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New Jersey Core Curriculum Content Standards

May 1996

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Comprehensive Health And Physical Education
Standards And Progress Indicators

Standard 2.1:
All Students Will Learn Health Promotion and
Disease Prevention Concepts And Health-Enhancing Behaviors

Descriptive Statement: Health-literate and physically educated students seek to improve personal, family, and public health. Using health promotion and disease prevention principles, nutritional concepts, and injury prevention strategies, students modify personal behaviors based on risk factors and adopt health practices to reduce or eliminate preventable health problems. Health-literate and physically educated students recognize the importance of prevention, early detection, and treatment in enhancing personal wellness.

Cumulative Progress Indicators

By the end of Grade 4, students:


Describe a healthy child and identify factors that contribute to good health.


Describe the basic structure and function of human body systems.


Identify and demonstrate responsible health behaviors for children.


Explain how childhood injuries and illnesses can be prevented and treated.


Describe potentially dangerous or threatening situations related to childhood activities, develop personal protection strategies, and cite resources for help.


Identify common health products and foods found in the home and correctly interpret labels, information, directions, and warnings.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:


Describe a healthy adolescent, discuss injuries and illnesses common to this age group, and identify ways to prevent, reduce, or eliminate these health problems.


Explain how health is influenced by the interaction of body systems and nutritional intake.


Analyze how family, peers, culture, media, technology, and the environment affect wellness.


Identify and demonstrate health practices that support and enhance personal and family physical and mental health.


Analyze a health profile to determine strengths and potential health risks resulting from risk factors and health-enhancing behaviors.


Describe situations requiring health services and locate community health care providers, comparing their services, benefits, and costs.


Examine health product and food labels and advertisements, comparing accuracy, content, directions, and value.


Analyze the influence of peers and the media on risk behaviors, injuries, and violent behavior.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:


Describe a healthy adult, discuss adult physical and mental health problems, and use health assessment data to develop strategies for reducing health problems and related risk factors.


Analyze the impact of genetic, nutritional, behavioral, cultural, and environmental factors on the functioning of body systems and use this information to identify responsible health practices.


Analyze situations that require professional health services, analyze the costs and sources of payment, and discuss how these factors influence the accessibility and delivery of health care.


Discuss and compare the influence of public health policy, government regulations, research, medical advances, and the health care industry on current and emerging health problems.


Describe the principles of injury prevention and risk management, analyze factors that contribute to the incidence of injuries and violence, and develop strategies for prevention.


Analyze the influence of the media on risk behaviors, disease prevention, and the incidence of injuries and violent behavior.



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