Office of Curriculum, Technology, & Assessment

Description: This distance-learning program is a fun and interactive program for kindergarten and 1st grade students to help them on the road to heart health early in life.  Dr. Bill begins the program by taking a red piece of paper construction paper and drawing a heart on it with black crayon.  He asks the students at the distance end to do the same thing.  Then Dr. Bill cuts out his heart and all the students cut out their hearts along with Dr. Bill.  Next Dr. Bill asks the students to draw a happy face on one side of the heart and a sad face on the other side of the heart.  He then asks students to tell him what they think makes a heart happy and sad.  Then he asks the students to tape the heart onto themselves with scotch tape at the place on their body where they think their heart is.  Dr. Bill watches the children and then he tapes the heart onto himself, happy face out.  During the program Dr. Bill stresses with the kids the importance of bike riding, skating, etc. and the importance of what they eat to keep their heart happy.  Dr. Bill also takes out his guitar and sings some food songs along with the kids (i.e., On Top of Spaghetti).  Finally, he reads some food poetry and stories, if time permits (i.e., “The Bernstein Bears and Too Much Junk Food”).

South Dakota Health Education Content Standards

K - 2

Standard/Goal 1

Students will understand health promotion and disease prevention concepts and practices.

Indicator 1:  Students will evaluate how personal behavior can impact the health of self, peers and family.

Kindergarten

1.         identify expressions and behaviors associated with different feelings

4.          understand how practices in the home affect personal health, e.g., diet, sleep, hygiene.

First Grade

1.         describe physical and emotional feelings.

Second Grade

1.         Explore different feelings in different situations.

2.         explain how families and classmates help others stay healthy, e.g. going to the doctor.

Indicator 2:  Students will evaluate the impact of mental, emotional, social and physical health on various interrelated body systems.

Kindergarten

3.         describe what being well means, e.g., physically, emotionally and socially.

First Grade

4.         describe potential health problems that can affect various body systems, e.g. lack of proper nutrition or exercise.

Second Grade

1.      Explain very basic functions of the major body systems.

Standard/Goal Three

Students will understand the benefits of practicing health-enhancing behaviors, which reduce health risks.

Indicator 2:  Students will evaluate strategies for achieving and maintaining personal health.

Kindergarten

1.         define what good health is.

2.         identify positive daily health habits, e.g. brushing teeth, cleanliness, eating properly.

3.         chart daily health practices.

First Grade

1.         describe the characteristics of good health.

2.         describe daily health habits and their importance.

3.          gather data on personal health, e.g., hours of sleep, conflicts with friends/family.

Second Grade

1.         explain the difference between good and poor health.

2.         describe how daily living habits affect health.

3.         describe ways to determine level of personal health, e.g., absences due to illness, physical fitness assessments.

Standard/Goal Five:

Students will contribute to the health of their families, peers, schools, communities and the environment.

Indicator 3:  Students will advocate and support practices which promote a healthy community and environment.

Kindergarten

1.         identify ways to help others to improve personal health.

2.         identify positive health messages.

3.         explain why children need good health care.

First Grade

1.         explore ways to work with others to make healthy decisions.

2.         list popular health messages that advocate good health.

3.         explain why families need good health care.

SD HEALTH EDUCATION CONTENT STANDARDS

3-5

STANDARD/GOAL ONE:

Students will understand health promotion and disease prevention concepts and practices.

INDICATOR 1: Students will evaluate how personal behavior can impact the health of self, peers, and family.

1.   summarize reasons why it’s important to identify and

      properly express feelings, e.g., problem solving, role play.

4.         describe healthy and unhealthy practices affecting self and family, e.g. protective gear, emergency phone numbers.

Fourth Grade

1. describe how to identify feelings and the feelings of others.

Fifth Grade

1. demonstrate responsible behavior when dealing with own feelings and the feelings of others.

INDICATOR 2: Students will evaluate the impact of mental, emotional, social and physical health on various interrelated body systems.

Third Grade

5.         establish personal goals that enhance physical, social, and emotional health.

Fourth Grade

4. practice safety procedures and health regulations that affect self, family, and community.

5. analyze how physical, social, and emotional health is interrelated.

Fifth Grade

1. identify and discuss body systems, e.g., respiratory system.

2. discuss the relationship between social, emotional, and physical health.

3. list specific practices and behaviors that prevent and control the spread of communicable diseases

STANDARD/GOAL THREE:

Students will understand the benefits of practicing health-enhancing behaviors which reduce health risks.

INDICATOR 2: Students will evaluate strategies for achieving and maintaining personal health goals.

Third Grade

1. list characteristics of a healthy person.

2. recognize that health is an ongoing process.

3. recognize the need for good personal health.

4. explore how others achieve personal health.

Fourth Grade

1. define the meaning of personal health, e.g., mental, emotional, social, physical.

2. recognize that health is both a condition and a process.

3. recognize the need to set priorities for personal health.

4. investigate how others maintain personal health.

Fifth Grade

1. determine ways to measure the level of personal health.

2. examine reasons for developing and maintaining personal health.

3. describe ways to improve one's health.

4. recognize how good personal health is beneficial for normal growth.

5. set a personal health goal and track progress.

(NOTE: Each site must audio mute upon connecting to the session to prevent voice activated moving of the cameras from site to site.)

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