Tennessee Health Education Standards 3-5

The State Health Education Standards can be used to support the effective
implementation of comprehensive health education as one of the eight
components of Coordinated School Health. The standards are carefully designed
to support schools, educators, families, and other stakeholders in helping
students meet the 2007 National Health Education Standards’ primary goal of
health education: for students to adopt and maintain healthy behaviors.

Personal Health and Wellness

Domain Description: In 1995, the National Health Education Standards

established “health literacy” as the primary outcome of a comprehensive K-12
Health Education program. The product of a successful health education
program is not just a person who knows a lot about health topics, but a person
who is: a critical thinker and problem solver who can apply decision-making and
goal-setting skills within the context of health; a responsible, productive citizen
who avoids behaviors that place his/her health or that of others at risk; a lifelong
learner who continues to grow in knowledge by gathering, analyzing, and
applying accurate health information as his/her needs change throughout life.

Standard 1: The student will demonstrate the ability to implement decision

making and goal setting skills to promote his/her personal health and
wellness, thereby enhancing quality of life for himself/herself and those
around him/her.

Learning Expectations:

The student will:

1.1 identify effective decision making techniques;
1.2 identify the benefits of forming personal goals, values and standards;
1.3 identify the influences that help an individuals form personal goals,
values and standards;
1.4 apply the decision-making process in developing personal goals and
standards that affect family life;
1.5 evaluate the influence of media on decision-making process related to
healthy living.

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Performance Indicators:

At Level 1, the student will be able to:

• describe the steps of the decision-making process;

• explain the difference between short and long term personal goals.

At Level 2, the student will be able to:

• demonstrate the decision-making process;

• analyze how influences affect personal decision-making processes;
• describe the connection between choices, actions, and consequences;
• identify how goals and standards relate to self worth.

At Level 3, the student will be able to:

• evaluate how various people provide influences in personal choices;

• demonstrate making personal choices based on reasoned arguments.

Teacher Assessment Indicators (examples):

The teacher may:

• have students list the steps of the decision making process;

• have students compare and contrast the decisions of a character in a
story;
• provide a variety of role-play situations. Have groups of students role-play
the situations, with the rest of the class evaluating the role-play and
providing feedback.

Standard 2: The student will understand the importance of personal

hygiene practices as related to healthy living.

Learning Expectations:

The student will:

2.1 demonstrate the importance of personal hygiene practices;
2.2 describe physical/emotional/social health implications of personal
hygiene;
2.3 identify ways to take responsibility for our personal health;
2.4 analyze the changes in health and hygiene needs related to
adolescence.

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Performance Indicators:

At Level 1, the student will be able to:

• describe basic personal hygiene methods including hand washing,

dental/oral care, bathing/shampooing, and dressing;
• explain how personal hygiene practices can affect personal health and
social relationships.

At Level 2, the student will be able to:

• apply basic hygiene methods including hand washing, dental/oral care,

bathing/shampooing, use of deodorant, and appropriate dress;
• describe how good personal hygiene relates to a positive outlook and self
concept;
• analyze the effect of personal hygiene on social relationships.

At Level 3, the student will be able to:

• integrate personal health responsibilities and personal hygiene practices

as they relate to daily activities and changes due to puberty.

Teacher Assessment Indicators (examples):

The teacher may:

• have students list common basic personal hygiene practices that they
perform daily;
• have students write an essay that describes the value of basic personal
hygiene in developing positive self-image and social relationships;
• have students create a role play about the affect of personal hygiene on
physical, social and emotional health.

Standard 3: The student will understand the role of body systems as

related to healthy living.

Learning Expectations:

The student will:

3.1 describe the basic human body structures;
3.2 describe the functions of the human body systems;
3.3 explain how health is influenced by the interaction of human body
systems.

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Performance Indicators:

At Level 1, the student will be able to:

• name basic human body organs (e.g. heart, lungs, stomach, intestines,
liver, and brain);
• name major human body systems (e.g. musculoskeletal, skeletal,
digestive, excretory, cardiorespiratory, circulatory and nervous and
integumentary (skin));
• explain the benefits of good posture on personal health (e.g. breathing,
back health).

At Level 2, the student will be able to:

• compare functions of major human body systems;

• illustrate ways the cardiorespiratory and musculoskeletal systems work
together;
• explain the structure and function of the skin;
• identify and classify components of major body systems.

At Level 3, the student will be able to:

• explain the interaction of body systems;

• develop a weekly personal wellness plan.

Teacher Assessment Indicators (examples):

The teacher may:

• have students list basic body organs and explain the function of each ;
• place students in groups to make a puzzle game using the major body
systems;
• have the students trace each other’s body on butcher paper and label the
body organs and systems;
• read the Magic School Bus "Inside the Human Body" and show the video.
After reading, have the students answer specific questions on a teacher
made assessment (open book).

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Standard 4: The student will understand the relationship of physical
activity and rest to healthy living.

Learning Expectations:

The student will:

4.1 explain the importance of participation in the recommended one hour of

daily physical activity;
4.2 identify personal physical activity goals needed to achieve overall
wellness;
4.3 explain the role of adequate sleep in health and performance of daily
activities.

Performance Indicators:

At Level 1, the student will be able to:

• explain the benefits of daily physical activity, rest, and sleep on personal
health;
• Identify how poor food choices and physical inactivity contribute to the
development of chronic diseases (e.g. obesity, high blood pressure,
diabetes).

At Level 2, the student will be able to:

• identify the effects of physical exercise on muscular growth and

development;
• select physical activities that will promote personal fitness;
• implement a wellness program (e.g. physical activity, adequate rest and
sleep).

At Level 3, the student will be able to:

• assess the relationship between human growth and development and

physical activity.

Teacher Assessment Indicators (examples):

The teacher may:

• have students maintain a daily journal of physical activity and hours of

sleep;
• have students implement a personal fitness plan from activities they enjoy;

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 • have students predict the results of positive health decisions (e.g. diet,
physical activity, and sleep) as it relates to human growth and
development.

Nutrition

Domain Description: Proper nutrition is essential for maintaining a healthy

lifestyle. Healthful nutrition helps to prevent chronic diseases such as diabetes,
cancer, and cardiovascular disease. Using the USDA’s “My Pyramid” can provide
guidelines for healthy eating. It is important to balance food intake and physical
activity to promote healthy living.

Standard 5: The student will understand the relationship of nutrition to

healthy living.

Learning Expectations:

The student will:

5.1 use the “My Pyramid” as a guide for choosing a variety of foods
necessary for good health;
5.2 explain how personal health and body compostion is influenced by
balancing diet and physical exercise.

Performance Indicators:

At Level 1, the student will be able to:

• describe the Food and Exercise pyramids;

• identify the causes of obesity;
• explain the importance of sanitary and safe handling of foods;
• describe that adequate water intake and a nutritious breakfast are
essential components of healthy living;
• explain the role of dietary supplements and nutrients including minerals,
vitamins and water.

At Level 2, the student will be able to

• name the reasons for including various foods within the “My Pyramid”;
• demonstrate an understanding of portion sizes and recommended
servings per day as recommended by “My Pyramid”;
• explain the relationship between weight and a balanced diet and exercise
regime;
• explain the connection of junk food and calorie intake to poor nutrition and
obesity;

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 • analyze food labels in order to determine nutritional content;
• demonstrate awareness of family, multicultural, and media influences on
food choices.

At Level 3, the student will be able to:

• prepare nutritious menus that include breakfast, lunch, supper, and

healthy snacks;
• explain the proportions of various nutrients recommended for a healthy
diet (e.g. 55-60% carbohydrates, 15% protein, 30% or less of fats);
• assess personal current nutritional intake.

Teacher Assessment Indicators (examples):

The teacher may:

• have students go online to “My Pyramid” to create their personal

nutritional profile and plan;
• have students list or draw the foods and amounts they consumed on the
previous day (on paper or paper plate). Then have students compare what
they ate to the “My Pyramid”, noting areas of strengths and weaknesses;
• give students five different meal menus, and have them list the meals in
order of nutritional value from highest to lowest;
• demonstrate the difference between recommended and typical serving
sizes;
• analyze the parts of a food label, comparing healthy vs. unhealthy
choices.

Family Life

Domain Description: The dynamic process of growth and development

encompasses physical, mental, emotional, and social maturation. Positive
personal and family relationships provide a foundation that promotes healthy
development. (Refer to TCA 49-6-1303 with regard to children excused from
family life instruction by parent or guardian).

Standard 6: The student will understand the contributions of family

relationships to healthy living.

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Learning Expectations:

The student will:

6.1 identify all families as unique;
6.2 demonstrate respect for the responsibilities of each person within the
family;
6.3 identify how to improve family relationships;
6.4 describe how family structures change.
6.5 discuss ways that changes in the family can affect emotions;
6.6 understand cultural differences exist and influence family customs.

Performance Indicators:

At Level 1, the student will be able to:

• describe a variety of family structures (e.g. two parent, single parent,

blended, extended, foster, and adopted) and how they change over time;
• identify being loved and cared for are basic human needs;
• describe how abuse, neglect, and violence in the family do not promote
healthy relationships;
• describe how families show love for each other and how changes within
the family influence emotions such as happiness, sadness, anger,
frustration, guilt, fear, etc. (e.g. birth, divorce, death, marriage).

At Level 2, the student will be able to:

• examine roles, responsibilities, and contributions of family members;

• describe how culture, religion, and ethnic diversity contribute to the variety
of family structures in our society;
• explain how environmental factors can affect family life (socio-economic
factors, urban/suburban/rural areas, etc.);
• apply conflict resolution skills to improve relationships within the family.

At Level 3, the student will be able to:

• assess how individual attitudes and behaviors relate to family dynamics;

• demonstrate support for the emotional needs of family members;
• formulate a response plan for cases of neglect, abuse, and violence in the
home (e.g. reporting incidents to a trusted adult and refusal skills).

Teacher Assessment Indicators (examples):

The teacher may:

• lead students in class discussion on the different types of family

structures;

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 • have students describe and analyze their daily responsibilities that
contribute to their family;
• lead students in role play of conflict resolution skills;
• have students discuss family relationships and roles within homes;
• draw a scene or write about how their family celebrated a special occasion
and lead students in a class discussion.

Standard 7: The student will understand the stages of human growth and
development.

Learning Expectations:

The student will:

6.1 identify changes in the body that occur throughout the life cycle;
6.2 demonstrate respect for self and others as physical changes occur at
varying rates.

Performance Indicators:

At Level 1, the student will be able to:

• describe how the body changes as it grows and develops;

• describe how physical growth and development is accompanied by
changes in emotions;
• define growth spurts and understand they occur at varying ages.

At Level 2, the student will be able to:

• compare changes in the body and emotions at different stages of the life
cycle;
• identify changes in the body and emotions that occur during puberty;
• describe how reproductive changes relate to puberty.

At Level 3, the student will be able to:

• compare and contrast the varying rates of change that occur with
individuals;
• demonstrate how to be respectful of others as they grow and develop;
• consider how being respectful of an individual’s feelings and emotions can
affect their self-image during puberty.

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Teacher Assessment Indicators (examples):

The teacher may:

• have students use words or pictures to depict a time line of their life or a
family member’s life;
• provide specific scenarios related to growth and development then have
students describe respectful ways to be supportive of their classmates
(e.g. voice changes-students laugh, and body odor).

Emotional, Social, and Mental Health

Domain Description: Emotional, social, and mental health is dependent upon a

healthy self-concept and communicating needs, wants, and feelings in a healthy
manner. Learning to manage conflict, anger and stress promotes healthy living.

Standard 8: The student will understand the importance of positive self-

concept and interpersonal relationships for healthy living.

Learning Expectations:

The student will:

8.1 describe how feelings affect behavior;
8.2 demonstrate respect for the unique qualities of self and others;
8.3 describe characteristics to be a responsible friend and family member;
8.4 identify positive and negative stress.

Performance Indicators:

At Level 1, the student will be able to:

• discuss the connection between feelings and behavior;

• explain that emotions may be expressed in different ways;
• identify and demonstrate appropriate manners;
• identify appropriate ways to express feelings;
• demonstrate the ability to respect property, rights, and personal space of
others
• identify the characteristics of a bully;
• describe ways to use non-violent behaviors to resolve conflict and
compromise in a manner that is fair to all persons involved;

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 • explain the importance of having personal values (e.g. honesty,
truthfulness, trustworthy, patience, loyalty, responsibility, self control, etc).

At Level 2, the student will be able to:

• analyze how respectful and tolerant behaviors can reduce prejudice,

discrimination and bullying (e.g. race, culture, disabilities, and gender);
• express the importance of not feeling sad or depressed for long periods of
time;
• describe how to identify their own feelings and the feelings of others;
• identify responsible people to report and discuss feelings of sadness;
• identify how someone might feel in different situations;
• demonstrate appropriate ways to include individuals with disabilities;
• describe appropriate actions to take when confronted by a bully;
• describe the feelings involved in the grieving process.

At Level 3, the student will be able to:

• evaluate qualities that promote healthy relationships (e.g. integrity, trust,

nurturing, responsibility, and manners);
• identify how feelings can change and can be expressed in ways that help
or harm a person;
• formulate skills for building self-esteem;
• select appropriate strategies for managing positive and negative stress;
• describe and demonstrate effective listening skills.

Teacher Assessment Indicators (examples):

The teacher may:

• have students identify appropriate manners from a list provided by the

teacher;
• discuss the reasons why it is important to identify feelings;
• identify stressors that exist at this stage of life and develop a plan to
reduce stress;
• have students make a list of activities that reduce stress;
• ask students to role-play situations that might lead to bullying, prejudice,
or discrimination;
• have students develop a character map of a character in a story or movie.
After listing traits, have students determine if the character would have a
positive self-image and the feelings in the story related to self-concept;
• have students rewrite the ending of a story or role play to reflect how they
would confront the abrasive behavior (ridicule) of others;
• have students compare the behaviors needed for building positive
relationships with friends and family to the behaviors needed for working
together as a team.

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Disease Prevention and Control

Domain Description: Disease prevention is greatly influenced by health

enhancing knowledge and behaviors practiced throughout life.

Standard 9: The student will understand attitudes and behaviors for

preventing and controlling disease.

Learning Expectations:

The student will:

9.1 identify common germs (pathogens);
9.2 compare and contrast communicable and non-communicable
diseases;
9.3 describe ways diseases are spread and prevented;
9.4 distinguish between safe and risky behaviors as related to disease
prevention.

Performance Indicators:

At Level 1, the student will be able to:

• define communicable and non-communicable diseases and how they are

contracted;
• identify universal precautions (proper hand washing, covering your mouth
when you cough or sneeze, not sharing hats, headphones, hairbrushes or
combs).

At Level 2, the student will be able to:

• analyze the relationship between communicable disease and hygiene,

childhood diseases and parasites (head lice, scabies, pinworms,
ringworm);
• describe how lifestyle behaviors can lead to communicable and non-
communicable diseases (e.g. type II diabetes, sexually transmitted
infections (STIs), cardiovascular disease, mononucleosis, influenza);
• describe the risk-reduction behaviors that prevent the spread of germs
and pathogens including HIV;
• relate factual information about HIV/AIDS.

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At Level 3, the student will be able to:

• assess the relationship between illness and alcohol and tobacco use;
• identify possible causes and prevention of heart disease, cancer,
diabetes, high blood pressure, stroke, asthma/allergies (e.g. heredity,
environment, and lifestyles).

Teacher Assessment Indicators (examples):

The teacher may:

• provide students with a list of diseases to categorize into communicable or

non communicable columns then identify life-style behaviors that would
prevent these diseases;
• invite a local health professional to speak to the classroom regarding
disease prevention;
• have students create a skit, poster, or power point about preventing the
spread of communicable diseases;
• have students write a letter to someone stating the reasons to not begin
smoking or the reasons to quit smoking if they are already a smoker.

Injury Prevention and Safety

Domain Description: According to the Tennessee Department of Health-Office

of Health Statistics, the leading cause of death for individuals between the ages
of 1 and 44 is unintentional injury, and accounts for more deaths than heart
disease and cancer combined.

Standard 10: The student will understand attitudes and behaviors for
preventing injuries and deaths from injury.

Learning Expectations:

The student will:

10.1 identify common causes of childhood injuries and methods of
prevention (motor vehicles (includes buses and ATVs), fires and flames,
drowning, hand gun injuries, falls, poisoning, choking, suffocation,
strangulation, and bike/pedestrian injuries);
10.2 explain the importance of safety rules and laws;
10.3 demonstrate and explain appropriate choices related to reducing
unintentional injuries.

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Performance Indicators:

At Level 1, the student will be able to:

• identify the 8 most common causes of childhood injury and death

(poisoning, fire & burns, bike & pedestrian, firearms, motor vehicle,
choking, suffocation and strangulation, drowning, and falls);
• identify safety rules related to leisure time activities (e.g. helmet and pad
safety, seat belt safety, sun safety, water safety, personal safety, etc);
• describe various vehicle safety procedures both in and out of the vehicle
(e.g. car, bus, 4-wheelers, driveway safety);
• recognize situations in which you should talk to an adult (e.g. finding guns,
matches, medications)
• list two or more precautions to take to prevent each type of common
injury.

At Level 2, the student will be able to:

• describe how personal choices and peer pressure relate to the 8 most
common risks of childhood injury and death;
• explain safety precautions that would help prevent injuries (e.g. helmet,
pads, harnesses, seat belts, sun safety, bus safety, water safety, personal
safety, gun safety, etc.);
• analyze procedures to follow in case of natural or man-made disasters.

At Level 3, the student will be able to:

• recognize the difference between real-life and reality portrayed in the

media, relating to safe and unsafe behaviors;
• list and evaluate why safety rules and laws are essential for personal and
public safety;
• prepare a plan to be used at home for natural disasters (e.g. fire, tornado,
earthquake).

Teacher Assessment Indicators (examples):

The teacher may:

• place students in groups and develop a jingle that focuses on injury

prevention;
• have students write a short story concerning personal safety and how the
use or misuse of safety precautions or equipment affects its outcome;
• encourage students to host their own safety fair;
• take an emergency or high risk situation and compare and contrast real-
life with electronic media produced outcomes (e.g. video games);

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 • have students prepare and present a personal plan to be used at home for
natural disasters (e.g. fire, tornado, earthquake).

Standard 11: The student will understand appropriate care for injuries and
sudden illnesses.

Learning Expectations:

The student will:

11.1 describe appropriate actions for emergency and non-emergency
situations;
11.2 demonstrate first aid techniques.

Performance Indicators:

At Level 1, the student will be able to:

• distinguish between emergency and non-emergency situations;

• explain the importance of first aid and emergency care;
• recite the poison control hotline number;
• describe the method of the techniques to responding to a conscious
choking victim (e.g. Heimlich maneuver, or recommended Red Cross
procedures).

At Level 2, the student will be able to:

• analyze situations that may require administration of basic first aid

techniques;
• describe and discuss basic first aid techniques for emergency care (e.g.
A-B-C, poisoning, wounds, burns, insect bites, allergic reactions,
seizures/fainting, CPR, Heimlich Maneuver, broken bones, sprains and
strains) by referring to the American Red Cross First-Aid procedures;
• describe and discuss an ability to locate and utilize resources in
emergency situations (e.g. 911 telephone number, first aid kit, and fire
extinguisher);
• demonstrate the ability to locate and utilize resources in emergency
situations (e.g. 911 telephone number, first aid kit, and fire extinguisher);
• identify situations where the use of universal precautions is needed for
handling bodily fluids.

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At Level 3, the student will be able to:

• design a plan of action for various situations which require first-aid

procedures;
• demonstrate the techniques for responding to a conscious choking victim
(e.g. Heimlich maneuver, or recommended Red Cross procedures).

Teacher Assessment Indicators (examples):

The teacher may:

• provide small groups with a box containing pieces of paper with

emergency and non-emergency situations from which the students will
select. Have students categorize the situations as emergency and non-
emergency;
• place students in groups and observe them demonstrating proper first aid
techniques;
• provide the students with different emergency situations. Have students
write out a plan of action for their emergency situation;
• assemble an appropriate first-aid kit for the classroom.

Standard 12: The student will understand the appropriate action to take
when personal safety is threatened.

Learning Expectations:

The student will:

12.1 identify situations that should be reported to a trusted adult;
12.2 demonstrate self-protection skills and identify appropriate resources
for help.

Performance Indicators:

At Level 1, the student will be able to:

• describe physical, sexual, and emotional abuse and the appropriate

procedures to follow for reporting;
• explain safety procedures for staying home alone for short periods of time
(latch key kids).

At Level 2, the student will be able to:

• demonstrate self protection skills to maximize personal safety (e.g. refusal

skills, instincts);

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 • describe behaviors that threaten personal safety;
• explain where to find immediate help in unsafe situations;
• differentiate between appropriate and inappropriate touch (e.g. good, bad,
confusing);
• Identify situations of abuse and neglect (e.g. physical and mental harm,
being left home along for long periods of time, and lack of food).

At Level 3, the student will be able to:

• analyze personal behavior relative to unsafe situations.

Teacher Assessment Indicators (examples):

The teacher may:

• have students develop a list of trusted adults to whom they can report
suspected abuse;
• have students produce a power point or poster that focuses on personal
safety measures;

Substance Use and Abuse Prevention

Domain Description: The use of chemical substances can have both benefits
and risks. Knowledge, attitudes, and personal choices can determine responsible
behaviors towards the use of chemical substances, including the avoidance of
alcohol and tobacco.

Standard 13: The student will understand appropriate and inappropriate

uses of chemical substances and the effects of substance use and abuse.

Learning Expectations:

The student will:

13.1 distinguish between appropriate use and the misuse/abuse of
chemical substances for healthy living;
13.2 analyze the influences of peers, family, and community on chemical
substance use and abuse;
13.3 evaluate the effects of substance use and abuse (e.g. tobacco,
alcohol, over the counter and prescription medication, illegal drugs
(including anabolic steroids and other performance enhancing drugs) on
physical, mental, and social functioning;
13.4 demonstrate decision making and refusal skills;
13.5 explain how personal choices relate to health and wellness
consequences;

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 13.6 recognize certain behaviors can lead to drug abuse and addiction
(e.g. huffing, inhalant abuse, smoking, alcohol consumption, over the
counter and prescription medication).

Performance Indicators:

At Level 1, the student will be able to:

• classify chemical substances for healthy living as medicinal and non-

medicinal;
• list the positive and negative effects of peer pressure;
• understand the importance of always having an adult present when taking
a medication;
• understand the importance of age appropriate doses and why an
overdose could result in negative outcomes;
• explain how the avoidance of substances can enhance physical, mental
and social functioning;
• describe the effects of substance use, abuse and misuse on physical,
mental and social functioning.

At Level 2, the student will be able to:

• explain the difference between appropriate use and the abuse of chemical
substances for healthy living;
• identify the difference between proper use and misuse of medicinal
substances;
• connect influences of the family, community, and media to personal views
of appropriate use and the abuse of chemical substances;
• practice skills needed to avoid risk-taking behaviors (e.g. decision making,
conflict resolution, and refusal skills);
• explain the connections between substance abuse and health related
illnesses (e.g. heart disease, cancer, cirrhosis of the liver, and impaired
mental functioning);
• analyze the relationship between substance abuse/misuse and negative
consequences (e.g. legal ramifications, personal finances, successful
relationships).

At Level 3, the student will be able to:

• compose a list of resources that may provide positive influences in

decisions concerning appropriate chemical substance use for healthy
living;
• draw conclusions concerning the quality of life of those individuals who
choose to use and abuse substances;

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 • discuss how first and second hand smoke affect the environment and the
health of self and others.

Teacher Assessment Indicators (examples):

The teacher may:

• divide the class into groups of three. Assign each group to create a short
skit that demonstrates a situation where peer pressure has a negative or
positive effect on the outcome;
• divide the class into two groups and have them participate in a panel
discussion related to either appropriate or inappropriate use of substances
for healthy living;
• provide the students with a list of the effects of substances and have
students categorize these effects into physical, social, mental, and
emotional;
• provide the students with the beginning of a story that involves an
opportunity to abuse a substance. The students will demonstrate their
decision-making and refusal skills by completing and role playing the end
of the story;
• have the students write an essay comparing and contrasting their future
lives based on their choices related to the use of substances.

Environmental and Community Health

Domain Description: The health of the environment and the community is

directly impacted by responsible individual behavior. Public health and
community services are essential to promote a healthy community.

Standard 14: The student will recognize environmental practices, products

and resources that affect personal and community health and promotes
healthy living.

Learning Expectations:

The student will:

14.1 identify the causes and effects of different types of pollution on
health;
14.2 apply the practices of "reduce, reuse, and recycle";
14.3 evaluate and select environmentally safe products;
14.4 describe ways health agencies assist in promoting health and the
environment;
14.5 explain the importance of community organizations to healthy living;

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 14.6 identify resources and facilities in the community that promote
healthy living;
14.7 evaluate the effect of media and technology on individual, family, and
community health.

Performance Indicators:

At Level 1, the student will be able to:

• identify various types of pollution (e.g. water, air, noise, and ground);
• describe the importance of environmental practices and their impact on
healthy living;
• identify public, professional, and voluntary agencies and their roles in
community health (e.g. health department, EPA, recycling agencies, and
OSHA).

At Level 2, the student will be able to:

• identify the causes of water, air, noise and ground pollution;

• demonstrate the practices of "reduce, reuse, and recycle";
• analyze information on labels to determine whether products are
environmentally safe;
• describe the steps individuals can take to promote safe water supplies,
sanitary trash, and sewage disposals;
• demonstrate personal routines that enhance a healthy environment (e.g.
trash disposal, conservation of water, energy, and natural resources);
• explain how health agencies promote healthy schools and home
environments;
• analyze situations that may require a health agency to be contacted for
assistance.

At Level 3, the student will be able to:

• assess the effects of pollution on personal and community health;

• appraise the importance of health agencies to the community.

Teacher Assessment Indicators (examples):

The teacher may:

• have the students draw a picture of a polluted environment and write a

short essay describing the types of pollution illustrated;
• bring in labels of products and have students determine if the products are
environmentally safe (e.g. tuna, aerosol cans, etc.);

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• have students make charts that show the cause and effects of pollution on
air, ground, and water;
• design a recycle center in your classroom or school;
• have the students list various community agencies and identify the
services they provide;
• create a health situation that requires medical assistance (e.g. toothache,
cough, blurry vision, sore ear, etc.). Have each student determine which
healthcare professional to contact by using the yellow pages to write down
an appropriate doctor’s specialty, name, and phone number.

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