as a passenger in a car and in a bus (e.g., wearing a seatbelt; using a car seat; following the rules on the bus) or using recreational equipment (e.g., wearing helmets).

Define different feelings (e.g., happy, sad, angry).

Name and demonstrate healthy ways to express needs, wants, and feelings.

Demonstrate the ability to cooperate with others (e.g., sharing, listening, taking turns).

Discuss potential dangers of secret keeping and who to tell if a secret makes you uncomfortable.

Explain why the body needs food, including breakfast, and water.

Define the terms healthy foods.

Explain why the body needs daily physical activity.

Identify how family and friends influence healthy food choices.

Demonstrate steps taken when selecting healthy foods.

Set a goal to be active at recess.

Set a goal to reduce screen time.

Define the term germs.

Define the terms health, health behaviors, health checkups, and health risks.

Name behaviors that affect personal health (e.g., bathing; washing hands; eating healthy foods).

Explain why it is important to brush the teeth and go to a dentist.

Explain why getting enough sleep is important.

Identify how the family influences personal health practices and behaviors.

Discuss why medical checkups and dental checkups are needed for a person to stay healthy.

Set a goal to brush teeth twice a day.

Identify practices that promote personal health (e.g., washing hands, brushing teeth, combing hair) and practices that prevent the spread of disease (e.g., covering coughs and sneezes).

Define the term immunizations.

Identify harmful and helpful drugs, including medicines and immunizations.

Describe the effects of alcohol, tobacco, and other drugs (ATOD) on a person's health.

Identify the effects of smoking on the body, including firsthand and secondhand smoke

Explain ways to identify safe adults at home, at school, and in the community who can answer questions about drugs.

Demonstrate ways to say "no" to ATOD.

Encourage family members and peers to say "no" to ATOD.

Identify the major body parts and their functions.

Identify the major organs of the body and their functions.

Identify the major bones in the skeletal system.

Describe the difference between safe and unsafe contact that may occur between a child and an adult or a peer.

Identify how media and technology (e.g., television, video games, and social media) can positively and negatively influence mental, emotional, social, and physical health.

Recite safe things to say and not to say when talking on the telephone or when someone comes to the house.

Demonstrate how to make an emergency phone call.

Discuss ways to get along with others and avoid conflict at home and school.

Discuss situations that require action to protect personal safety at home (e.g., someone comes to the door or calls when an adult is not present; using the stove when home alone).

Review situations that require action to protect personal safety at school (e.g., bullying of students or peers; someone has a gun).

Review situations that require action to protect personal safety online (e.g., never put any identification, including pictures, online).

Review situations that require action to protect personal safety in the community (e.g., gaming; ice cream truck; lost dog; when a stranger offers a treat; any situation that requires someone to become aware of his or her surroundings).

Review situations that require action to protect personal safety on the playground (e.g., follow the rules).

Identify safety rules at home.

Identify safety rules at school.

Identify safety rules for dealing with situations in the community.

Identify good character traits (e.g., honesty, respect for self, respect for others, dependability, responsibility).

Describe characteristics that are positive about yourself.

Identify ways that individuals are unique.

List ways that family and friends influence feelings.

Describe appropriate ways to express personal feelings.

Discuss ways to become a good friend.

Identify the food groups.

Explain the importance of choosing healthy foods and beverages, including water.

Define a food label.

Identify food portions that are appropriate for children.

List ways to be physically active every day.

List ways that a person's family and friends can influence children's food choices and physical activity.

Demonstrate the steps taken when selecting healthy foods.

Set a goal to consume healthy foods and beverages, including water.

Set a goal to reduce screen time and be physically active every day.

Encourage family members and peers to be physically active.

Identify behaviors that prevent or promote personal health (e.g., screen time and electronic play instead of exercising).

Explain how germs are spread (e.g., not washing hands or not covering mouth when sneezing or coughing).

Explain why brushing teeth keeps the mouth healthy.

Identify common illnesses and conditions (e.g., allergies, asthma, colds, flu).

Define the term environment.

Explain how a clean environment protects health.

Identify ways that a person's family, friends, and school can support children's health practices and behaviors.

Explain ways to identify safe adults at home, at school, and in the community that one should contact when one needs health-related support (e.g., responding to threats or harm; uncomfortable situations or relationships).

Demonstrate listening skills to enhance health.

Identify ways to make decisions that enhance health.

Identify a short-term personal health goal and take action toward achieving the goal (e.g., brushing teeth twice a day and flossing; washing hands before eating; bathing; combing hair).

List behaviors to keep the mouth healthy.

Describe ways to protect the environment (e.g., how to recycle; how to prevent air, water, land, or noise pollution).

Describe ways that alcohol, tobacco, and other drugs (ATOD) can be harmful.

Explain the difference between over-the-counter (OTC) and prescription drugs.

Describe how medicines and immunizations help fight disease.

Explain ways that family, friends, and the media influence an individual's use of ATOD both positively and negatively.

Explain ways to identify safe adults in the school and community from whom students can safely take medicine.

Encourage friends and family members to make positive choices regarding use of ATOD.

Locate bones in the skeletal system.

Describe the parts of the circulatory system and their function (heart, blood vessels).

Identify examples of what occurs in the stages of growth and development in childhood.

Define the term first aid.

Discuss first aid for minor injuries (e.g., cuts, burns, insect stings, poisons).

Define bullying and what it means to be a bystander.

Describe ways that family, friends, and the media can help a person stay safe and avoid injury.

Demonstrate ways to respond when in an unwanted, threatening, or dangerous situation.

Demonstrate ways to tell a safe adult when someone is in need of help, feels threatened, or has been harmed.

Develop a personal safety plan to prevent or reduce injury.

Discuss safety rules at home.

Discuss safety rules at school.

Identify safety rules in the community.

Demonstrate ways to encourage family and friends to practice safe behaviors.

Define the terms mental health, emotional health, and social health.

Discuss ways to be a good friend.

Describe good character traits (e.g., honesty, respect for self, respect for others, dependability, responsibility).

Demonstrate healthy ways to express needs, wants, and feelings.

Describe how to choose friends with good character traits.

Demonstrate healthy ways to reduce stress.

Identify eating behaviors that promote health, including oral health.

Identify physical activities that promote the key components of health-related fitness.

Explain the importance of limiting one's screen time and increasing physical activity.

Describe ways that the media, school, and community influence an individual's food choices both positively and negatively.

Describe ways that the media, school, and community influence an individual's physical activity both positively and negatively.

Locate places where children and families can be physically active.

Demonstrate how to make healthy food choices.

Set a goal to eat the recommended amount of fruits and vegetables every day.

Set a goal to participate regularly in active play and enjoyable physical activities.

Set a goal to limit sugary foods and drinks.

Demonstrate healthy food and beverage choices for meals and snacks.

Encourage family members and friends to eat healthy foods and beverages as well as to be physically active.

Identify ways that family, friends, school, community, and the media influence an individual's health practices and behaviors both positively and negatively.

Discuss ways to identify safe adults who can help promote a person's health.

Describe what happens when someone goes to a dentist.

Identify situations when a health-related decision is needed (e.g., awareness of personal hygiene; noticing a peer is injured).

Identify a long-term personal health goal and take action toward achieving the goal.

Identify who can help when assistance is needed to achieve a personal health goal.

Encourage others to protect and improve the environment.

Identify the basic parts of the respiratory system (e.g., lungs, bronchioles, diaphragm).

Discuss ways that alcohol, tobacco, and other drugs (ATOD) can harm an individual's physical, mental, and social health.

Define over-the-counter (OTC) and prescription drugs.

Explain the difference between the use, misuse, and abuse of drugs.

Define the term refusal skills.

Explain how family, peers, and the media can influence an individual's ATOD use.

Explain to family members and peers the harmful effects of ATOD use.

Identify physical signs of growth and change that occur during childhood.

Identify the four stages of the life cycle (e.g., infancy, childhood, adolescence, adulthood).

Identify major parts of the muscular system (e.g., heart, biceps, triceps, quadriceps).

Identify the major parts of the digestive system (e.g., esophagus, intestine, mouth, stomach).

Demonstrate behaviors that promote healthy growth and development.

Identify ways to prevent poisoning.

Describe the characteristics of violent and unsafe behaviors.

Examine media messages that are related to violence and risk behaviors.

Explain how peers can influence the way an individual handles conflict.

Identify school and community resources as well as services that contribute to a safe and healthy environment.

Demonstrate nonviolent strategies to manage or resolve conflicts.

Define consent (e.g., by sharing a personal object; by engaging in personal contact such as a hug or a handshake).

Identify steps to take when making a decision about a safety issue.

Develop plans for dealing with emergencies that could result in injuries in the home, school, or community.

Explain safety rules at home, school and the community (e.g., identify dangers associated with hot objects; identify locations and function of working smoke alarms; plan an escape route for family members in case of fire; never open the door to a stranger while at home; never touch an unknown substance; follow directions of a safe adult during a storm; dial 911 for assistance in an emergency).

Identify safety rules at school and the community (e.g., do not fight on the school bus; tell a safe adult if a peer brings a gun or weapon to school or when someone is being bullied; do not throw rocks on the playground; never tell a stranger on the Internet a personal detail like a school name or home address).

Describe safety rules in various environmental situations (avoid listening to loud music when walking down the street; tell a safe adult if a person tries to hurt someone, hurt you, makes you feel unsafe, or threatens you; do not approach an unknown animal; learn to swim).

Demonstrate appropriate responses to emergency situations, including basic first aid.

Define cyberbullying.

Describe ways to deal with bullying, cyberbullying, and violence.

Identify examples of mental, emotional, social, and physical health.

Define the term peer pressure.

Identify healthy ways to communicate (e.g., verbal, nonverbal, written).

Explain grief and discuss ways to deal with loss.

Identify sources that both positively and negatively influence an individual's mental, emotional, and social health behaviors.

Identify ways that the media influences an individual's self-concept and health behaviors.

Identify appropriate verbal and nonverbal communication to enhance healthy behaviors.

Practice ways to ask for assistance in harmful situations or relationships.

Identify appropriate electronic communication to enhance health.

Demonstrate behaviors that promote healthy relationships with families and peers.

Demonstrate coping strategies for dealing with changes within the family.

Explain to family members and peers the characteristics of an active bystander.

Define the six essential nutrients and calories.

Use the current federal Dietary Guidelines for Americans to identify the number of servings from each food group that children need daily.

Categorize food choices by food group.

Identify ways to handle and store foods safely.

Explain ways to be physically active daily and limit screen time.

Explain health-related fitness and skill-related fitness.

Identify the various strategies used by the media to influence food choices and physical activity.

Identify places to access accurate information on healthy eating and physical activity.

Describe the nutrition information that is found on food labels.

Identify recommended serving size from each food group that children need daily.

Create a goal to eat a healthy breakfast daily.

Develop a goal to choose healthy foods and beverages, reduce screen time, and be physically active.

Explain to others why healthy eating and physical activity are important.

Define the term wellness.

Examine types of chronic and communicable diseases.

Discuss wellness practices that keep the body healthy.

Describe ways in which a safe and healthy school and community environment can promote personal health.

Discuss ways that media messages influence personal health.

Discuss ways that the environment influences personal and community health.

Use technology to find reliable health information.

Demonstrate the ability to apply a decision-making process regarding a personal or community health issue.

Set a goal to brush teeth for at least two minutes before school and before bedtime.

Demonstrate ways to keep the eyes, ears, hair, teeth, and body healthy.

Discuss ways to help others be healthy.

Describe ways to promote personal, school, community, and environmental health.

Describe the impact of alcohol, tobacco, and other drugs (ATOD)-use or abuse on the individual, peers, family, and society.

Discuss reasons that there are laws regulating ATOD use.

Define the term gateway drugs.

Describe factors that can positively and negatively influence a person's decision to use or not use ATOD.

Demonstrate effective refusal skills that a person can use to communicate with family and peers about ATOD use

Explain why saying "no" to ATOD is a healthy decision.

Model ways to influence and support others in refusing to use ATOD.

List the factors that affect an individual's growth (e.g., nutrition, heredity, and environment).

Discuss ways to communicate with safe adults about the stages of growth and development.

Discuss the consequences of violent and unsafe behaviors, including gang behavior.

Describe basic first aid and emergency procedures for accidental loss of teeth or injuries to the mouth or teeth.

Analyze ways that protective factors promote health and safety (e.g., positive outlook, healthy self-concept, good relationships with parents).

Identify ways that gangs can threaten individual and community safety.

Analyze appropriate use of the internet and social media to reduce risk behaviors.

Model refusal skills that a person can use to resolve conflict and promote personal safety.

Develop a safe and appropriate plan to employ when using social media (e.g., to tell a safe adult when something feels unsafe; privacy settings; internet safety; appropriate behaviors and photos).

Demonstrate basic first aid procedures and responses to common emergencies.

State ways to keep the mouth safe from injury.

Describe the characteristics associated with a positive self-concept.

Define the term depression.

Explain ways that peers can influence an individual's self-concept.

Locate resources in the home, school, and community that provide valid mental, emotional, and social health information.

Develop a plan to reduce and manage stress.

Encourage others to use active bystander behaviors when appropriate (e.g., bullying, cyberbullying, ATOD use).

Identify the six essential nutrients and the food groups that contain each essential nutrient.

Analyze the nutrition information included on food package labels.

Explain the importance of following the current federal Dietary Guidelines for Americans with regard to portion sizes.

Explain the interrelationship among food intake, physical activity, and health.

Describe the benefits of choosing a variety of ways to be physically active.

Describe factors that influence individual healthy food choices and physical activity.

Predict the effects of nutritional choices on an individual's health, including oral health.

Identify places to access accurate information on healthy foods and physical activity.

Use nutrition information on food package labels to make healthy food choices.

Set a nutritional goal and track progress towards achievement.

Create a goal and track progress to reduce screen time and increase daily physical activity.

Demonstrate ways to interpret the information on food labels to plan a meal.

Advocate for others to eat healthy foods and to engage in regular physical activity.

Define the term pathogens.

Describe ways to prevent or contain communicable diseases.

Describe the immune system and the way it works.

Describe ways to prevent common childhood injuries and health problems.

Identify the major parts of the nervous system (e.g., brain, nerves, spinal cord).

List ways to reduce exposure to harmful environmental factors (e.g., ultraviolet rays, pollutants).

Analyze ways that family, peers, school, community, culture, and the media influence personal health practices and behaviors.

Locate valid health information, products, and services that promote personal and community health, including oral health, environmental health, and the prevention of disease.

Demonstrate ways to ask for assistance to promote personal health.

Explain when adult assistance is needed in order to make a health-related decision.

Identify a personal health goal and name resources to help achieve that goal.

Develop a plan to achieve recommended sleep habits (e.g., recommended number of sleep hours; limited screen time and food prior to bedtime) to promote overall health.

Implement a personal health plan with the help of a parent or guardian.

Demonstrate ways to influence and support others in making healthy choices related to personal health.

Encourage others to keep the air, land, and water clean and safe.

Define the terms alcohol, tobacco, and other drugs (ATOD) use, abuse, addiction, and withdrawal.

Explain the link between tobacco use and diseases, including oral disease.

Describe the link between alcohol use, injury, and disease.

Discuss the influences of peers and family on behaviors related to the use of tobacco products, including smokeless tobacco.

Demonstrate the ability to locate valid information and resources concerning ATOD.

Demonstrate effective refusal skills regarding ATOD.

Explain how ATOD can affect the way individuals make decisions and perform tasks.

Identify ways that ATOD use can interfere with the achievement of a person's goals.

Implement strategies for dealing with peer pressure.

Write a plan to advocate for a tobacco free community.

Describe the structures and function of the respiratory system.

Review circulatory system.

Discuss ways to communicate with parents, teachers, or other safe adults about the stages of growth and development that take place during adolescence.

Demonstrate ways to ask for assistance in harmful situations or relationships.

Examine the impact of violent and unsafe behaviors.

Explain cardiopulmonary resuscitation (CPR).

Discuss strategies to effectively deal with cyberbullying.

Define sexting.

Discuss family, peer, and cultural influences on the way an individual deals with conflict

Analyze media messages on the subject of violence and risk behaviors.

Utilize effective communication strategies, including negotiation skills, to resolve conflicts and promote personal safety.

Identify the appropriate steps to take when being bullied or cyberbullied.

Explain the role of an active bystander when another person is being bullied or cyberbullied.

Discuss when it is necessary for a person to seek help to protect personal safety or that of others.

Describe what to do if someone displays a weapon at home, at the school, or in the community.

Implement safety strategies to avoid causing injury to self and to others.

Demonstrate strategies for dealing with conflict, bullying, cyberbullying, unhealthy relationships, abuse, and violence.

Explain safety rules for when a person is home alone and with others including internet safety and social media.

Advocate for disaster preparedness for home and school.

Describe coping strategies to promote mental health.

Identify positive and negative stressors.

Analyze media influences an individual's thoughts, feelings, self-concept, and health behaviors.

Identify a safe adult to talk with if something is bothering them or someone they know.

Identify instances when it is important to seek information, support, and assistance regarding mental, emotional, and social health.

Develop a plan to reduce and manage stress.

Model behaviors that promote healthy relationships with family and peers.

Demonstrate positive self-management skills.

Examine the six essential nutrients, their function, and foods or food groups in which they are present.

Identify the benefits of following the current federal Dietary Guidelines for Americans.

Describe methods of safe food handling and preparation.

Discuss the benefits of moderate to vigorous physical activity.

Explain basic precautions to help prevent injury during physical activity.

Investigate the various strategies used by the media to influence food choices and physical activity.

Locate resources (e.g., American Dietary Guidelines, American Dental Association, American Public Health Association, Centers for Disease Control and Prevention) that provide valid information on the link between excessive sugar consumption and diseases (e.g., obesity, diabetes, tooth decay).

Discuss with family members and peers ways to make healthy food choices.

Discuss with family members and peers ways to minimize screen time and be physically active.

Select healthy food choices from a menu.

Describe physical activities that promote health-related fitness.

Explore the advantages of using fresh foods and produce.

Demonstrate healthy food and beverage choices along with physical activities that reduce or help eliminate health risks, including obesity and tooth decay.

Encourage peers, family, and others to choose healthy foods and be physically active.

Advocate for physical activity in school and in the community.

Discuss the barriers to a person's practicing healthy behaviors.

Describe ways that family health history can affect a person's health.

Identify ways that health care providers promote health and detect and treat problems.

Examine how family, peers, school, community, and culture can positively and negatively influence personal health practices and behaviors.

Locate resources from home, school, and community that provide valid health information.

Demonstrate consent and refusal skills to avoid or reduce health risks.

Construct a plan, including monitoring and assessing progress, to achieve a health goal.

Utilize strategies to promote keeping the environment clean and safe.

Identify reasons why individuals use and abuse alcohol, tobacco, and other drugs (ATOD).

Describe short and long-term effects and consequences of ATOD use, including secondhand smoke.

Discuss the risks associated with over-the-counter and prescription drugs.

Analyze the influence of family and peers on a person's ATOD use.

Discuss how to identify sources of help for someone who abuses ATOD.

Utilize refusal skills to avoid ATOD use and to reduce risk behaviors.

Determine how to lessen the likelihood of being involved in risk behaviors.

State a specific, measurable, attainable, realistic, and timely (SMART) goal to avoid ATOD use.

Demonstrate ways to avoid potentially harmful situations involving ATOD use.

Demonstrate ways ATOD contributes to harmful situations and behaviors to reduce risk and decrease the chance of being affected.

Describe ways to advocate to others the benefits of not using ATOD.

Explain how family roles, rules, and responsibilities change over time.

Describe how the endocrine system affects growth and development.