Colorado Academic Standards Online
Use the options below to create customized views of the Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.
Comprehensive Health - 2019
Second Grade, Standard 2. Physical and Personal Wellness
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Prepared Graduates:
- 1. Apply knowledge and skills to engage in lifelong healthy eating.
Grade Level Expectation:
1. Identify eating and drinking behaviors that contribute to maintaining good health.
Evidence Outcomes:
Students Can:
- Explain the importance of choosing healthy foods and beverages.
- Identify the benefits of drinking plenty of water.
- Describe the benefits of eating breakfast every day.
- Identify a variety of healthy snacks.
- Understand that the body exhibits signals that tell people when they are hungry and when they are full.
- Identify the recommended serving size and sugar content found on a nutritional label.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Explain why water is essential for optimal body functioning. (Entrepreneurial Skills: Inquiry/Analysis)
- Critique why a healthy diet, which includes eating breakfast, helps provide the energy you need to move, think clearly, and solve problems throughout the day. (Entrepreneurial Skills: Inquiry/Analysis)
- Compare a healthy, balanced diet which includes eating appropriate portion sizes from multiple food groups throughout the day to a diet that is not balanced. (Entrepreneurial Skills: Inquiry/Analysis)
Inquiry Questions:
- Why do many people claim that breakfast is the most important meal of the day?
- Why is it important to pay attention to your body when it feels hungry or full?
- What are the benefits to your of body drinking water?
- Where would you find nutritional information when a label is not available?
- Why is it important to know the recommended serving size of foods and beverages?
Health Skills:
- Decision-Making
- Accessing Information
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Prepared Graduates:
- 3. Apply knowledge and skills related to health promotion, disease prevention, and health maintenance.
Grade Level Expectation:
2. Recognize basic childhood chronic diseases.
Evidence Outcomes:
Students Can:
- Identify problems associated with common childhood chronic diseases or conditions, including but not limited to asthma, allergies, type-1 diabetes, and epilepsy.
- Communicate concern to a parent or trusted adult when a person is having an allergic reaction or difficulty breathing.
- Identify the purpose of vaccinations.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Identify common food allergies and the importance of understanding how to decrease exposure to allergens. (Personal Skills: Self-Awareness)
- Determine the signs of someone who is having difficulty breathing or is not responding, and how to seek help. (Professional Skills: Self-Advocacy)
Inquiry Questions:
- How can you tell if someone is having an allergic reaction?
- What actions might you take if you saw a person who was having trouble breathing?
Health Skills:
- Interpersonal Communication:
- Advocacy
Comprehensive Health - 2019
Second Grade, Standard 3. Social and Emotional Wellness
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Prepared Graduates:
- 4. Utilize knowledge and skills to enhance mental, emotional, and social well-being.
Grade Level Expectation:
1. Utilize knowledge and skills to develop a positive self-concept.
Evidence Outcomes:
Students Can:
- Identify the characteristics of someone who has personal qualities that are important to you.
- Identify the personal traits that best represent who you are and why they are important.
- Describe the importance of being aware of one's own feelings and of being sensitive to the feelings of others.
- Express intentions to treat self with care and respect.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Explain how positive qualities and traits of a person can help someone have a better understanding of their own self. (Personal Skills: Self-Awareness)
- Identify some ways to express emotions appropriately, and how to treat yourself and others with respect. (Professional Skills: Self-Advocacy)
Inquiry Questions:
- What does self-respect look like?
- What if no one respected your space, property, or feelings?
- What would you do to treat yourself with care and respect?
- Would eating ice cream demonstrate care and respect for yourself?
Health Skills:
- Self-Management/Personal Responsibility
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Prepared Graduates:
- 4. Utilize knowledge and skills to enhance mental, emotional, and social well-being.
Grade Level Expectation:
2. Utilize knowledge and skills to develop an awareness of others and maintain healthy relationships.
Evidence Outcomes:
Students Can:
- Summarize the importance of respecting the personal space and boundaries of others.
- Discuss the importance of thinking about the effects of one's actions on other people.
- Describe how you will use pro-social behaviors such as cooperation, being sensitive to the feelings of others, helping others, and being respectful of others.
- Describe the benefits of a friendship.
- Describe how to make and maintain friendships.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Demonstrate how people can show respect to others (e.g., respect their personal space and boundaries). (Personal Skills: Self-Awareness)
- Identify how qualities of healthy relationships, like cooperation and respecting others can help people develop and maintain friendships. (Civic/Interpersonal Skills: Collaboration/Teamwork)
Inquiry Questions:
- Do my actions always affect others?
- Do I have to be friends with everyone?
- Are all friendships the same?
- How do we know how other people are feeling?
Health Skills:
- Interpersonal Communication:
- Self-Management/Personal Responsibility
Comprehensive Health - 2019
Second Grade, Standard 4. Prevention and Risk Management
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Prepared Graduates:
- 5. Apply knowledge and skills to make health-enhancing decisions regarding the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
Grade Level Expectation:
1. Identify the dangers of using tobacco and marijuana products and exposure to secondhand smoke.
Evidence Outcomes:
Students Can:
- Describe the dangers of using tobacco or non-prescribed marijuana.
- State reasons why and identify strategies to avoid secondhand smoke from tobacco and marijuana.
- Demonstrate the ability to assertively refuse an unwanted item or pressure from a peer.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Determine the impact of tobacco and marijuana on the body's ability to function normally. (Professional Skills: Self-Advocacy)
- Explain how secondhand smoke impacts air quality. (Civic/Interpersonal Skills: Global/Cultural Awareness)
- Evaluate how effective communication skills enhance a person's ability to express wants and defend their beliefs. (Professional Skills: Self-Advocacy)
Inquiry Questions:
- Why do people choose to smoke when they know it is bad for them?
- Why is it important to be able to refuse something that you do not want?
- What might happen if I saw a friend pick up a cigarette and I didn't say anything...I just walked away?
- What can you do if someone is smoking and it is bothering you?
Health Skills:
- Interpersonal Communication
- Self-Management/Personal Responsibility
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Prepared Graduates:
- 5. Apply knowledge and skills to make health-enhancing decisions regarding the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
Grade Level Expectation:
2. Identify safe and proper use of household products.
Evidence Outcomes:
Students Can:
- Access information regarding safe and proper household products (e.g., using trusted adults, warning symbols on labels).
- Explain that taking medications incorrectly can be harmful, including vitamins.
- Articulate the proper and safe use of products and substances found in the home that can be harmful if used inappropriately.
- Identify the dangers of edible marijuana or tobacco products.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Explain the role of a pharmacists and how they protect individuals from unsafe substances or mistaken consumption of medications. (Entrepreneurial Skills: Inquiry/Analysis)
- Identify what new technologies are being developed to prevent unintentional poisoning. (Entrepreneurial Skills: Inquiry/Analysis)
- Examine why medicines must be used correctly in order to be safe and have maximum benefit. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
Inquiry Questions:
- What could happen if there were not any labels on medicines, foods, vitamins, or other household products?
- What are the warning symbols that indicate that a product or substance may be harmful? (e.g., poison, flammable, marijuana)
- How can you identify the intended purpose of a household product?
- How do you know the difference between food that is safe to eat and an edible tobacco or marijuana product?
Health Skills:
- Accessing Information
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Prepared Graduates:
- 6. Apply knowledge and skills that promote healthy, violence-free relationships.
Grade Level Expectation:
3. Demonstrate how to respond appropriately to various types of bullying.
Evidence Outcomes:
Students Can:
- Identify examples of physical bullying.
- Identify examples of social bullying (e.g., rumors, gossiping, excluding others).
- Describe the difference between verbal and nonverbal bullying (e.g., dirty looks, sticking out the tongue).
- Identify why making fun of others is harmful to self and others.
- Explain how to advocate for yourself and someone else who is being bullied.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Identify the professionals who can help when someone is being bullied or teased, including but not limited to counselors, psychologists, police, or trusted adults. (Professional Skills: Self-Advocacy)
- Discuss why tolerance, appreciation, and understanding of diversity are important skills to learn and practice. (Civic/Interpersonal Skills: Global/Cultural Awareness)
Inquiry Questions:
- Why are people mean and cruel to other people?
- How do people respond to others who are mean and cruel?
- Is being mean to a friend different from being mean to someone else?
Health Skills:
- Interpersonal Communication:
- Advocacy for Self and Others:
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Prepared Graduates:
- 7. Apply personal safety knowledge and skills to prevent and treat injury.
Grade Level Expectation:
4. Demonstrate interpersonal communication skills to prevent injury or to ask for help in an emergency or unsafe situation.
Evidence Outcomes:
Students Can:
- Demonstrate how to make a decision to call 911 or other emergency numbers for help.
- Demonstrate effective refusal skills to avoid unsafe situations.
- Describe the use of safety equipment for specific activities and sports such as biking.
- Identify ways to reduce or prevent the risk of injuries around water.
- Develop an awareness of how modern technology can create a distraction that leads to unsafe situations (e.g., looking down in a crowd, unaware of traffic, awareness of others).
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Explore how first responders personnel consider situations from a variety of aspects. (Professional Skills: Career Awareness)
- Develop a plan for preventing injuries through preparation and communication. (Civic/Interpersonal Skills: Communication)
- Explore how Coast Guard and lifeguards are equipped to prevent and provide help in a water safety situation. (Professional Skills: Career Awareness)
- A 911 operator is trained to send help in an emergency and provide help over the phone. (Professional Skills: Career Awareness)
- Take personal responsibility to use safety equipment, such as helmets, knee pads, and life jackets, to help prevent unintentional injuries. (Personal Skills: Personal Responsibility)
Inquiry Questions:
- How do I know when to call 911?
- What do individuals do when they need to communicate and they cannot speak?
- What are the decisions made by emergency workers?
- What happens if a player does not wear a helmet or knee pads?
- Why is it important to be careful around water?
- Why do lifeguards say "walk don't run" at swimming pools?
- Why is looking down at your phone or tablet while walking in a parking lot dangerous?
Health Skills:
- Interpersonal Communication:
- Self-Management/Personal Responsibility
- Decision-Making
Comprehensive Health - 2019
Third Grade, Standard 2. Physical and Personal Wellness
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Prepared Graduates:
- 1. Apply knowledge and skills to engage in lifelong healthy eating.
Grade Level Expectation:
1. Demonstrate the ability to make and communicate appropriate food choices.
Evidence Outcomes:
Students Can:
- Describe a variety of nutritious breakfast foods.
- Plan a meal based on the food groups.
- Explain the concepts of eating in moderation.
- Demonstrate refusal skills in dealing with unhealthy eating situations.
- Identify how family, peers, and media influence healthy eating.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Explain how eating healthy portions when you are hungry and stopping when you are full can help you meet your energy needs and avoid overeating. (Personal Skills: Personal Responsibility)
- Analyze messages about healthy eating that are abundant and require accurate information to discern them. (Professional Skills: Information Literacy)
- Persistence and resilience can be demonstrated through resisting unhealthy eating situations in order to focus on eating healthy. (Personal Skills: Perseverance/Resilience)
Inquiry Questions:
- What is a healthy portion size? Can an appropriate portion size vary for individuals?
- What kinds of foods would be best for you to eat for breakfast? Why?
- How can students eat a balanced diet if food choices are limited at school and home?
- How can the things that you see on television or in magazines influence your feelings and choices about food?
Health Skills:
- Interpersonal Communication
- Analyzing Influences
Comprehensive Health - 2019
Third Grade, Standard 3. Social and Emotional Wellness
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Prepared Graduates:
- 4. Utilize knowledge and skills to enhance mental, emotional, and social well-being.
Grade Level Expectation:
1. Utilize knowledge and skills to treat self and others with care and respect.
Evidence Outcomes:
Students Can:
- Identify the characteristics of someone who has self-respect and positive self-esteem.
- Acknowledge the value of personal and others' talents and strengths.
- Summarize the importance of respecting the personal space and boundaries of others.
- Discuss the importance of treating others the way you would like to be treated.
- Give examples of skills that develop and maintain healthy relationships as well as strong friendships.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Assess how being a contributor to the neighborhood is an actionable way to show care. (Civic/Interpersonal Skills: Civic Engagement)
- Examine how individual actions can impact a school and community. (Civic/Interpersonal Skills: Character)
- Analyze how positive self-esteem and respect for others benefits healthy relationships and strong friendships. (Personal Skills: Self-Awareness)
Inquiry Questions:
- What does self-esteem look like?
- What if everyone had the same talents and strengths?
- Do we communicate with all of our friends the same way?
Health Skills:
- Self-Management/Personal Responsibility
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Prepared Graduates:
- 4. Utilize knowledge and skills to enhance mental, emotional, and social well-being.
Grade Level Expectation:
2. Demonstrate interpersonal communication skills to support positive interactions with families, peers, and others.
Evidence Outcomes:
Students Can:
- Demonstrate effective interpersonal communication skills necessary to express emotions, personal needs, and wants in a healthy way.
- Describe positive ways to show care, consideration, and concern for others.
- Identify how to show respect for individual differences.
- Demonstrate how to communicate about personal boundaries directly, respectfully, and assertively.
- Identify potential conflicts that arise within relationships and strategies to resolve those conflicts.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Explain how feelings can be expressed in verbal and nonverbal ways. (Civic/Interpersonal Skills: Communication)
- Investigate online groups and how they can provide support and care for self and others. (Professional Skills: Self-Advocacy)
- Demonstrate positive communication that enhances mental and emotional well -being. (Civic/Interpersonal Skills: Communication)
- Practice valuing different perspectives in order to resolve conflicts and reach workable solutions. (Personal Skills: Adaptability/Flexibility)
Inquiry Questions:
- How can a shy person show how they are feeling?
- Do you express feelings to friends, family, parents, adults, or strangers in the same way?
- Should I tell someone if they make me feel bad? How would you do that?
- Do you ever feel embarrassed by your feelings?
- What if we were all the same?
Health Skills:
- Interpersonal Communication
Comprehensive Health - 2019
Third Grade, Standard 4. Prevention and Risk Management
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Prepared Graduates:
- 5. Apply knowledge and skills to make health-enhancing decisions regarding the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
Grade Level Expectation:
1. Examine the dangers of using tobacco and marijuana products and exposure to secondhand smoke.
Evidence Outcomes:
Students Can:
- Identify the short- and long-term physical effects of using tobacco, marijuana, and exposure to secondhand smoke.
- Describe the dangers of prolonged exposure to secondhand smoke and demonstrate strategies to avoid exposure.
- Understand that marijuana, illegal drugs, prescription drugs, alcohol, and tobacco can be addicting, but can be treated.
- Describe the benefits of abstaining from or discontinuing tobacco and non-prescribed marijuana use.
- Demonstrate the ability to assertively refuse an unwanted item.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Compare how drugs can be used for medicinal purposes and still be addictive and dangerous. (Civic/Interpersonal Skills: Global/Cultural Awareness)
- Explain how medical technology has identified the dangers of tobacco use. (Professional Skills: Use Information and Communications Technologies)
- Investigate how research has clearly established that tobacco has a variety of harmful effects on the body. (Professional Skills: Information Literacy)
- Demonstrate how to handle impulses and assertively refuse an unwanted item. (Personal Skills: Personal Responsibility)
Inquiry Questions:
- How does tobacco affect the body?
- What are some of the things that could happen if I just "tried" to smoke a cigarette, or chew tobacco?
- Why are drug products that look like food products especially dangerous?
Health Skills:
- Decision-Making
- Interpersonal Communication
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Prepared Graduates:
- 6. Apply knowledge and skills that promote healthy, violence-free relationships.
Grade Level Expectation:
2. Describe pro-social behaviors and skills that enhance healthy interactions with others.
Evidence Outcomes:
Students Can:
- Give examples of pro-social behaviors such as helping others, being respectful of others, cooperation, consideration and being kind.
- Set a goal and a plan to be helpful and supportive to another person at school or at home.
- Describe how responding to anger can be positive and/or negative.
- Demonstrate strategies for self-control that can manage anger and other strong feelings in positive ways.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Apply pro-social behaviors when working together and collaborating. (Civic/Interpersonal Skills: Collaboration/Teamwork)
- Demonstrate self-control to manage anger. (Personal Skills: Self-Awareness)
- Explain how tolerance, appreciation, and understanding of diversity are important when collaborating. (Personal Skills: Adaptability/Flexibility)
Inquiry Questions:
- How would it feel if you were teased for having a certain eye color?
- How do you feel when you are helpful to others?
- Why do people get angry?
- Is anger a bad thing?
- Is it OK to not be friends with everyone?
Health Skills:
- Goal Setting:
- Self-Management/Personal Responsibility
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Prepared Graduates:
- 7. Apply personal safety knowledge and skills to prevent and treat injury.
Grade Level Expectation:
3. Identify ways to prevent injuries at home, in school, and in the community.
Evidence Outcomes:
Students Can:
- Define how injuries can occur at home, in school and in the community.
- Create a personal safety plan and explain how it will be used at home, in school, and in the community (e.g., bike safety, pedestrian safety, emergency situations).
- Identify safety rules around modern technology, including the internet.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Explain why safety is the responsibility of all members of a community. (Civic Interpersonal Skills: Global/Cultural Awareness)
- Create safety plans that can save lives and prevent injuries. (Personal Skills: Personal Responsibility)
Inquiry Questions:
- Is it important to pre-plan for safety?
- How do pedestrians stay safe from motor vehicles and bicycles?
- What would be important to put in a safety plan?
- Is it safe to put your personal information on social media?
Health Skills:
- Self-Management/Personal Responsibility
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us