Content Standard: C. Health Promotion and Risk Reduction
Students will understand how to reduce their health risks through the practice of healthy behaviors.
Common Assessment(s):

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)	Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Compare behaviors that are safe to those that are risky or harmful (e.g., Bicycle safety, handling weapons, use of medicines).	Playground safety Bike safety (helmets) Handling weapons Use of medicine Car seats/seat belts	Ongoing safety discussions	Explain to a friend why it's important to wear a helmet when riding your bike.	safety
2. Develop injury prevention and safety strategies for personal health.	Strategies might include tying shoelaces, looking both ways when crossing streets, etc.	Ongoing safety discussions	Teacher observation	.
3. Demonstrate basic care of human body systems.	Skin Digestive system Circulatory system Respiratory system Muscular system Skeletal system	Discussions and lessons concerning the basic care of the following: Skin, including basic first aid for cuts and burns Digestive, including proper nutrition Circulatory and Muscular, including benefits of exercise Respiratory, including damage caused by smoking	Students will explain how their body system benefit from bike riding, swimming, or other strenuous exercise.	systems skin digestive circulatory respiratory muscular skeletal organ nerve cells tissue
4. Demonstrate healthful and safe ways to deal with or avoid threatening and stressful situations.	Stressful situations might include tests, family deaths, etc. Threatening situations might include accidents, storms, etc.	Ongoing safety discussions and discussions related to literature.	Given a stressful or threatening situation, students will tell how they would react.	.