Common Planner
K–12 Standards

Grade K

Other Louisiana Health Education sets

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

  • 1-E-1.

    Identify that healthy behaviors affect personal health.1-E-1

    1. 1.

      Identify major body parts (e.g., stomach, ears, eyes).1-E-1.1

    2. 2.

      List personal health behaviors (e.g., hand washing, teeth brushing).1-E-1.2

    3. 3.

      Name a variety of healthy foods.1-E-1.3

    4. 4.

      Explain why a variety of foods are necessary for good health.1-E-1.4

    5. 5.

      Describe why a healthy breakfast is important.1-E-1.5

    6. 6.

      Identify healthy snacks and beverages.1-E-1.6

    7. 7.

      List ways to be physically active.1-E-1.7

    8. 8.

      Explain the importance of sleep and rest.1-E-1.8

  • 1-E-2.

    Recognize that there are multiple dimensions of health (social, emotional, and physical).1-E-2

    1. 1.

      Describe one's own physical characteristics.1-E-2.1

    2. 2.

      Review similarities and differences between self and others.1-E-2.2

    3. 3.

      State characteristics that make each individual unique.1-E-2.3

    4. 4.

      Identify a variety of emotions (e.g., angry vs. sad, happy vs. excited).1-E-2.4

    5. 5.

      Identify appropriate ways to express emotion.1-E-2.5

  • 1-E-3.

    Identify the prevention and treatment of communicable and non-communicable diseases.1-E-3

    1. 1.

      List common illnesses and diseases (e.g., colds, flu, and asthma).1-E-3.1

    2. 2.

      Practice ways to prevent diseases and other health problems.1-E-3.2

    3. 3.

      Describe germs and why they can be harmful.1-E-3.3

    4. 4.

      Review effective dental and personal hygiene practices.1-E-3.4

    5. 5.

      Explain why medicines are used for illnesses and diseases such as asthma.1-E-3.5

    6. 6.

      Recognize that medicines should only be taken with adult supervision.1-E-3.6

  • 1-E-4.

    Identify risky behaviors and ways to avoid and reduce them.1-E-4

    1. 1.

      Describe how to get on and off a school bus safely.1-E-4.1

    2. 2.

      Explain how rules at home and school can help keep one safe.1-E-4.2

    3. 3.

      Identify ways injuries can be prevented (e.g., seatbelt, playground, street, water).1-E-4.3

    4. 4.

      Distinguish between appropriate and inappropriate touch.1-E-4.4

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

  • 2-E-1.

    Identify how family and culture influence personal health practices and behaviors.2-E-1

    1. 1.

      State roles and responsibilities of family members.2-E-1.1

    2. 2.

      List ways family can help promote well-being.2-E-1.2

  • 2-E-2.

    Describe how peers influence personal health behaviors.2-E-2

    1. 1.

      Review that everyone has unique talents and interests they can share.2-E-2.1

    2. 2.

      Identify how friends can affect health behaviors.2-E-2.2

    3. 3.

      State how schools promote good health.2-E-2.3

    4. 4.

      Discuss the importance of respect and getting along with others.2-E-2.4

  • 2-E-3.

    Explain how media influence thoughts, feelings and health behaviors.2-E-3

    1. 1.

      List examples of media (e.g., television, radio, internet, signs/billboards, advertisements).2-E-3.1

    2. 2.

      Recognize that not all products advertised or sold are healthy choices.2-E-3.2

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

  • 3-E-1.

    Identify sources of valid health information.3-E-1

    1. 1.

      Identify characteristics of a trusted adult at home, school or in the community.3-E-1.1

    2. 2.

      List trusted adults who can help in an emergency situation.3-E-1.2

  • 3-E-2.

    Demonstrate the ability to locate resources for health-promoting products and services.3-E-2

    1. 1.

      Identify people who are sources of valid health information and health- promoting products and services (e.g., trusted adults, doctor, police, teacher).3-E-2.1

    2. 2.

      Discuss how to get help from trusted adults in a health emergency (e.g., dial 911, firefighters, police, teachers, family).3-E-2.2

  • 3-E-3.

    Explain how media influence the selection of health information, products and services.3-E-3

    1. 1.

      Recognize how television programs, websites and magazines/books influence one's health choices.3-E-3.1

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

  • 4-E-1.

    Use effective communication skills.4-E-1

    1. 1.

      Speak clearly and directly to express needs and emotions.4-E-1.1

    2. 2.

      Review verbal and non-verbal forms of communication.4-E-1.2

    3. 3.

      Use active listening skills in everyday situations.4-E-1.3

    4. 4.

      Recognize that others have needs and feelings.4-E-1.4

  • 4-E-2.

    Demonstrate healthy ways to communicate needs, wants and feelings through verbal and non-verbal communication.4-E-2

    1. 1.

      Use effective communication (I-messages) to communicate emotions and needs.4-E-2.1

    2. 2.

      Use words to identify emotions and communicate needs.4-E-2.2

    3. 3.

      Describe and practice situations when it is appropriate to use "please," "thank you," "excuse me," and "I'm sorry."4-E-2.3

    4. 4.

      Tell when to seek help from a trusted adult (e.g., fire, if threatened, crossing the street).4-E-2.4

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

  • 5-E-1.

    Discuss the steps of effective decision-making.5-E-1

    1. 1.

      Discuss how to make healthy decisions (choices).5-E-1.1

    2. 2.

      Demonstrate making simple decisions (choices).5-E-1.2

  • 5-E-2.

    Identify situations when a health-related decision is needed.5-E-2

    1. 1.

      Recognize choices or decisions that could affect one's health.5-E-2.1

    2. 2.

      List a range of choices that could affect one's health (e.g., healthy foods - grow strong, taking medicines - get well, going to bed on time - feel good in the morning).5-E-2.2

  • 5-E-3.

    Apply a decision-making process to address personal health issues and problems.5-E-3

    1. 1.

      Distinguish between decisions that can be made on one's own and decisions that require the help of a trusted adult.5-E-3.1

  • 5-E-4.

    Demonstrate refusal skills to enhance health.5-E-4

    1. 1.

      Recognize that other people can influence choices.5-E-4.1

    2. 2.

      Review that it is all right to say no to choices that are unsafe or unhealthy.5-E-4.2

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

  • 6-E-1.

    Use goal setting to enhance health.6-E-1

    1. 1.

      Describe what a goal is.6-E-1.1

    2. 2.

      List healthy goals (e.g., to eat more fruit and veggies, to exercise daily, to brush teeth, to wash hands).6-E-1.2

    3. 3.

      Identify ways that parents and trusted adults can help meet a goal.6-E-1.3

  • 6-E-2.

    Establish personal health goals and track progress towards achievement.6-E-2

    1. 1.

      Create and work toward a simple health enhancing goal (to choose healthy snacks daily, to exercise daily, to play safely and to remain injury free on playground).6-E-2.1

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

  • 7-E-1.

    Demonstrate healthy practices and behaviors to maintain or improve personal health.7-E-1

    1. 1.

      Identify healthy practices in one's daily routine (e.g., nutrition, fitness, safety, conflict resolution).7-E-1.1

    2. 2.

      Illustrate how healthful behavior choices can help maintain health.7-E-1.2

  • 7-E-2.

    Demonstrate behaviors that avoid or reduce health risks.7-E-2

    1. 1.

      Describe how following rules can help keep one safe.7-E-2.1

    2. 2.

      Practice using effective communication skills to avoid or reduce health risks.7-E-2.2

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

  • 8-E-1.

    Define advocacy.8-E-1

    1. 1.

      Review examples of advocacy.8-E-1.1

    2. 2.

      Tell others how to be healthy.8-E-1.2

  • 8-E-2.

    Demonstrate the ability to communicate information that promotes positive health choices.8-E-2

    1. 1.

      Practice making healthy choices.8-E-2.1

  • 8-E-3.

    Encourage peers and family to make positive health choices.8-E-3

    1. 1.

      Identify ways to encourage others to make positive health choices.8-E-3.1

    2. 2.

      Describe positive ways to show care, consideration and concern for others.8-E-3.2

Frequently asked questions

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

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