Health Education Content Standards For California Public .
Health EducationContent Standardsfor CaliforniaPublic SchoolsKindergarten ThroughGrade Twelve
Publishing InformationWhen the Health Education Content Standards for California Public Schools, Kindergarten Through Grade Twelve wasadopted by the California State Board of Education on March 12, 2008, the members of the State Board were thefollowing: Theodore Mitchell, President; Ruth Bloom, Vice President; James Aschwanden; Alan Bersin; YvonneChan; Gregory Jones; David Lopez; Kenneth Noonan; Johnathan Williams; and Monica Liu.This publication was edited by John McLean, working in cooperation with Mary Marks, Consultant, LearningSupport and Partnerships Division. It was prepared for printing by the staff of CDE Press: Cheryl McDonaldcreated and prepared the cover and interior design; Jeannette Reyes typeset the document. It was published bythe Department of Education, 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. 2009 by the California Department of EducationAll rights reservedISBN 978-0-8011-1695-7AcknowledgmentsThe State Board of Education extends its appreciation to the members and staff of the California HealthEducation Standards Advisory Panel for their outstanding work in developing and recommending the healtheducation content standards to the State Board of Education under the provisions of Education Code Section51210.8.State Superintendent of Public Instruction Jack O’ Connell appointed the following educators to the CaliforniaHealth Education Standards Advisory Panel:Martha Adriasola-Martinez, San Francisco Unified School DistrictBeverly Bradley, School Health Consultant, San DiegoMarilyn Briggs, University of California, DavisLaurie Brown, Los Angeles Unified School DistrictSally Champlin, California State University, Long BeachKim Clark, California State University, San BernardinoSheri Coburn, San Joaquin County Office of EducationCornelia Finkbeiner, Menlo Park City Elementary School DistrictLaura Griffith, Los Angeles Unified School DistrictSloan Holmes, Kern Union High School DistrictTad Kitada, Placer County Office of EducationRic Loya, Los Angeles Unified School DistrictSarah Miller, Hayward Unified School DistrictKristine Pasquini, Clovis Unified School DistrictMiguel Perez, California State University, FresnoAnn Rector, Pasadena Unified School DistrictChristopher Saldivar, Belmont-Redwood Shores Elementary School DistrictCarol Shaw, Sweetwater Union High School DistrictRobin Sinks, Long Beach Unified School DistrictSpecial commendation is extended to Gordon Jackson, Director, Learning Support and PartnershipsDivision; Phyllis Bramson-Paul, Director, Nutrition Services Division; Caroline Roberts, former SchoolHealth Connections/Healthy Start Administrator; Jennifer Rousseve, School Health Connections/HealthyStart Administrator; Mary Marks, School Health Education Consultant; Sharla Smith, HIV/STD PreventionEducation Consultant; Donna Bezdecheck, School Health Education Consultant; Margaret Aumann, NutritionEducation Consultant; and Deborah Wood, Executive Director, California Healthy Kids Resource Center. Theirsignificant contributions to this document deserve special recognition.Ordering InformationCopies of this publication are available for sale from the California Department of Education. For prices andordering information, please visit the Department Web site at http://www.cde.ca.gov/re/pn or call the CDEPress Sales Office at 1-800-995-4099. An illustrated Educational Resources Catalog describing publications, videos,and other instructional media available from the Department can be obtained without charge by writing to theCDE Press Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 958145901; faxing to 916-323-0823; or calling the CDE Press Sales Office at the telephone number listed above.NoticeThe guidance in Health Education Content Standards for California Public Schools, Kindergarten Through Grade Twelveis not binding on local educational agencies or other entities. Except for the statutes, regulations, and courtdecisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory. (SeeEducation Code Section 33308.5.)
ContentsA Message from the State Board of Education and the State Superintendentof Public Instruction. vIntroduction. viKindergarten.1Grade One.6Grade Two.10Grade Three.14Grade Four.18Grade Five.23Grade Six.28Grades Seven and Eight.33High School (Grades Nine Through Twelve).45Appendix: The Overarching Health Education Content Standards.57Glossary.58iii
A Message from the State Board of Education andthe State Superintendent of Public InstructionGood health and academic success gohand in hand. Healthy children makebetter students, and better studentsbecome healthy, successful adults who areproductive members of their communities.Comprehensive health education thataddresses the physical, mental, emotional,and social aspects of health teaches studentshow to maintain and improve their health;prevent disease; reduce health-related riskbehaviors; and develop health knowledge,attitudes, and skills that foster academicachievement, increase attendance rates,and improve behavior at school.As with students throughout the UnitedStates, California’s students are facingincreasingly serious challenges to goodhealth: obesity and diabetes are rising atalarming rates; asthma continues to be aleading cause of student absences; and toomany adolescents continue to make choicesthat negatively impact their lives. It isessential that students learn how to managehealth problems they already face and toavoid additional health problems in thefuture. Students need health education.Quality health education programs helpstudents achieve their highest academicpotential. The Health Education ContentStandards for California Public Schools,Kindergarten Through Grade Twelve providesguidance on the essential skills and knowledge that students should have at eachgrade level. Local educators are encouragedto apply these standards when developingcurricular and instructional strategies forhealth education and other interdisciplinarysubjects.Recognizing the significant impact ofhealth on academic achievement, we must doeverything possible to improve the quality ofhealth education in California schools. Thehealth education content standards representour commitment to promoting excellence inhealth education for all students.Theodore R. MitchellPresident, State Board of EducationJack O’ConnellState Superintendent of Public Instruction
IntroductionHealth education is a continuum of learning experiences that enables students, asindividuals and as members of society, tomake informed decisions, modify behaviors,and change social conditions in ways thatare health enhancing and increase health literacy. The health education standards definethe essential skills and knowledge that allstudents need in order to become “healthliterate”; they represent a strong consensusof the essential knowledge and skills thatstudents should have at specific grade levels,from kindergarten through grade twelve, inCalifornia’s public schools. The health education standards also reflect California’s commitment to health education and serve as a basisfor learning assessments, the Health Frameworkfor California Public Schools, and instructionalresources and materials. Standards do notprescribe methods of instruction.A primary goal of the health educationstandards is to improve academic achievement and health literacy for all students inCalifornia. Four characteristics are identifiedas essential to health literacy. Health-literateindividuals are: Critical thinkers and problem solverswhen confronting health problems andissues Self-directed learners who have the competence to use basic health informationand services in health-enhancing ways Effective communicators who organizeand convey beliefs, ideas, and information about health issuesvi Responsible and productive citizenswho help ensure that their communityis kept healthy, safe, and secureThese four essential characteristics of healthliterate individuals are woven throughout thehealth education standards.Background of the StandardsIn October 2005, Assembly Bill (AB) 689,cosponsored by State Superintendent ofPublic Instruction (SSPI) Jack O’Connell,was signed into law by Governor ArnoldSchwarzenegger, adding Section 51210.8 tothe California Education Code (EC); thatsection required the State Board of Education(SBE), based on recommendations from theSSPI, to adopt content standards for healtheducation. The health education standardsshape the direction of health educationinstruction for children and youths inCalifornia’s public schools: they provideschool districts with fundamental tools fordeveloping health education curricula andimproving student achievement in this area;and they help ensure that all students inkindergarten through high school receivehigh-quality health education instruction,providing students with the knowledge,skills, and confidence to lead healthy lives.Health education has undergone aparadigm shift over the last 15 years. It hasevolved from a primarily knowledge-basedsubject to a focused, skills-based subject.This shift came about as data from nationaland state surveys—including the California
IntroductionHealthy Kids Survey—indicated that althoughyouths had knowledge of what was harmfulto their health, they did not have the skills toavoid risky behaviors. The students understood why certain behaviors could and wouldcause harm, but they still engaged in riskybehaviors.The focus in the health education standardsis on teaching the skills that enable studentsto make healthy choices and avoid highrisk behaviors. Eight overarching standardsdescribe essential concepts and skills; they aretaught within the context of six health contentareas. Each skill is learned and practicedspecific to the content area and behavior.An Essential DisciplineHealth education is an integral part of theeducation program for all students. Groundedin the body of sound education research, thehealth education curricula in local school districts should be organized into a scope andsequence that support the development anddemonstration of increasingly sophisticatedessential knowledge, attitudes, and skills.A comprehensive health education programis designed to promote healthy living anddiscourage health-risk behaviors among allstudents.Sound health education programs includestructured learning opportunities that engagestudents as active learners. Through qualityinstructional approaches, learners increaseessential knowledge and are encouragedto compare and contrast their beliefs andperceptions about health issues. Schools arein a unique and powerful position to improvehealth outcomes for youths. Today’s youngpeople are confronted with health, educational, and social challenges not experiencedto the same degree by previous generations;violence, alcohol and other drug use, obesity,unintended pregnancy, sexually transmitteddiseases (STDs), and disrupted familyenvironments can compromise academicsuccess and health. Students should havean opportunity to practice essential skills tomaintain healthy lifestyles. Such a foundationis reflected in the health education contentstandards.Teachers and school districts are encouraged to enrich their students’ instructionalenvironments and learning opportunities by: Using standards-based, theory-driven,and research-based approaches to healthinstruction Identifying and collaborating withappropriate community and healthagencies Cultivating meaningful parentinvolvement in health education Focusing instruction on essentialknowledge and skills that will fosterhealth-risk reduction among studentsOverarching Content Standardsand RationalesThe eight overarching health contentstandards for kindergarten through gradetwelve are presented below, along with therationale for each standard.Standard 1: Essential Health ConceptsAll students will comprehend essentialconcepts related to enhancing health.Rationale: Understanding essential conceptsabout the relationships between behaviorand health provides the foundation formaking informed decisions about healthrelated behaviors and for selecting appropriatehealth products and services.Standard 2: Analyzing HealthInfluencesAll students will demonstrate the ability toanalyze internal and external influences thataffect health.Rationale: Health choices are affected by avariety of influences. The ability to recognize,vii
Introductionanalyze, and evaluate internal and externalinfluences is essential to protecting andenhancing health.Standard 6: Goal SettingStandard 3: Accessing Valid HealthInformationRationale: The desire to pursue health isan essential component of building healthyhabits. The ability to use goal-setting skillsenables students to translate healthknowledge into personally meaningfulhealth behaviors.All students will demonstrate the abilityto access and analyze health information,products, and services.Rationale: Students are exposed to numeroussources of information, products, andservices. The ability to access and analyzehealth information, products, and servicesprovides a foundation for practicing healthenhancing behaviors.Standard 4: InterpersonalCommunicationAll students will demonstrate the abilityto use interpersonal communication skillsto enhance health.Rationale: Positive relationships supportthe development of healthy attitudes andbehaviors. The ability to appropriatelyconvey and receive information, beliefs, andemotions is a skill that enables students tomanage risk, conflict, and differences and topromote health.Standard 5: Decision MakingAll students will demonstrate the abilityto use decision-making skills to enhancehealth.Rationale: Managing health behaviorsrequires critical thinking and problemsolving. The ability to use decision-makingskills to guide health behaviors fosters a senseof control and promotes the acceptance ofpersonal responsibility.viiiAll students will demonstrate the ability touse goal-setting skills to enhance health.Standard 7: Practicing Health-EnhancingBehaviorsAll students will demonstrate the abilityto practice behaviors that reduce risk andpromote health.Rationale: Practicing healthy behaviorsbuilds competence and confidence to uselearned skills in real-life situations. Theability to adopt health-enhancing behaviorsdemonstrates students’ ability to useknowl edge and skills to manage healthand reduce risk-taking behaviors.Standard 8: Health PromotionAll students will demonstrate the abilityto promote and support personal, family,and community health.Rationale: Personal, family, and communityhealth are interdependent and mutuallysupporting. The ability to promote the healthof oneself and others reflects a well-roundeddevelopment and expression of health.Grade-Level Recommendationsand Content AreasThe health education standards areorganized into six health content areas: Nutrition and Physical Activity Growth, Development, and SexualHealth Injury Prevention and Safety
IntroductionGrade-Level Assignmentsfor Content Areas Alcohol, Tobacco, and Other Drugs Mental, Emotional, and Social Health Personal and Community HealthHealth education standards are to beachieved by all students in kindergarten andgrades one through twelve. To enhance thequality and depth of health instruction, somehealth content areas are not recommended forevery grade level. Districts are encouraged toadd content areas for additional grade levelsdepending on local health priorities.The health education standards representminimum requirements for comprehensivehealth education. Local educational agencies(LEAs) that accept federal Title IV Safe andDrug-Free Schools and Communities fundsor state Tobacco-Use Prevention Educationfunds are required to comply with all assurances and conditions associated with theacceptance of such funds.Growth, Development,and Sexual ityGrowth andDevelopmentKindergarten Grade 1Grade 2InjuryPreventionand SafetyAlcohol,Tobacco,and OtherDrugsMental,Emotional,and SocialHealthPersonal andCommunityHealth Sexual Health Grade 3 Grade 5 Grade 6High School(Grades 9Through 12) Grade 4Grades 7and 8The chart below summarizes the minimumrecommended grade-level assignments foreach of the six content areas.The health education standards provideguidance for developing health educationcurricula; they identify what each student inCalifornia should know and be able to do ateach grade level. With adequate instructionand sustained effort, students in every schoolshould be able to achieve the standards. Somestudents with special needs may requireappropriate accommodations, adaptations,and modifications to meet the standards.Decisions about how best to teach thestandards are left to teachers, schools,and LEAs. ix
KindergartenNutrition and Physical ActivityStandard 1: Essential Concepts1.1.NName a variety of healthy foods and explain why they are necessary for good health.1.2.NIdentify a variety of healthy snacks.1.3.NDescribe the benefits of being physically active.1.4.NRecognize the importance of a healthy breakfast.Standard 2: Analyzing Influences2.1.NRecognize that not all products advertised or sold are good for them.Standard 3: Accessing Valid InformationSkills for this content area are not identified until grade two.Standard 4: Interpersonal Communication4.1.NExplain how to ask family members for healthy food options.Standard 5: Decision Making5.1.NDescribe ways to participate regularly in active play and enjoyable physical activities.Standard 6: Goal SettingSkills for this content area are not identified until grade two.Standard 7: Practicing Health-Enhancing Behaviors7.1.NSelect nutritious snacks.7.2.NPlan a nutritious breakfast.7.3.NChoose healthy foods in a variety of settings.
KindergartenStandard 8: Health PromotionSkills for this content area are not identified until grade two.Growth and DevelopmentStandard 1: Essential Concepts1.1.GExplain that living things grow and mature.1.2.GDescribe their own physical characteristics.1.3.GName ways in which peop
students should have at specific grade levels, from kindergarten through grade twelve, in California’s public schools. The health educa-tion standards also reflect California’s commit-ment to health education and serve as a basis for learning assessments, the . Health Framework for California Public Schools, and instructional
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