The health content Standard address nutrition in health education in elementary grades.

Instruction in prekindergarten, kindergarten, first grade and second grade in health must be designed so that pupils meet the following performance Standard by the completion of the second grade:

1. Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:
   • (a) Identify behaviors concerning the health of a person that impact personal health;
   • (b) Identify basic human anatomy, including, without limitation, the eyes, nose, ears and teeth;
   • (c) Identify and respect the physical, emotional and intellectual differences of persons;
   • (d) Recognize the right of a person to feel comfortable and safe;
   • (e) Define the safe personal space of the pupil and the safe personal space of other persons;
   • (f) Describe how healthy eating and participating in daily physical activities promote health and well-being;
   • (g) Identify substances which benefit the body and substances which are harmful to the body;
   • (h) Recognize methods for preventing injuries and avoiding hazards common to children;
   • (i) Identify school personnel and health and safety officials, including, without limitation, law enforcement officersand emergency personnel;
   • (j) Recognize germs which may cause illnesses and diseases and measures which can be taken to help prevent the spread of those illnesses and diseases;

Instruction in third grade, fourth grade and fifth grade in health must be designed so that pupils meet the following performance Standard by the completion of the fifth grade:

1. Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:
   • (a) Describe the relationship between behaviors concerning the health of a person and personal health;
   • (b) Explain the basic structure, function and developmental processes of the systems of the human body, including, without limitation, the human reproductive system in accordance with NRS 389.036;
   • (c) Describe the physical, emotional and intellectual differences of persons and how those differences affect the well-being of those persons;
   • (d) Explain the right of a person to feel comfortable and safe;
   • (e) Recognize the safe personal space of the pupil and the safe personal space of other persons;
   • (f) Understand the importance of not invading the safe personal space of a person;
   • (g) Identify the nutrients that are essential to a person's health, the functions served by such nutrients and the role those nutrients have in the promotion of health;
   • (h) Identify the health-related components of an active lifestyle;
   • (i) Explain how the use of substances can affect the way a person makes decisions and performs tasks;
   • (j) Describe methods for preventing injuries and avoiding hazards common to children;