Common Planner
K–12 Standards

Grade 4

Other Louisiana Health Education sets

Students will comprehend concepts related to health promotion and disease prevention to enhance health.

  • 1-E-1.

    Explain relationships among physical, emotional and social health.1-E-1

    1. 1.

      Describe the interrelationship of, emotional, social, and physical health during childhood.1-E-1.1

  • 1-E-2.

    Demonstrate the relationship between healthy behaviors and personal health.1-E-2

    1. 1.

      Analyze the differences between healthy and unhealthy personal behaviors.1-E-2.1

    2. 2.

      Explore the importance of drinking water and eating fiber to maintain a healthy digestive system.1-E-2.2

    3. 3.

      Identify the relationship of calcium-rich foods, vitamin D, and weight-bearing physical activity to strong bones.1-E-2.3

    4. 4.

      Identify nutrient-dense foods and high calorie foods.1-E-2.4

  • 1-E-3.

    Describe ways to prevent common childhood injuries and health problems.1-E-3

    1. 1.

      Identify health problems or injuries that can be prevented or treated early.1-E-3.1

    2. 2.

      Explain how injuries and health problems can be prevented or treated.1-E-3.2

    3. 3.

      Recognize how risky behaviors are related to childhood injuries and health problems.1-E-3.3

  • 1-E-4.

    Describe ways in which a safe and healthy school and community environment can promote personal health.1-E-4

    1. 1.

      List ways to promote safe routes to school (e.g., sidewalks, crossing guards).1-E-4.1

    2. 2.

      Explain the importance of healthy food choices at school and at home.1-E-4.2

  • 1-E-5.

    Identify when it is important to seek health care.1-E-5

    1. 1.

      Describe how communicable and non-communicable diseases (e.g., HIV/AIDS, diabetes, cancer, heart disease) impact the overall health of the community.1-E-5.1

    2. 2.

      Identify when it is important to seek health care for communicable and non communicable diseases.1-E-5.2

Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

  • 2-E-1.

    Identify the influence of culture on health practices and behaviors.2-E-1

    1. 1.

      Discuss different cultural traditions in the community and how they relate to health.2-E-1.1

    2. 2.

      Identify the impact of cultural influences on the community's health practices and behaviors.2-E-1.2

    3. 3.

      Recognize that citizens of other countries may not have access to quality health care.2-E-1.3

  • 2-E-2.

    Describe how the family influences personal health practices and behaviors.2-E-2

    1. 1.

      List the impact that families have on one's personal health (e.g., tobacco use, alcohol use, overeating).2-E-2.1

    2. 2.

      Identify family barriers one may face in making healthy choices.2-E-2.2

  • 2-E-3.

    Identify how peers can influence healthy and unhealthy behaviors.2-E-3

    1. 1.

      Identify ways to avoid negative peer pressure and practice positive health behaviors.2-E-3.1

    2. 2.

      Model positive peer leadership skills that lead to good health behaviors.2-E-3.2

  • 2-E-4.

    Describe how the school and community can support personal health practices and behaviors.2-E-4

    1. 1.

      Identify school and community support groups (e.g., peer leadership teams, Boy/Girl Scouts).2-E-4.1

    2. 2.

      List how support groups influence one's personal health practices and behaviors.2-E-4.2

  • 2-E-5.

    Explain how media influence thoughts, feeling, and health behaviors.2-E-5

    1. 1.

      List strategies to create a media PSA that impacts making positive health choices.2-E-5.1

    2. 2.

      Identify the negative impact media may have on personal health choices.2-E-5.2

  • 2-E-6.

    Discuss ways that technology can influence personal health.2-E-6

    1. 1.

      Identify the positive and negative impacts that technology can have on making health choices.2-E-6.1

    2. 2.

      List ways that technology can be used to influence positive health choices.2-E-6.2

Students will demonstrate the ability to access valid information, products and services to enhance health.

  • 3-E-1.

    Identify characteristics of valid health information, products, and services.3-E-1

    1. 1.

      Identify valid sources of health information.3-E-1.1

    2. 2.

      List the importance in securing correct health information as it relates to personal health.3-E-1.2

    3. 3.

      Define health "misinformation."3-E-1.3

  • 3-E-2.

    Locate resources from home, school, and community that provide valid health information.3-E-2

    1. 1.

      Identify ways to best utilize those resources identified in the home, school, and the community.3-E-2.1

    2. 2.

      Identify key concepts of nutrition food labels.3-E-2.2

    3. 3.

      Determine sugar and fat content of selected foods and beverages.3-E-2.3

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

  • 4-E-1.

    Compare effective verbal and non-verbal communication skills to enhance health.4-E-1

    1. 1.

      Identify verbal and nonverbal communication skills that can be used to positively influence others in situations that impact health.4-E-1.1

  • 4-E-2.

    Demonstrate refusal skills to avoid or reduce health risks.4-E-2

    1. 1.

      Explain how to apply refusal skills to a health risk situation.4-E-2.1

    2. 2.

      Demonstrate through role play how using good refusal skills can avoid or reduce risky health behaviors.4-E-2.2

  • 4-E-3.

    Adopt non-violent strategies to manage or resolve conflict.4-E-3

    1. 1.

      Demonstrate through role play effective conflict resolution strategies.4-E-3.1

    2. 2.

      Discuss strategies to prevent bullying.4-E-3.2

  • 4-E-4.

    Demonstrate how to ask for assistance to enhance personal health.4-E-4

    1. 1.

      Identify situations where personal health assistance may be required.4-E-4.1

    2. 2.

      Demonstrate how to seek personal health assistance from a trusted adult.4-E-4.2

Students will demonstrate the ability to use decision-making skills to enhance health.

  • 5-E-1.

    Illustrate the outcomes of a health-related decision.5-E-1

    1. 1.

      List the potential short-term and long-term outcomes that can occur when making a health-related decision.5-E-1.1

    2. 2.

      Choose a healthy option when making a decision.5-E-1.2

    3. 3.

      Use MyPyramid to evaluate daily food choices in meeting nutrition requirements.5-E-1.3

Students will demonstrate the ability to use goal setting skills to enhance health.

  • 6-E-1.

    Define and discuss a personal health goal.6-E-1

    1. 1.

      Identify resources to assist in achieving a personal health goal.6-E-1.1

    2. 2.

      Monitor personal progress toward goals that address healthy eating and physical activity.6-E-1.2

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

  • 7-E-1.

    Examine personal health behaviors.7-E-1

    1. 1.

      Discuss how healthy and unhealthy habits influence our health.7-E-1.1

    2. 2.

      Demonstrate a positive health behavior.7-E-1.2

    3. 3.

      Develop a daily log of individual caloric intake and energy expenditure.7-E-1.3

  • 7-E-2.

    Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health.7-E-2

    1. 1.

      List barriers that may delay or impede an individual from making good personal health choices.7-E-2.1

    2. 2.

      Based upon current research-based guidelines, select healthy snacks.7-E-2.2

  • 7-E-3.

    Demonstrate a variety of behaviors that avoid or reduce health risks.7-E-3

    1. 1.

      Journal about individual behaviors that avoid or reduce health risks.7-E-3.1

Students will demonstrate the ability to advocate for personal, family and community health.

  • 8-E-1.

    Identify and describe community and school health service providers and their function.8-E-1

    1. 1.

      List the importance of having school health providers.8-E-1.1

    2. 2.

      Identify barriers to accessing community and school health providers.8-E-1.2

  • 8-E-2.

    Encourage others to make positive health choices.8-E-2

    1. 1.

      Discuss the impact, on others, of not making positive health choices.8-E-2.1

Frequently asked questions

What grade levels do these standards cover?
Grade 4
When were these standards adopted?
2011
Where can I read the official document?
Louisiana Health Education Grade-Level Expectations

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