Health Education K-12 Curriculum—Safety and Injury Prevention—ES - Montana

Montana

Addressed

Category

Health Education K-12 Curriculum—Safety and Injury Prevention—ES

State law addresses safety and injury.

(1) The health Standard for first grade are that each student will be able to:

(a) comprehend concepts related to health promotion and disease prevention to enhance personal health by:
(i) describing healthy behaviors;
(ii) giving examples of physical, mental, emotional, family, and social health, including those of traditional and contemporary American Indian cultures and practices;
(iii) identifying ways to prevent the spread of germs;
(iv) identifying environmental factors that can affect health;
(v) identifying ways to be safe and healthy at school and in the community;
(vi) identifying common childhood injuries and their treatment;
(vii) identifying reasons for seeing a health care professional; and
(viii) identifying basic body systems such as circulatory, respiratory, cardiovascular, skeletal, muscular, digestive, and nervous systems.

Policy Type

Regulation

Source

(1) The health Standard for second grade are that each student will be able to:

(a) comprehend concepts related to health promotion and disease prevention to enhance personal health by:
(i) identifying and explaining how health behaviors affect personal health;
(ii) recognizing that there are multiple dimensions of health, such as physical, mental, and emotional, as wellas family and social health, including those of traditional and contemporary American Indian cultures and practices;
(iii) describing some ways to prevent childhood communicable diseases;
(iv) describing common environmental factors that can affect health;
(v) giving examples of how to be safe at school and in the community;
(vi) identifying ways to prevent and treat common childhood injuries;
(vii) describing why it is important to seek health care; and
(viii) identifying basic body systems and their function such as the circulatory, respiratory, cardiovascular, skeletal, muscular, digestive, and nervous systems.

Policy Type

Regulation

Source

(1) The health Standard for fourth grade are that each student will be able to:

(a) comprehend concepts related to health promotion and disease prevention to enhance personal health by:
(i) identifying life skills that improve health and wellness;
(ii) discussing healthy and unhealthy behaviors and their effect on health;
(iii) identifying personal health-enhancing strategies that encompass substance abuse prevention, nutrition,exercise, injury and disease prevention, and stress management, including traditional and contemporary strategies from American Indian cultures;
(iv) describing risky behaviors and their potential consequences;
(v) discussing various characteristics of physical, mental, emotional, family, and social health, including those of traditional and contemporary American Indian cultures and practices;
(vi) describing how universal precautions and other hygienic practices reduce the risk for contracting disease;
(vii) describing the potential sources of environmental factors that affect health;
(viii) discussing practices for safe school and community environments;
(ix) describing common childhood health problems and potential treatments;

Policy Type

Regulation

Source

(1) The health Standard for fourth grade are that each student will be able to:

(e) demonstrate the ability to use decision-making skills to enhance health and safety by:
(i) discussing options of what to do in potential safety and health-risk situations;
(ii) identifying situations when assistance is needed to make safety and health-related decisions;
(iii) identifying positive alternatives to resolving safety and health-related issues or problems;
(iv) explaining possible consequences of health-related decisions; and
(v) creating a list of positive and negative outcomes related to various safety and health-related decisions.

Policy Type

Regulation

Source