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;

4. The Standard for health must include mental health and the relationship between mental health and physical health.