South Carolina Learning Standards for Health and Safety Education — Grade 5


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D-5.1.1

Describe the structures and function of the respiratory system (for example, lungs, bronchioles, diaphragm).

D-5.1.2

Discuss the social, economic, and physical consequences of ATOD use.

D-5.1.3

Define the terms ATOD dependence, addiction, and withdrawal.

D-5.1.4

Explain the link between tobacco use and diseases, including oral disease.

D-5.1.5

Describe the link between alcohol use, injury, and disease.

D-5.2.1

Discuss the influences of peers and family on behaviors related to the use of tobacco products, including smokeless tobacco.

D-5.3.1

Demonstrate the ability to locate valid information and resources concerning ATOD.

D-5.4.1

Demonstrate effective refusal skills regarding ATOD.

D-5.5.1

Explain how ATOD can affect the way individuals make decisions and perform tasks.

D-5.6.1

Identify ways that ATOD use can interfere with a persons achievement of his or her goals.

D-5.7.1

Implement strategies for dealing with peer pressure

G-5.1.1

Describe the physical, emotional, and social changes that occur in puberty and adolescence (for example, changes in voice, growth of body and facial hair, sensitivity to peer influence, mood swings).

G-5.1.2

Define the term abstinence.

G-5.3.1

Locate people in the family, school or community (for example, parents, teachers, nurses, doctors, clergy) who can provide valid health information about the changes that occur during puberty.

G-5.4.1

Discuss ways to communicate with parents, teachers, or other trustworthy adults about the stages of growth and development that take place during adolescence.

G-5.4.2

Demonstrate ways to ask for assistance in harmful situations or relationships.

G-5.5.1

Discuss the benefits of deciding to abstain from sexual activity and to remain abstinent.

I-5.1.1

Examine the impact of violent and unsafe behaviors.

I-5.1.2

Explain CPR (cardiopulmonary resuscitation) and rescue breathing.

I-5.2.1

Discuss family, peer, and cultural influences on the way an individual deals with conflict.

I-5.2.2

Analyze media messages on the subject of violence and risk behaviors.

I-5.4.1

Utilize effective communication strategies (including negotiation skills) to resolve conflicts and promote personal safety.

I-5.5.1

Decide when he or she needs to seek help to protect personal safety or that of others.

I-5.5.2

Describe what to do if someone displays a weapon at home, at the school, or in the community.

I-5.7.1

Implement safety strategies to avoid causing injury to him- or herself and to others (for example, wearing sunscreen, wearing flotation equipment, being aware of weather conditions, knowing fire safety procedures).

I-5.7.2

Demonstrate strategies for dealing with conflict, bullying, and violence.

I-5.7.3

Practice safety rules when he or she is home alone and with others.

I-5.8.1

Advocate for disaster preparedness for home and school.

M-5.1.1

Describe coping strategies to promote mental health (for example, engaging in physical activity, reading, playing or listening to music, writing).

M-5.2.1

Explain ways that the media influences an individuals thoughts, feelings, self-concept, and health behaviors.

M-5.5.1

Identify instances when it is important to seek information, support, and assistance regarding mental, emotional, and social health.

M-5.7.1

Practice behaviors that promote healthy relationships with families and peers.

M-5.7.2

Demonstrate positive self-management skills (for example, managing stress, controlling anger and other impulses).

N-5.1.1

Examine the six essential nutrients, their function, and foods or food groups in which they are present.

N-5.1.2

Identify the benefits of following the federal dietary guidelines.

N-5.1.3

Describe methods of safe food handling and preparation.

N-5.1.4

Discuss the benefits of moderate to vigorous physical activity.

N-5.1.5

Explain basic precautions to help prevent injury during physical activity.

N-5.2.1

Examine the various strategies used by the media to influence food choices and physical activity.

N-5.3.1

Locate resources that provide information on the link between excessive sugar consumption and diseases (for example, obesity, diabetes, tooth decay).

N-5.4.1

Discuss with family members and peers ways to make healthy food choices.

N-5.4.2

Discuss with family members and peers ways to minimize screen time and be physically active.

N-5.5.1

Select healthy foods from a fast food restaurant menu.

N-5.5.2

Describe physical activities that promote health-related fitness.

N-5.7.1

Demonstrate food choices and physical activity behaviors that reduce or help eliminate health risks, including obesity and tooth decay.

N-5.8.1

Encourage peers, family, and others to choose healthy foods and be physically active.

P-5.1.1

Discuss the barriers to a persons practicing healthy behaviors.

P-5.1.2

Describe ways that family health history can affect a persons health (for example, heart disease, diabetes, sickle cell anemia).

P-5.1.3

Identify ways that health care providers promote health and detect and treat problems.

P-5.2.1

Discuss how the family, peers, school, community, and culture can influence personal health practices and behaviors.

P-5.3.1

Locate resources from home, school, and community that provide valid health information.*

P-5.4.1

Demonstrate refusal skills to avoid or reduce health risks.*

P-5.6.1

Construct a plan, including monitoring and assessing progress, to achieve a health goal (for example, reduce stress, be physically active, get more sleep, limit the amount of sugary foods/drinks in the diet.)

P-5.8.1

Utilize strategies to promote keeping the environment clean and safe.