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CA Nutrition & Physical Activity Expectations by GradeGrade Two: [these standards hold for Grade 3 as well] As a result of health instruction in second grade, all students will demonstrate the ability to: Standard 1:Essential Concepts 2.1.N.1 -Classify various foods into appropriate food groups. 2.1.N.2- Identify the number of servings of food from each food group that a child needs daily. 2.1.N.3- Discuss the benefits of eating a nutritious breakfast every day. 2.1.N.4- List the benefits of healthy eating, including beverages and snacks. 2.1.N.5- Describe the benefits of drinking water in amounts consistent with current research-based health guidelines. 2.1.N.6- Describe how to keep food safe from harmful germs. 2.1.N.7- Identify a variety of healthy snacks. 2.1.N.8- Identify and explore opportunities outside of school to participate regularly in physical activity. 2.1.N.9- Explain how both physical activity and eating habits can affect a person’s health. Standard 2: Analyzing Influences 2.2.N.10 - Discuss how family, friends, and media influence food choices. Standard 3: Accessing Valid Information 2.3.N.11-Identify resources for reliable information about healthy foods. Standard 4:Interpersonal Communication 2.4.N.12- Demonstrate how to ask family members for healthy food options Standard 5: Decision Making 2.5.N.13 -Use a decision-making process to select healthy foods .2.5.N.14 -Compare and contrast healthy and less healthy food choices in a variety of settings. 2.5.N.15 -Identify safe ways to increase physical activity. Standard 6:Goal Setting 2.6.N.16- Set a short-term goal to choose healthy foods for snacks and meals .2.6.N.17 - Set a short-term goal to participate daily in vigorous physical activity . Standard 7:Practicing Health-Enhancing Behaviors 2.7.N.18- Examine the importance of eating a nutritious breakfast every day .2.7.N.19 -Plan a nutritious meal. 2.7.N.20- Select healthy beverages .2.7.N.21 -Examine the criteria for choosing a nutritious snack. 2.7.N.22 -Practice participating in physical activities with friends and family. Standard 8: Health Promotion 2.8.N.23-Practice making healthy eating choices with friends and family .2.8.N.24-Explain to others what is enjoyable about physical activity. Grade Four As a result of health instruction in grade four, all students will demonstrate the ability to: Standard 1: Essential Concepts 4.1.N.1 -Identify and define key nutrients and their functions. 4.1.N.2 -Recall the recommended number of servings and serving sizes for different food groups. 4.1.N.3 -Describe the relationship between food intake, physical activity, and good health. 4.1.N.4 - Identify how to keep food safe through proper food preparation and storage. 4.1.N.5 -Explain how food can contain germs that cause illness. 4.1.N.6 -Explain the importance of drinking plenty of water, especially during vigorous physical activity. 4.1.N.7-Describe the benefits of moderate and vigorous physical activity. 4.1.N.8 -Identify ways to increase and monitor physical activity . Standard 2: Analyzing Influences 4.2.N.9 -Identify internal and external influences that affect food choices. 4.2.N.10 -Analyze advertising and marketing techniques used for food and beverages. 4.2.N.11 -Identify internal and external influences that affect physical activity. Standard 3: Accessing Valid Information 4.3.N.12 -Identify resources for valid information about safe and healthy foods. 4.3.N.13 -Use food labels to determine nutrient and sugar content. Standard 4: Interpersonal Communication 4.4.N.14 - Demonstrate effective communication skills to ask for healthy food choices. Standard 5: Decision Making 4.5.N.15 - Describe how to use a decision-making process to select nutritious foods and beverages. 4.5.N.16 -Describe how to use a decision-making process to select healthy options for physical activity. Standard 6: Goal Setting 4.6.N.17 -Make a plan to choose healthy foods and beverages. 4.6.N.18 - Make a plan to choose physical activities at school and home. Standard 7: Practicing Health-Enhancing Behavior s4.7.N.19 - Practice how to take personal responsibility for eating healthful foods. 4.7.N.20 -Practice how to take personal responsibility for limiting sugar consumption in foods, snacks, and beverages. 4.7.N.21 -Identify ways to establish and maintain healthy eating practices consistent with current research-based guidelines for a nutritionally balanced diet. 4.7.N.22Practice how to take personal responsibility for engaging in physical activity. Standard 8: Health Promotion 4.8.N.23 -Support others in making positive food and physical activity choices. Grade Five [these hold for Grade 6 as well] As a result of health instruction in grade five, all students will demonstrate the ability to: Standard 1: Essential Concepts 5.1.N.1 -Describe the food groups, including recommended portions to eat from each food group. 5.1.N. -2Identify key and define the components of the Nutrition Facts labels. 5.1.N.3 -Examine the relationship between the intake of nutrients and metabolism. 5.1.N.4 -Explain why some food groups have a greater number of recommended portions than other food groups. 5.1.N.5 -Describe safe food handling and preparation practices. 5.1.N.6 -Differentiate between more nutritious and less nutritious beverages and snacks. 5.1.N.7 -Explain the concept of eating in moderation. 5.1.N.8 -Describe the benefits of eating a nutritionally balanced diet consistent with current research-based dietary guidelines. 5.1.N.9 -Explain how good health is influenced by healthy eating and being physically active. 5.1.N.10 -Describe the relationship of physical activity, rest, and sleep. 5.1.N.11Identify physical, academic, mental, and social benefits of regular physical activity. Standard 2: Analyzing Influences 5.2.N.12 -Describe internal and external influences that affect food choices and physical activity. 5.2.N.13 -Recognize that family and culture influence food choices. 5.2.N.14 -Examine the influence of advertising and marketing techniques on food and beverage choices. Standard 3:Accessing Valid Information 5.3.N.15 -Locate age-appropriate guidelines for eating and physical activity. 5.3.N.16 -Interpret information provided on food labels. Standard 4:Interpersonal Communication 5.4.N.17 -Use communication skills to deal effectively with influences from peers and media regarding food choices and physical activity. Standard 5:Decision Making 5.5.N.18 -Use a decision-making process to identify healthy foods for meals and snacks. 5.5.N.19 -Use a decision-making process to determine activities that increase physical fitness. 5.5.N.20 -Compare personal eating and physical activity patterns with current age-appropriate guidelines. Standard 6:Goal Setting 5.6.N.21 -Monitor personal progress toward a nutritional goal. 5.6.N.22 -Monitor personal progress toward a physical activity goal. Standard 7: Practicing Health-Enhancing Behaviors 5.7.N.23 -Identify ways to choose healthy snacks based on current research-based guidelines. 5.7.N.24 - Demonstrate how to prepare a healthy meal or snack using sanitary food preparation and storage. 5.7.N.25 - Demonstrate the ability to balance food intake and physical activity. 5.7.N.26 -Demonstrate the ability to assess personal physical activity levels. Standard 8:Health Promotion 5.8.N.27 -Encourage and promote healthy eating and increased physical activity opportunities at school and in the community. Grades Seven/Eight: As a result of health instruction in grades seven and eight, all students will demonstrate the ability to: Standard 1:Essential Concepts 7/8.1.N.1 -Describe the short- and long-term impact of nutritional choices on health. 7/8.1.N.2 -Identify nutrients and their relationship to health. 7/8.1.N.3 -Examine the health risks caused by food contaminants. 7/8.1.N.4 -Describe how to keep food safe through proper food purchasing, preparation, and storage practices. 7/8.1.N.5 -Differentiate between diets that are health promoting and diets linked to disease. 7/8.1.N.6 -Analyze the caloric and nutritional value of foods and beverages. 7/8.1.N.7 -Describe the benefits of eating a variety of foods high in iron, calcium, and fiber. 7/8.1.N.8 -Identify ways to prepare food that are consistent with current research-based guidelines for a nutritionally balanced diet 7/8.1.N.9 -Analyze the harmful effects of engaging in unscientific diet practices to lose or gain weight.7/8.1.N.10 -Identify the impact nutrition has on chronic disease. 7/8.1.N.11 -Analyze the cognitive and physical benefits of eating breakfast daily. 7/8.1.N.12 -Examine the role of lifelong fitness activities in maintaining personal fitness, blood pressure, weight, and percentage of body fat. 7/8.1.N.13 -Explain how to use a Body Mass Index (BMI) score as a tool for measuring general health. 7/8.1.N.14 -Identify ways to increase daily physical activity. 7/8.1.N.15 -Explain that incorporating daily moderate or vigorous physical activity into one’s life does not require a structured exercise plan or special equipment. 7/8.1.N.16 -Differentiate between physical activity, exercise, and healthrelated and skill-related fitness. Standard 2: Analyzing Influences 7/8.2.N.17 -Describe the influence of culture and media on body image. 7/8.2.N.18 -Evaluate internal and external influences on food choices. 7/8.2.N.19 -Analyze the impact of nutritional choices on future reproductive and prenatal health. 7/8.2.N.20 -Analyze the influence of technology and media on physical activity. Standard 3: Accessing Valid Information 7/8.3.N.21 -Distinguish between valid and invalid sources of nutrition information. 7/8.3.N.22 -Evaluate the accuracy of claims about dietary supplements and popular diets. 7/8.3.N.23 -Describe how to access nutrition information about foods offered in restaurants in one’s community. 7/8.3.N.24 -Identify places where youth and families can be physically active. 7/8.3.N.25 -Identify trusted adults in family, school, and community for advice and counseling regarding healthy eating and physical activity. Standard 4: Interpersonal Communication 7/8.4.N.26 -Demonstrate the ability to use effective skills to model healthy decision making and prevent over consumption of foods and beverages. 7/8.4.N.27 -Practice effective communication skills with parents, guardians, or trusted adults regarding healthy nutrition and physical activity choices Standard 5:Decision Making 7/8.5.N.28 -Use a decision-making process to evaluate daily food intake for nutritional requirements. 7.8.5.N.29 -Identify recreational activities that increase physical activity. 7/8.5.N.30 -Contrast healthy and risky approaches to weight management. 7/8.5.N.31 -Analyze the physical, mental, and social benefits of physical activity. Standard 6:Goal Setting 7/8.6.N.32 -Make a personal plan for improving one’s nutrition and incorporating physical activity into daily routines. 7/8.6.N.33 -Set a goal to increase daily physical activity .Standard 7: Practicing Health-Enhancing Behaviors 7/8.7.N.34Make healthy food choices in a variety of settings. 7/8.7.N.35 -Examine proper food handling safety when preparing meals and snacks. 7/8.7.N.36 -Assess personal physical activity levels. 7/8.7.N.37 -Examine ways to be physically active throughout a lifetime. Standard 8: Health Promotion 7/8.8.N.38 -Encourage nutrient-dense food choices in school. 7/8.8.N.39 -Support increased opportunities for physical activity at school and in the community. 7/8.8.N.40 -Encourage peers to eat healthy foods and be physically active .High School As a result of health instruction in high school, all students will demonstrate the ability to: Standard 1: Essential Concepts HS.1.N.1 -Distinguish between facts and myths regarding nutrition practices, products, and physical performance. HS.1.N.2 -Research and discuss the practical use of current researchbased guidelines for a nutritionally balanced diet. HS.1.N.3 -Explain the importance of variety and moderation in food selection and consumption. HS.1.N.4 -Describe dietary guidelines, food groups, nutrients, and serving size for healthy eating habits. HS.1.N.5 -Describe the relationship between poor eating habits and chronic diseases such as heart disease, obesity, cancer, diabetes, hypertension, and osteoporosis. HS.1.N.6 -Explain how to keep food safe through proper food purchasing, preparation, and storage practices. HS.1.N.7 -Describe nutrition practices that are important for the health of a pregnant woman and her baby .
HS.1.N.8 -Describe the prevalence, causes and long-term consequences of unhealthy eating. HS.1.N.9 -Analyze the relationship between physical activity and overall health. HS.1.N.10 -Evaluate various approaches to maintaining a healthy weight. HS.1.N.11 - Identify the causes, symptoms and harmful effects of eating disorders. HS.1.N.12 -Explain why people with eating disorders need professional help. HS.1.N.13 -Describe the amounts and types of physical activity recommended for teenagers’ overall health and maintain to healthy body weight. HS.1.N.14 -Analyze the harmful effects of using diet pills and anabolic steroids. HS.1.N.15 -Explain physical, academic, mental, and social benefits of physical activity and the relationship of a sedentary lifestyle to chronic disease. Standard 2: Analyzing Influences HS.2.N.16 -Evaluate internal and external influences that affect food choices. HS.2.N.17 -Assess personal barriers to healthy eating and physical activity. HS.2.N.18 -Distinguish between facts and myths regarding nutrition practices, products, and physical performance. HS.2.N.19 -Examine the impact of nutritional choices on future reproductive and prenatal health. HS.2.N.20 -Analyze the impact of various influences, including the environment, on eating habits and attitudes toward weight management. HS.2.N.21 -Examine internal and external influences that affect physical activity. Standard 3: Accessing Valid Information HS.3.N.22 -Access sources of accurate information about safe and healthy weight management. HS.3.N.23 -Evaluate the accuracy of claims about food and dietary supplements. HS.3.N.24 -Describe how to use nutrition information on food labels to compare products. HS.3.N.25 -Evaluate the accuracy of claims about the safety of fitness products. HS.3.N.26 -Describe community programs and services that help people get access to affordable healthy foods. HS.3.N.27 -Examine internal and external influences that affect physical activity. Standard 4: Interpersonal Communication HS.4.N.28 -Analyze positive strategies to communicate healthy eating and physical activity needs at home, school, and in the community. HS.4.N.29 -Practice how to refuse less nutritious foods in social settings .Standard 5:Decision Making HS.5.N.30 -Examine how nutritional needs are affected by age, gender, activity level, pregnancy, and health status. HS.5.N.31 -Use a decision-making process to plan nutritionally adequate meals at home and away from home. HS.5.N.32 -Demonstrate how to prepare meals and snacks using safe food handling procedures. Standard 6: Goal Setting HS.6.N.33Assess one’s personal nutrition needs and level of physical activity. HS.6.N.34 -Develop practical solutions to remove barriers to healthy eating and physical activity. HS.6.N.35Create a personal nutrition and physical activity plan based on current guidelines. Standard 7: Practicing Health-Enhancing Behaviors HS.7.N.36 -Select healthy foods and beverages in a variety of settings. HS.7.N.37 -Critique one’s own personal diet for overall balance of key nutrients. HS.7.N.38 -Identify ways an individual can eat more fruits and vegetables. HS.7.N.39 -Describe how to take more personal responsibility for eating healthy foods. HS.7.N.40 -Participate in school and community activities that promote fitness and health. Standard 8:Health Promotion HS.8.N.41 -Support providing enhanced nutritional options in the school and community. HS.8.N.42 -Educate family and peers to choose healthy foods. |