HALL COUNTY SHERIFF'S OFFICE ADVANCE CURRICULUM
PROFESSIONAL COMPLIANCE STANDARDS
The Hall County Sheriff’s Office ADVANCE CURRICULUM conforms to Georgia Performance Standards for 5th Grade Health Education, and the 5th Grade English Language Arts Georgia Standards of Excellence (ELAGSE), as well as the National Health Standards: Achieving Excellence for 5th Graders.
The following are the corresponding compliance standards for the Honorable Sheriff Gerald Couch, Sheriff, Hall County, Georgia, and the Hall County Sheriff’s Office ADVANCE Program:
GEORGIA PERFORMANCE STANDARDS FOR 5TH GRADE HEALTH EDUCATION
Georgia Performance Standard-HE5.2- Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Description: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Fifth grade students will examine how the family, peers, culture, and media influence personal and family health. Students will begin to examine their personal values, beliefs, and perceived norms as they relate to health behaviors. Elements: a. Examine the influence of family and peers on personal health behaviors and decisions. Examples: Identify personal health risk factors based on family history and lifestyle behavior. Differentiate between actual and perceived peer pressure. b. Explain how media/technology influences thoughts, feelings, and health behaviors. Examples: Explore the various “images” portrayed by celebrities and their impact on consumer health behavior. Describe how a pedometer or heart rate monitor could influence physical activity levels. c. Describe how the home, school, and community culture can influence personal health. Examples: Identify places in the community designated as a non-smoking environment and list the positive health influence of this designation. Identify/establish and participate in a recycling program (e.g., home, school, community).
Georgia Performance Standard-HE5.4- Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Description: Students will use effective communication skills to enhance personal, family, and community health. Fifth grade students will demonstrate the ability to organize and convey information and feelings as the basis for strengthening interpersonal interactions and reducing or avoiding conflict. Students will analyze verbal and nonverbal communication skills which can help maintain healthy personal relationships. Elements: a. Apply effective verbal and nonverbal communication skills to enhance health. Examples: Demonstrate refusal strategies to avoid an unhealthy choice. Demonstrate effective friendship/pro-social communication skills (e.g., making introductions, asking to join in, saying “please” and “thank you”, apologize, agree to disagree) to build and maintain relationships. b. Practice nonviolent strategies to manage or resolve conflicts. Examples: Differentiate between negative (e.g., arguing, fighting) and positive (e.g., compromise, adult help, steer clear, apologize, agree to disagree) behaviors used in conflict situations. Develop a class plan to reduce or prevent bullying in the school. c. Demonstrate how to ask for assistance to enhance personal health and the health of others. Examples: Practice what to say when calling 911 or other emergency numbers. Demonstrate how to avoid conflict and when it is necessary for an adult to intervene.
Georgia Performance Standard-HE5.5-Students will demonstrate the ability to use decision-making skills to enhance health. Description: Students will use decision-making skills to identify, apply, and maintain health enhancing behaviors. Fifth grade students will identify health-related situations and analyze the importance of seeking assistance before making a decision. Elements: a. Identify health-related situations that might require a thoughtful decision. Examples: Explain what to do when approached with an uncomfortable request or situation (e.g., peer pressure to steal or damage property, take cigarettes from a parent). Identify individuals, places or situations that may increase a student’s vulnerability to negative peer pressure. b. Analyze when assistance is needed in making a health-related decision. Examples: Analyze your options when being pressured by peers to participate in dangerous activities. Discuss the reasons for consulting parents or other trusted adults when having problems at school. c. List healthy options to a health-related issue or problem. Examples: Identify options for improving the health of one’s environment. Research the advantages of life-long physical activities to reduce the obesity epidemic. d. Predict the potential outcomes of each option when making a health-related decision. Examples: Predict the positive outcomes of a regular exercise plan and healthy nutrition. List possible hazards around the home and describe the potential dangers of the hazards.
GEORGIA ENGLISH LANGUAGE ARTS STANDARDS OF EXCELLENCE 5TH GRADE
English Language Arts Georgia Standards of Excellence ELAGSE Standard-5SL1-5th Grade Speaking and Listening-Comprehension and Collaboration (Follow agreed upon rules for discussion and carry out assigned roles.) ADVANCE Role-Play
English Language Arts Georgia Standards of Excellence ELAGSE Standard-5SL4-5th Grade Presentation of Knowledge and Ideas (ADVANCE Posters and Essays)
English Language Arts Georgia Standards of Excellence ELAGSE Standard-5SL5-5th Grade Multimedia Components-Visual displays (ADVANCE Posters)
English Language Arts Georgia Standards of Excellence ELAGSE standard-5SL6-5th Grade Adapt speech to a variety of context and tasks (ADVANCE Posters, Essays)
NATIONAL HEALTH EDUCATION STANDARDS: ACHIEVING EXCELLENCE 5TH GRADE
NHES-Standard One-Students will comprehend concepts related to health promotion and disease prevention to enhance health. (Standard 1.5.1) Describe the relationship between healthy behaviors and personal health.
NHES-Standard Two-Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. (Standards 2.5.2, 2.5.3, 2.5.5, 2.5.6, 2.12.3, 2.12.5, 2.12.7, and 2.12.9) Identify the influence of culture on health practices and behaviors, identify how peers can influence healthy and unhealthy behaviors, explain hoe media influences thoughts, feelings, and health behaviors, describe ways that technology can influence personal health, analyze how peers influence healthy and unhealthy behaviors, evaluate the effect of media on personal and family health, analyze how the perceptions of norms influence healthy and unhealthy behaviors, and analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.
NHES-Standard Three-Students will demonstrate the ability to access valid information, products, and services to enhance health. (Standards 3.5.1). Identify characteristics of valid health information and services.
NHES-Standard Four-Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. (Standards 4.5.1, 4.5.2, 4.5.3, 4.5.4, 4.12.3, 4.12.4). Demonstrate effective verbal and nonverbal communication skills to enhance health, demonstrate refusal skills that avoid or reduce health risks, demonstrate nonviolent strategies to manage or resolve conflict, and demonstrate how to ask for assistance to enhance personal health, demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others, demonstrate how to ask for and offer assistance to enhance the health of self and others.
NHES-Standard Five-Students will demonstrate the ability to use decision-making skills to enhance health. (Standards 5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5, and 5.5.6). Identify health-related situations that might require a thoughtful decision, analyze when assistance is needed in making a health-related decision, list healthy options to health-related issues or problems, predict the potential outcomes of each option when making a health-related decision, describe the outcomes of a health-related decision.
NHES-Standard Seven-Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (Standards 7.5.1, 7.5.3) Identify responsible personal health behaviors, demonstrate a variety of behaviors to avoid or reduce health risks.
NHES-Standard Eight-Students will demonstrate the ability to advocate for personal, family, and community health. (Standards 8.5.1, 8.5.2) Express opinions and give accurate information about health issues, encourage others to make positive health choices.