Kindergarten Health South Carolina standards Standards

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

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

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

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

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

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

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

Define the terms drug and medicine.

Distinguish between medicines and other substances that may look like medicines.

Identify ways that alcohol, tobacco, and other drugs (ATOD) and medicines can be helpful or harmful.

Identify warning symbols on medicines, household cleaners, and yard chemicals.

Explain ways to identify safe adults from whom children can safely take medicine.

Demonstrate ways to say "no" to alcohol and tobacco.

Name the major body parts.

Name the five senses and describe what they do.

Name ways children grow and change, mentally, emotionally, socially, and physically.

Explain how families are alike and different (e.g., several brothers and/or sisters; only one child; one parent working outside the home; a grandparent living in the home; pets or no pets).

Identify ways to prevent common childhood injuries at home (e.g., falling down the stairs, drinking an unknown substance, finding a gun), school (e.g., climbing on playground equipment), or in the environment (running across the street, riding a bicycle, swimming, walking in a rainstorm, approaching an unknown animal).

Identify when to call 911 with a specific emergency situation.

Name ways to stay safe and set and respect boundaries around others (e.g., family, peers, friends, acquaintances, strangers).

Explain what a person should do to deal with a minor injury (e.g., cut, scrape, and nosebleed).

Identify ways that family and friends can help a person stay safe and avoid injury.

Discuss ways to stay safe online.

Identify community helpers and safe adults who can help them stay safe in a variety of situations (e.g., using electronic devices; dealing with personal feelings).

Demonstrate how to make an emergency phone call.

Explain ways to identify safe adults in order to tell when someone is in need of help, feels threatened, or has been harmed.

Identify situations that require action to protect personal safety at home and in the community.

Identify situations that require action to protect personal safety online (e.g., never put any identification or pictures online).

Describe situations that require action to protect personal safety on the playground (e.g., following the rules).

Describe fire safety rules for home and school (e.g., do not play with fire; listen to your smoke alarm; get out of the burning building and go to your safe meeting place; tell an adult about the fire; if clothing is on fire, stop, drop, and roll).

Demonstrate ways to be safe as a pedestrian (e.g., bicycle safety, crossing the road) and as a passenger in a car and in a bus (e.g., wearing a seatbelt; using a car seat; following the rules on the bus) or using recreational equipment (e.g., wearing helmets).

Define different feelings (e.g., happy, sad, angry).

Name and demonstrate healthy ways to express needs, wants, and feelings.

Demonstrate the ability to cooperate with others (e.g., sharing, listening, taking turns).

Discuss potential dangers of secret keeping and who to tell if a secret makes you uncomfortable.

Explain why the body needs food, including breakfast, and water.

Define the terms healthy foods.

Explain why the body needs daily physical activity.

Identify how family and friends influence healthy food choices.

Demonstrate steps taken when selecting healthy foods.

Set a goal to be active at recess.

Set a goal to reduce screen time.

Define the term germs.

Define the terms health, health behaviors, health checkups, and health risks.

Name behaviors that affect personal health (e.g., bathing; washing hands; eating healthy foods).

Explain why it is important to brush the teeth and go to a dentist.

Explain why getting enough sleep is important.

Identify how the family influences personal health practices and behaviors.

Discuss why medical checkups and dental checkups are needed for a person to stay healthy.

Set a goal to brush teeth twice a day.

Identify practices that promote personal health (e.g., washing hands, brushing teeth, combing hair) and practices that prevent the spread of disease (e.g., covering coughs and sneezes).