Louisiana Administrative Code
Title 28 - EDUCATION
Part LIX - Bulletin 103-Louisiana Health Education Content Standards
Chapter 5 - Health Education Content Standards, Benchmarks and Grade-Level Expectations (GLEs)
Section LIX-513 - Grade 5 Grade-Level Expectations

Universal Citation: LA Admin Code LIX-513

Current through Register Vol. 50, No. 9, September 20, 2024

A. Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.

1. Benchmark 1-E-1-describe relationships among physical, mental, emotional and social health.
a. 1-E-1.1-list the behaviors that influence physical, emotional, and social health.

b. 1-E-1.2-describe the consequences of the behaviors that influence physical, emotional, and social health.

2. Benchmark 1-E-2-demonstrate the relationship between healthy behaviors and personal health.
a. 1-E-2.1-list the consequences of negative health choices (e.g., drinking, smoking).

b. 1-E-2.2-examine the consequences of good and bad health choices on one's personal health.

3. Benchmark 1-E-3-describe ways to prevent common childhood injuries and health problems.
a. 1-E-3.1-recognize the responsibility to reduce risk of injury to self and to others.

b. 1-E-3.2-list possible hazards of physical activity and how to prevent injuries.

c. 1-E-3.3-recognize the responsibility to reduce health risk (e.g., hygiene, exercise, healthy eating)

4. Benchmark 1-E-4-describe ways in which a safe and healthy school and community environment can promote personal health.
a. 1-E-4.1-assess the school environment to identify things that contribute to positive health and safety.

5. Benchmark 1-E-5-identify when it is important to seek health care.
a. 1-E-5.1-identify different areas of healthcare and how to access them.

b. 1-E-5.2-recognize the signs of injury that require medical attention in self and in others (e.g., lack of consciousness, broken bones, bleeding, and heat exposure).

B. Standard 2. Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

1. Benchmark 2-E-1-identify the influence of culture on health practices and behaviors.
a. 2-E-1.1-examine personal cultural practices and how they impact personal health decisions.

b. 2-E-1.2-investigate the quality of healthcare in a foreign country and how it compares to the United States.

2. Benchmark 2-E-2-describe how the family influences personal health practices and behaviors.
a. 2-E-2.1-develop a family plan to maintain and improve health practices (journal).

3. Benchmark 2-E-3-identify the influence of others on health beliefs, practices, and behaviors.
a. 2-E-3.1-describe instances when one may have to overcome the influence of others to maintain good health.

4. Benchmark 2-E-4-describe how the school and community can support personal health practices and behaviors.
a. 2-E-4.1-report on a local community support group and how it is influencing health in the community.

b. 2-E-4.2-explore the effects of the environment on food choices.

5. Benchmark 2-E-5-explain how media influence thoughts, feeling, and health behaviors.
a. 2-E-5.1-identify positive influences that the media can have on health.

b. 2-E-5.2-analyze specific media/advertisements regarding the health message they convey.

7. Benchmark 2-E-7-discuss ways that technology can influence personal health.
a. 2-E-4.1-analyze specific technologies regarding the health messages they convey.

b. 2-E-4.2-investigate how technology can promote positive health behaviors (e.g., pedometers, Wiifit).

C. Standard 3. Students will demonstrate the ability to access valid information and products and services to enhance health.

1. Benchmark 3-E-1-identify characteristics of valid health information, products, and services.
a. 3-E-1.1-assess a health product or service using valid sources of health information.

2. Benchmark 3-E-2-locate resources from home, school, and the community that provide valid health information.
a. 3-E-2.1-report on how resources from home, school and the community are used to impact personal and family health.

D. Standard 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

1. Benchmark 4-E-1-compare effective verbal and non-verbal communication skills to enhance health.
a. 4-E-1.1-demonstrate the ability to communicate a health message in a verbal and non-verbal manner.

2. Benchmark 4-E-2-demonstrate refusal skills to avoid or reduce health risks.
a. 4-E-2.1-create and share a scenario that utilizes refusal skills to avoid engaging in risky behaviors.

3. Benchmark 4-E-3-adopt non-violent strategies to manage or resolve conflict.
a. 4-E-3.1-differentiate between assertive and aggressive behavior.

b. 4-E-3.2-role-play different scenarios identifying assertive and aggressive behavior and the impact of that behavior in conflict situations.

4. Benchmark 4-E-4-demonstrate how to ask for assistance to enhance personal health.
a. 4-E-4.1-identify personal and family experiences where access to care positively or negatively impacted health.

b. 4-E-4.2-describe how personal health care decisions and assistance can be impacted by personal experiences.

c. 4-E-4.3-use communication skills to effectively deal with influences from peers and media regarding food choices and physical activity.

E. Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.

1. Benchmark 5-E-1-identify how others can influence decision making.
a. 5-E-1.1-analyze elements of effective decision-making model.

b. 5-E-1.2-identify circumstances that can help or hinder healthy decision-making.

F. Standard 6. Students will demonstrate the ability to use goal-setting skills to enhance health.

1. Benchmark 6-E-1-define and discuss a personal health goal.
a. 6-E-1.1-track progress toward the achievement of a personal health goal.

G. Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or refuse health risks.

1. Benchmark 7-E-1-examine personal health behaviors.
a. 7-E-1.1-make a list of positive and negative personal health habits.

b. 7-E-1.2-examine personal habits that promote lifelong health.

2. Benchmark 7-E-2-demonstrate a variety of healthy practices and behaviors to maintain or improve personal health.
a. 7-E-2.1-journal about individual health practices and behaviors that maintain or improve one's personal health.

b. 7-E-2.2-compare healthy and risky approaches to weight management.

3. Benchmark 7-E-3-demonstrate a variety of behaviors that avoid or reduce health risks.
a. 7-E-3.1-list items that are perceived as negative health risk behaviors (e.g., smoking, drinking).

b. 7-E-3.2-explain the harmful effects of negative health risk behaviors (e.g., smoking, drinking).

H. Standard 8. Students will demonstrate the ability to advocate for personal, family, and community health.

1. Benchmark 8-E-1-identify and describe community and school health service providers and their function.
a. 8-E-1.1-educate younger students on the job functions of community and school health service providers and their function. (group project).

2. Benchmark 8-E-2-encourage others to make positive health choices.
a. 8-E-2.1-choose and create two mediums of communications to influence positive health choices (e.g., poster on saying no to drugs, assembly on not bullying).

b. 8-E-2.2-identify something in the school environment that does not contribute to positive health and safety and advocate for change (e.g., vending machines, snack sales, lack of recess).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.

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