NAC389.2423. Prekindergarten through second grade: Health.

Instruction in prekindergarten, kindergarten, first grade and second grade in health must be designed so that pupils meet the following performance standards 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) Describe how healthy eating and participating in daily physical activities promote health and well-being;

     (e) Identify substances which benefit the body and substances which are harmful to the body;

     (f) Recognize methods for preventing injuries and avoiding hazards common to children;

     (g) Identify school personnel and health and safety officials, including, without limitation, law enforcement officers and emergency personnel;

     (h) Recognize germs which may cause illnesses and diseases and measures which can be taken to help prevent the spread of those illnesses and diseases; and

     (i) Identify elements of the environment which may affect the health of a person, including, without limitation, the sun, air, water, soil, food and pollutants.

     2. Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to identify:

     (a) Persons who are trustworthy to help promote health; and

     (b) Providers of health care.

     3. Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

     (a) Identify responsible health behaviors;

     (b) Select foods that are healthy and help a person grow;

     (c) Explore movements that promote a lifestyle which is active and healthy; and

     (d) Identify the actions that may be taken for the personal safety of a person, including, without limitation, use of safety precautions while exposed to the sun, use of a helmet, obeying pedestrian rules, use of a safety belt, exercising safety around guns, use of emergency 911 services, using proper fire safety procedures and taking general safety precautions.

     4. Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

     (a) Identify different sources that influence behaviors which affect personal health;

     (b) Discuss the nutrition and physical activities of families from diverse cultures; and

     (c) Discuss different sources of influence that promote the use of substances which benefit the body and substances which are harmful to the body.

     5. Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

     (a) List healthy ways to communicate the wants, needs and feelings of the pupil and to listen to other persons who express wants, needs and feelings; and

     (b) Identify ways in which the pupil may respond to and report a situation that is unwanted, threatening or dangerous to the pupil or another person.

     6. Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Define the terms “short-term personal health goal” and “long-term personal health goal”;

     (b) Develop goals for practicing daily habits which promote health, including, without limitation, personal hygiene, safety precautions while exposed to the sun, nutrition and physical activity; and

     (c) Identify resources to assist the pupil with developing short-term personal health goals and long-term personal health goals, including, without limitation, goals concerning recycling, water conservation, proper disposal of garbage and trash, and food choices.

     7. Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

     (a) Identify ways to promote personal and family health; and

     (b) Identify messages regarding consumer and environmental health.

     8. Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Discuss choices which are beneficial and choices which are harmful to the health of the pupil;

     (b) Identify resources and persons that assist in making decisions to enhance the health of the pupil;

     (c) Identify situations which require decisions regarding the health of a person; and

     (d) Differentiate between situations in which a pupil must make a decision regarding health by himself or herself and situations in which a pupil must make a decision regarding health with the assistance of another person.

     9. As used in this section, “prekindergarten” means a developmental program offered by a school district or charter school for pupils with special needs.

     (Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009)