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Health Promotion
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Content Area 4: Preventing Injuries

Standard 1: Comprehend health promotion and disease prevention concepts.

By the end of grade five, students should be able to:

  • identify hazards to personal safety related to the environment and the type of injury;
  • identify the consequences of violent or unsafe behavior;
  • identify and develop safety strategies to avoid violence and injury to self or others;
  • identify steps to follow for emergencies related to the six types of injuries in home, school, and community environments, including varying weather conditions.

Lesson can be integrated with Social Studies.

Grade Focus: 3rd - 4th

In this lesson, students are involved in investigating homes for precautions to accidents. In this lesson, students will:

  • Construct a scrapbook which will instill a sense of responsibility for safety;
  • Learn how to contribute to a safe school environment;
  • Collaborate in groups and establish safety rules for various areas;
  • Choose appropriate clothing for all weather conditions;
  • Gain an awareness of the irreversible consequences of certain unsafe behaviors.

Standard 2: Access valid health information, products, and services.

  • demonstrate the ability to locate community resources and services that contribute to a safe and healthy environment
  • describe and participate in school emergency procedures.

Lesson can be integrated with Social Studies and Language Arts

Grade Focus: 2nd - 5th

This is the same web link that is used for Standard 4. This link takes the user to a teacher’s guide on risk assessment. Once at the link, click on “Learning Objectives; Read, Think, & Discuss; Investigate! Investigate! Investigate!; and Reproducible. These links will provide information on risks and strategies for implementing risk management. Too, you can use the “back arrow” on your browser tool bar in order to return to the other lesson areas and links.

In this lesson, students will:

  • Investigate risks at school and implement ways to promote a safer environment.
  • Complete an activity using a diary type journal.
  • After research, hold a debate over some controversial topics.

Link to Lesson
BioRAP

Standard 3: Demonstrate the ability to practice behaviors that enhance health and reduce risks.

By the end of grade five, students should be able to:

  • demonstrate strategies for reducing or avoiding unsafe situations;
  • demonstrate appropriate responses to emergency situations, including first-aid procedures;
  • identify potentially hazardous household products.

Lesson can be integrated with Science and Language Arts.

Grade Focus: 1st - 5th

When you arrive at this link’s destination, you will want to use “Lesson 1: Is It Safe?” Look at each link that is provided. The information is very useful. Students will classify household products by their function and identify potentially harmful ones. They will also conduct a home safety inspection, and recommend changes and improvements. Students will investigate product safety and harmful conditions. Students will look at a research study, and even invent their own product after learning about the marketing behind labels that is often misleading.

Standard 4: Analyze the influence of personal beliefs, culture, mass media, technology, and other factors on health.

By the end of grade five, students should be able to:

  • identify violent and risk behaviors and situations in mass media samples;
  • describe mass media influences on behaviors associated with risk-taking and violence;
  • recognize peer influences on strategies for dealing with conflict and safety;
  • describe how family and friends influence personal safety practices.

Lesson can be integrated with Social Studies and Science.

Grade Focus: 3rd - 5th

This link takes you to a teacher’s guide on risk assessment. Once you get to the destination of the link above, you will be able to click on “Learning Objectives; Read, Think, & Discuss; Investigate! Investigate! Investigate!; and Reproducible. These links will provide you with information on risks and strategies for dealing with it through risk management. You will have to use the “back arrow” on your browser tool bar in order to return to the other lesson areas and links. There is also a section under “Investigate” that deals with risk and the media. Students can see how television exposes and influences certain perceptions of risks. There are questions and activities within the text for students to participate in.

Standard 5: Use interpersonal communication skills to enhance health.

By the end of grade five, students should be able to:

  • demonstrate refusal skills to enhance health and reduce exposure to risks;
  • demonstrate the use of negotiation skills to promote personal safety;
  • demonstrate nonviolent strategies to resolve conflicts;

Lesson can be integrated with Social Studies.

Grade Focus: 4th

In this lesson students will:

  • Identify situations that cause anger or frustration.
  • List ways to deal effectively with anger or frustration.
  • Identify how destructive behavior can cause conflict.
  • Predict how constructive behavior might reduce conflict
The instructional procedure section should be modified so that an event in South Carolina history is discussed. Students will complete cause and effect charts (provided as attachment).

Standard 6: Use goal-setting and decision-making skills to enhance health.

By the end of grade five, students should be able to:

  • predict consequences of unsafe behaviors;
  • a demonstrate the ability to apply an age-appropriate decision-making process to reduce risk of harm to self and others;
  • explain when to ask for assistance in making decisions related to safety of self and others.

Lesson can be integrated with Language Arts.

Grade Focus: 5th

This lesson can be modified in order to implement with early elementary. Students will read the poem “The Road Not Taken” and answer the provided questions. The teacher should use the given model to help students make decisions. Investigate the “Problem Solving Box” and incorporate class discussion following along the guidelines of the model. There is also a “Bomb Shell” activity.

Standard 7: Demonstrate the ability to advocate for personal, family, and community health.

By the end of grade five, students should be able to:

  • demonstrate strategies to influence and support others in practicing behaviors for safe living
  • promote positive conflict resolution with peers and family.

Lesson can be integrated with Science.

Grade Focus: 3rd - 4th

This lesson will actively involve students in data collection for a survey questionnaire and require them to represent their acquired data in a graph. The lesson’s survey topic is about broken bones. Once the results are discussed, the teacher can modify this lesson by having students promote safe practices.
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