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Core Code Alignment

Health & Movement
Health Education
04010000020: Health Education (K-6)

Recommendation

Recommended Primary

Evaluation

This program is very engaging because of its modern technology tools, colorful images, and student interaction capabilities. It aligns well with the K-5 Utah State Health Core Standards.

Educators Using These Materials

No educators found.

Material Categories

Resource, Comprehensive

Rubric : Health 2025

Review Complete. Final Score: 47 / 48 possible points (98%)

Compliance with State Law (Required)

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Sensitive Materials and Prohibited Submission 53G-10-103, R277-628	Does not violate law	N/A	N/A	May violate law
Does not violate state law.
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107	No criteria provided.	No criteria provided.	No criteria provided.	No criteria provided.
Materials were adequate.
Maintaining constitutional freedom in the public schools. 53G-10-202	Does not violate law.	N/A	N/A	May violate law
Material does not violate state law.
Free from advertising, e-commerce, or political interest	Contains none of the listed items.	N/A	N/A	Contains one or more of the listed items.
No advertising, e-commerce, or political interest was noted.
Sex Education Law and Policy: Materials do not contain any information, images, instruction, or images that violate Utah Codes 53G-10-402 and 53G-10-403 or Rule R277-474, including but not limited to: 1. The intricacies of intercourse, sexual stimulation, or erotic behavior; 2. The advocacy of premarital or extramarital sexual activity; or 3. The advocacy or encouragement of the use of contraceptive methods or devices. 4. Any means or methods that facilitate or encourage the violation of any state or federal criminal law by a minor or an adult, including as a response to a spontaneous question from a student. *Instruction may include information about contraceptive methods or devices, not including abortion or any abortive methods, that stresses effectiveness, failure rates for youth, limitations, risks, and information on state law applicable to minors obtaining contraceptive methods or devices.	Does not violate law.	N/A	N/A	May violate law.
This material is grade-specific and stays within the bounds of law and policy for Utah.

Standard Alignment

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Alignment to Utah Health Education Core Standards Points are given for EACH strand represented in the material. Add the total amount for each strand to get the total for this line item.	The content of this material is evidence-based and aligns with grade-level Utah Utah Health Education Core Standards. It is current, well-researched, and referenced from reliable sources. Rate alignment for each area, 3 points for each. HF: goal setting, decision making, communication MEH: stress management, emotional health, suicide prevention SDP: personal safety, media safety, chronic and infectious disease prevention and treatment. SAP: Peer pressure, consequences of substance use, addiction and recovery. N: Basic nutrients and function in the body, healthy food behaviors. HD Elementary: Body systems, hygiene, abuse prevention HD Secondary: Sex education - abstinence, contraception, fetal development, STI prevention, reproductive diseases and conditions, healthy relationships, abuse prevention.	The content of this material is evidence-based or research-based. The material aligns with most grade-level Utah Health Education Core Standards but will need supplementary materials to ensure coverage of all the Utah core standards. Rate alignment for each area, 2 points for each. HF: goal setting, decision making, communication MEH: stress management, emotional health, suicide prevention SDP: personal safety, media safety, chronic and infectious disease prevention and treatment. SAP: Peer pressure, consequences of substance use, addiction and recovery. N: Basic nutrients and function in the body, healthy food behaviors. HD Elementary: Body systems, hygiene, abuse prevention HD Secondary: Sex education - abstinence, contraception, fetal development, STI prevention, reproductive diseases and conditions, healthy relationships, abuse prevention.	The content of this resource aligns with a few grade-level Utah Health Education Core Standards but is not evidence-based or research-based. Rate alignment for each area, 1 point for each HF: goal setting, decision making, communication MEH: stress management, emotional health, suicide prevention SDP: personal safety, media safety, chronic and infectious disease prevention and treatment. SAP: Peer pressure, consequences of substance use, addiction and recovery. N: Basic nutrients and function in the body, healthy food behaviors. HD Elementary: Body systems, hygiene, abuse prevention HD Secondary: Sex education - abstinence, contraception, fetal development, STI prevention, reproductive diseases and conditions, healthy relationships, abuse prevention.	The content of this resource does not align with any of the Utah Health Education Core Standards.
K.HF.1 Identify trusted adults (e.g., parent, guardian, relative, teacher, counselor, clergy) and describe how to recognize the characteristics that make them trusted and safe. General Health: What Is Healthy Help? Responsible Decision Making: Basic Online Safety Mental Health and Wellness: When I Feel Worried Substance Abuse Prevention: Safe Choices and Trusted Adults K.HF.2 Describe how to be a good friend, and how to make a friend. Social Behavior: Making New Friends Social Behavior: What are Healthy Relationships? The Sun, The Star and The Window (See screen notes.) K.HF.3 Communicate respectfully with others. Social Behavior: Learning to Listen Social Behavior: Making New Friends Social Behavior: What are Healthy Relationships? Social Behavior: Using Kind Words Strand 2: Mental and Emotional Health (MEH) Goal: Students will identify emotions and how to appropriately react to different emotions. K.MEH.1 Identify how different emotions feel and how your body reacts to those emotions. Social Behavior: Using Kind Words Mental Health and Wellness: What Are Emotions? Mental Health and Wellness: When I Feel Worried Mental Health and Wellness: How Do I Feel? K.MEH.2 Practice methods to calm down (e.g., deep breathing, counting to 10, mindfulness). Breathing Calms Me Down Mental Health and Wellness: When I Feel Worried Mental Health and Wellness: Controlling Myself Strand 5: Nutrition (N) Goal: Students will understand what people eat and why food choices are important for health. K.N.1 List a variety of healthy foods from each food group. Healthy Eating and Nutrition: Food and My Body Healthy Eating and Nutrition: Can I Eat Anything I Want? Healthy Eating and Nutrition: Eating Habits Healthy Eating and Nutrition: Nutrition Choices K.N.2 Explain the importance of choosing healthy foods and beverages at each meal. Healthy Eating and Nutrition: Food and My Body Healthy Eating and Nutrition: Can I Eat Anything I Want? Healthy Eating and Nutrition: Eating Habits Healthy Eating and Nutrition: Nutrition Choices K.N.3 Discuss the importance of trying new foods. General Health: What Is a Healthy Behavior? Healthy Eating and Nutrition: Food and My Body Healthy Eating and Nutrition: Eating Habits Healthy Eating and Nutrition: Nutrition Choices Strand 6: Human Development (HD) Goal: Students will learn basic hygiene skills and how to interact with others appropriately. K.HD.1 Describe why oral hygiene, washing body and hands, and wearing clean clothes are important for a healthy body. General Health: What Is a Healthy Behavior? Healthy Practices and Hygiene: Hygiene Skills Disease and Illness Prevention: Cold and Flu Disease and Illness Prevention: Staying Healthy K.HD.2 Explain different methods (e.g., booster seats, seatbelts, helmets, safety equipment, visiting healthcare providers) for keeping the developing body safe and healthy. General Health: What Is a Healthy Behavior? Disease and Illness Prevention: What Is a Checkup? Safety and Accident Prevention: Helmets and Seatbelts Safety and Accident Prevention: Safe Play K.HD.3 Distinguish between appropriate and inappropriate touch. UT Additional Resources: Types of Touches UT Additional Resources: Safe and Unsafe Touch K.HD.4 Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, afraid, or unsafe. Saying No in Risky Situations Substance Abuse Prevention: My Personal Strengths and Safe Choices Safety and Accident Prevention: What Is Personal Safety? Substance Abuse Prevention: Safe Choices and Trusted Adults 1.HF.1 Define goals and explain why setting goals is important. Social Behavior: Sharing My Strengths Responsible Decision Making: Short and Long-Term Goals Healthy Eating and Nutrition: A Balanced Diet 1.HF.2 Explain how to make good decisions and how all decisions can affect self or others. Social Behavior: Sharing My Strengths Mental Health and Wellness: Sharing Happiness Mental Health and Wellness: Choosing a Positive Mindset Disease and Illness Prevention: Protecting Myself and Others 1.HF.3 Demonstrate how to express gratitude, treat others with kindness, and respect differences. Social Behavior: Sharing My Strengths Social Behavior: Building Relationships with Trusted Adults Social Behavior: Standing Up for Myself UT Additional Resources: What is Accessibility? (All About Accessibility) Strand 2: Mental and Emotional Health (MEH) Goal: Students will practice expressing emotions and bully prevention strategies. 1.MEH.1 Define what bullying is and is not and demonstrate what to say and do if someone is bullying or bothering oneself or others. Compare these actions with kindness. Social Behavior: Building Relationships with Trusted Adults Social Behavior: Standing Up for Myself Responsible Decision Making: Getting Help with Online Safety 1.MEH.2 Demonstrate healthy ways to express needs, wants, and feelings. Social Behavior: Expressing Your Feelings Social Behavior: Building Relationships with Trusted Adults Mental Health and Wellness: Showing My Feelings Safety and Accident Prevention: Safe and Unsafe Touch* Strand 3: Safety and Disease Prevention (SDP) Goal: Students will learn specific behaviors to prevent disease, common injuries, and avoid dangerous situations. 1.SDP.1 Understand how proper use of equipment (for example, helmets, sports equipment, seat belts, booster seats) helps protect from injury. Safety and Accident Prevention: Common Injuries Safety and Accident Prevention: Choosing Safe Situations Health Toolbox: Equipment and Safety 1.SDP.2 Identify when an environment or situation is not safe (for example, abuse, bullying, harmful substances, firearms, fire, medical emergency) and understand how to react and promptly report to a trusted adult (for example, parent, guardian, relative, teacher, counselor, clergy) or emergency services. General Health: Reporting an Emergency Social Behavior: Standing Up for Myself Safety and Accident Prevention: Safe and Unsafe Touch* Substance Abuse Prevention: Emergencies with Substances 1.SDP.3 Recognize the importance of using electronic devices only with trusted adult supervision. General Health: What Influences My Health Behaviors? Responsible Decision Making: Getting Help with Online Safety 1.SDP.4 Describe behaviors that may prevent and reduce the risk of disease. Healthy Eating and Nutrition: A Recipe For Food Safety Disease and Illness Prevention: How To Handle Not Feeling Well Disease and Illness Prevention: Protecting Myself and Others Disease and Illness Prevention: What Happens at the Dentist? 1.SDP.5 Recognize the importance of never touching another person’s blood or other bodily fluids. Disease and Illness Prevention: Protecting Myself and Others Disease and Illness Prevention: How To Handle Not Feeling Well Healthy Practices and Hygiene: Skeletal, Muscular, Circulatory, and Respiratory Systems Strand 4: Substance Abuse Prevention (SAP) Goal: Students will understand when substances are helpful or harmful. 1.SAP.1 Compare and contrast the difference between helpful and harmful substances. Substance Abuse Prevention: Safe Choices With Substances Substance Abuse Prevention: Family and Peer Influence on Choices Substance Abuse Prevention: Emergencies with Substances Substance Abuse Prevention: Avoidance-Substances 1.SAP.2 Explain the importance of only taking medicine with adult supervision. Substance Abuse Prevention: Safe Choices With Substances Substance Abuse Prevention: Family and Peer Influence on Choices Substance Abuse Prevention: Emergencies with Substances Substance Abuse Prevention: Avoidance-Substances 1.SAP.3 Practice strategies that can be used to refuse harmful substances. Substance Abuse Prevention: Safe Choices With Substances Substance Abuse Prevention: Family and Peer Influence on Choices Substance Abuse Prevention: Emergencies with Substances Substance Abuse Prevention: Avoidance-Substances 1.N.1 Recognize major food groups, including water, and list a variety of healthy foods in each group. Healthy Eating and Nutrition: What Is a Healthy Portion? Healthy Eating and Nutrition: Food Allergies Healthy Eating and Nutrition: A Balanced Diet Healthy Eating and Nutrition: A Recipe For Food Safety 1.N.2 Identify foods and beverages that are healthy choices for the body and explain the importance of choosing healthy foods at each meal. Healthy Eating and Nutrition: What Is a Healthy Portion? Healthy Eating and Nutrition: Food Allergies Healthy Eating and Nutrition: A Balanced Diet Healthy Eating and Nutrition: A Recipe For Food Safety 1.N.3 Describe how food is fuel for the body. Necessary Nutrients Healthy Eating and Nutrition: A Balanced Diet Healthy Eating and Nutrition: What Is a Healthy Portion? Healthy Eating and Nutrition: A Recipe For Food Safety 1.N.4 Recognize not all food products advertised or sold are healthy. General Health: What Influences My Health Behaviors? Healthy Choice Ads Sneaky Sales Food Choices Strand 6: Human Development (HD) 1.HD.1 Explain how hand washing, clean clothes, and oral hygiene are important for a healthy body. Healthy Practices and Hygiene: Skeletal, Muscular, Circulatory, and Respiratory Systems Healthy Practices and Hygiene: How to Brush Healthy Practices and Hygiene: Importance of Sleep Disease and Illness Prevention: Protecting Myself and Others 1.HD.2 Explain how the right amount of sleep contributes to health and wellness. Healthy Practices and Hygiene: Skeletal, Muscular, Circulatory, and Respiratory Systems Healthy Practices and Hygiene: Importance of Sleep How Sleep Affects My Brain 1.HD.3 Recognize that healthy bodies come in different shapes, sizes, and abilities. UT Additional Resources: Body Shapes and Sizes UT Additional Resources: What is Accessibility? (All About Accessibility) 1.HD.4 Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, unsafe, or afraid. Social Behavior: Standing Up for Myself Responsible Decision Making: Getting Help with Online Safety Safety and Accident Prevention: Choosing Safe Situations Safety and Accident Prevention: Safe and Unsafe Touch* 2.HF.1 Set a goal and discuss strategies for meeting the goal. Responsible Decision Making: Importance of Goal Setting (See worksheet.) Mental Health and Wellness: Choosing a Growth Mindset (See lesson plan.) Substance Abuse Prevention: Protecting My Future- Setting Healthy Goals 2.HF.2 Recognize when assistance is needed in making decisions. Social Behavior: Asking for Help Social Behavior: Bullies, Bystanders, and Victims Safety and Accident Prevention: Saying No in Risky Situations* 2.HF.3 Identify ways to set, recognize, respect, and communicate personal boundaries. Social Behavior: Unsafe Suggestions by Friends Substance Use Prevention: Protecting My Future - Setting Healthy Goals Safety and Accident Prevention: Saying No in Risky Situations* 2.HF.4 Practice active-listening skills. Social Behavior: Qualities of a Good Friend (See worksheet.) Social Behavior: Unsafe Suggestions by Friends Safety and Accident Prevention: Saying No in Risky Situations* 2.HF.5 Describe characteristics of a good friend. General Health: Influences at Home and School Social Behavior: Qualities of a Good Friend Health Toolbox: Friendships Strand 2: Mental and Emotional Health (MEH) Goal: Students will identify and respond to various emotions in appropriate ways. 2.MEH.1 Identify the causes of different emotions and practice methods to express emotions appropriately. Responsible Decision Making: Problems Big and Small Mental Health and Wellness: My Personal Stressors Mental Health and Wellness: What My Feelings Mean 2.MEH.2 Describe ways to respond to uncomfortable emotions or situations. Social Behavior: Asking for Help Social Behavior: Bullies, Bystanders, and Victims (See worksheet.) Safety and Accident Prevention: Saying No in Risky Situations* (See worksheet.) 2.MEH.3 Identify trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) to talk with about emotions. General Health: Why Do I Need Healthy Help? Social Behavior: Asking for Help (See lesson plan.) Social Behavior: Unsafe Suggestions by Friends (See lesson plan.) Mental Health and Wellness: Identifying Strong Feelings (See lesson plan.) Strand 3: Safety and Disease Prevention (SDP) Goal: Students will learn how practices and behaviors contribute to good health. 2.SDP.1 Explain how products (for example, sun protection, hygiene products, sports equipment, seatbelts, booster seats) can contribute to personal health. Healthy Practices and Hygiene: Hygiene Choices Bonus Lessons: Sun Safety Health Toolbox: Protecting My Five Senses Health Toolbox: Helmet or Seatbelt? 2.SDP.2 Identify personal behaviors that contribute to safe or unsafe use of technology General Health: Influences at Home and School Responsible Decision Making: Unsafe Friend Requests Online Getting Help with Online Safety (Role-Play) 2.SDP.3 Describe reasons why people visit a healthcare provider (for example, doctor, dentist, counselor). Disease and Illness Prevention: What Happens at the Doctor? (See lesson plan.) General Health: Why Do I Need Healthy Help? 2.SDP.4 Identify ways people can avoid coming in contact with another person’s blood and bodily fluids. QuaverEd is developing a comprehensive resource to address this standard. Resource Manager: Warm-Up Challenge (Protecting Myself and Others) Resource Manager: Virus and Bacteria Buster Resource Manager: Be a Health Hero Resource Manager: It's Time to Wash Our Hands (See screen notes.) Strand 4: Substance Abuse Prevention (SAP) Goal: Students will learn how to refuse specific substances and understand the health risks associated with harmful substances. 2.SAP.1 Recognize the health implications of harmful substances and demonstrate how to refuse alcohol, tobacco, nicotine, and other substances. Substance Abuse Prevention: Safe and Unsafe Substances (See lesson plan.) Substance Abuse Prevention: Reporting- Substances (See lesson plan.) Substance Abuse Prevention: Making Good Choices and Speaking Up (See lesson plan.) 2.SAP.2 Describe the role medications play in wellness and identify what is helpful or harmful. Disease and Illness Prevention: Use and Misuse of Medications Substance Abuse Prevention: Safe and Unsafe Substances (See lesson plan.) Substance Abuse Prevention: Reporting- Substances (See lesson plan.) 2.N.1 Identify food and beverage choices that contribute to good health. Healthy Eating and Nutrition: The Role of Vitamins and Minerals Healthy Eating and Nutrition: Reactions From My Food Healthy Eating and Nutrition: The Role Water Plays Healthy Eating and Nutrition: One Plate, Many Ways 2.N.2 Define calorie as a measurement of energy and describe how calories are necessary for good health. Healthy Eating and Nutrition: The Role of Vitamins and Minerals (See lesson plan.) Health Toolbox: What's Really In Your Food? (See screen notes.) Healthy Eating and Nutrition: Reactions From My Food (See lesson plan.) 2.N.3 Recognize the signals the body sends when hungry or full. Health Toolbox: Happy Eating (See screen notes.) Health Toolbox: Portion Distortion 2.N.4 Identify how family, peers, culture, and media influence eating habits. Healthy Eating and Nutrition: One Plate, Many Ways Health Toolbox: Family and Cultural Traditions (Health-O-Meter) Health Toolbox: Health Detective 2.HD.1 Identify the proper names for body parts. Body Systems 1 (See screen notes.) Resource Manager: Lungs, Muscles, Heart and Bones (See screen notes.) UT Additional Resources: Private Parts (See lesson plan.) 2.HD.2 Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, afraid, or unsafe. Social Behavior: Unsafe Suggestions by Friends Social Behavior: Bullies, Bystanders, and Victims Substance Abuse Prevention: Reporting- Substances Safety and Accident Prevention: Saying No in Risky Situations* 3.HF.1 Set a measurable short-term goal and identify people who can help achieve that goal. Responsible Decision Making: Setting My Intentions Responsible Decision Making: Time Management and Goal Setting (See worksheet.) Disease and Illness Prevention: Healthy Balance 3.HF.2 Define verbal and nonverbal communication and demonstrate how people communicate in both ways and explain how effective communication resolves conflict. Social Behavior: Resolving Conflicts (See worksheet.) Social Behavior: Assertiveness and Bullying (See lesson plan.) Mental Health and Wellness: Healthy Coping Strategies 3.HF.3 Describe how to interact with those who are different from oneself and demonstrate ways to treat others with dignity and respect. Social Behavior: Resolving Conflicts (See lesson plan.) Social Behavior: Healthy and Unhealthy Friendships General Health: Cultural Influences on Health (See lesson plan.) 3.HF.4 Describe the qualities of a healthy relationship General Health: When Should I Ask for Help? (See lesson plan.) Social Behavior: Resolving Conflicts (See worksheet.) Social Behavior: Healthy and Unhealthy Friendships 3.HF.5 Explain how trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) are resources for advice and guidance when making decisions. General Health: When Should I Ask for Help? (See worksheet.) Mental Health and Wellness: Healthy Coping Strategies (See lesson plan.) Safety and Accident Prevention: Personal Safety Assistance* Strand 2: Mental and Emotional Health (MEH) Goal: Students will learn how to cope with emotions and stress. 3.MEH.1 Identify healthy strategies individuals may use to cope with disappointment, grief, sadness, and loss, including talking with a trusted adult. Mental Health and Wellness: Healthy Coping Strategies Mental Health and Wellness: Managing My Stress (See worksheet.) Health Toolbox: Mental Health Circuit Health Toolbox: Feelings of Sadness 3.MEH.2 Define positive and negative stress and identify how each type feels. Identify behaviors or ways to alleviate stress. Health Toolbox: Mental Health Circuit Mental Health and Wellness: Healthy Coping Strategies Mental Health and Wellness: Managing My Stress 3.MEH.3 Describe how various sources (for example, media, internet, social media, other people) can influence mental and emotional health and identify appropriate ways to respond. General Health: Cultural Influences on Health General Health: When Should I Ask for Help? (See worksheet.) Social Behavior: Assertiveness and Bullying 3.SDP.1 Explain and practice procedures to follow in case of emergency which may include fire, earthquake, lock down, lock out, evacuate, and shelter in place for school, home, and community settings. Describe how to react and promptly report to a trusted adult or emergency services. General Health: Fire Safety Safety and Accident Prevention: Personal Safety Assistance* Health Toolbox: Emergency Action Plan 3.SDP.2 Identify personal behaviors that contribute to a safe or unsafe environment and discuss safety rules at home, school, and in the community. General Health: Fire Safety Safety and Accident Prevention: Water Safety Safety and Accident Prevention: Safe Spaces in the Community Safety and Accident Prevention: What Is a Poison? 3.SDP.3 Describe safety guidelines for internet and social media and describe various ways the media can influence thoughts and feelings that may lead one to take unnecessary risks (for example, dangerous activities, unsafe challenges, purchasing choices, eating behaviors). Responsible Decision Making: Communicating Online Health Toolbox: What Is Okay To Say? Health Toolbox: Tech Tips Healthy Eating and Nutrition: Making Nutritional Choices Healthy Eating and Nutrition: Why Do I Need Water? 3.SDP.4 Describe procedures to follow when encountering another person’s blood or other bodily fluids QuaverEd is developing a comprehensive resource to address this standard. Resource Manager: Warm-Up Challenge (Protecting Myself and Others) Resource Manager: Virus and Bacteria Buster Resource Manager: Be a Health Hero Resource Manager: It's Time to Wash Our Hands Strand 4: Substance Abuse Prevention (SAP) Goal: Students will explore the benefits of refusing to use harmful substances. 3.SAP.1 Demonstrate how to respond when approached by an individual and asked to make a poor choice. Substance Abuse Prevention: Understanding Effects of Drugs and Alcohol Substance Abuse Prevention: Refusal, Avoidance, and Healthy Alternatives Substance Abuse Prevention: Peer Influence- Substances 3.SAP.2 Identify healthy alternatives (for example, physical activity, healthy eating, reading, recreation) to alcohol, tobacco, nicotine, and other harmful substances. Mental Health and Wellness: Healthy Coping Strategies Substance Abuse Prevention: Refusal, Avoidance, and Healthy Alternatives Substance Abuse Prevention: Peer Influence- Substances (See lesson plan.) Disease and Illness Prevention: Disease Awareness (See worksheet.) 3.SAP.3 Examine the consequences to the brain, body and lungs when oxygen is limited through inhaling substances (for example, smoking, vaping, inhalants, candy, dust, pollutants). Substance Abuse Prevention: Understanding Effects of Drugs and Alcohol Substance Abuse Prevention: Consequences of Abusing Drugs and Alcohol Substance Abuse Prevention: Peer Influence- Substances 3.SAP.4 Examine the consequences to the brain and body when harmful substances are ingested (for example, intoxicants, energy drinks, chemicals, poisons). Substance Abuse Prevention: Understanding Effects of Drugs and Alcohol (See worksheet.) Substance Abuse Prevention: Consequences of Abusing Drugs and Alcohol Substance Abuse Prevention: Peer Influence- Substances Healthy Eating and Nutrition: Why Do I Need Water? Safety and Accident Prevention: What Is a Poison? Strand 5: Nutrition (N) Goal: Students will learn to make healthy nutritional choices and identify factors that influence food choices. 3.N.1 Demonstrate healthy behaviors to maintain or improve personal nutrition, fitness, and oral health including encouraging healthy food behavior and physical activity. Healthy Practices and Hygiene: What Exercise Is Right for Me? Healthy Eating and Nutrition: Making Nutritional Choices (See worksheet.) Disease and Illness Prevention: Healthy Balance Healthy Practices and Hygiene: Defending My Teeth 3.N.2 Identify healthy foods, including snacks, in appropriate portion sizes. Healthy Eating and Nutrition: Where Do Nutrients Come From? (See worksheet.) Healthy Eating and Nutrition: Menu Choices Health Toolbox: Portion Distortion Health Toolbox: Make a Nutritious Meal 3.N.3 Describe the benefits of eating a nutritious breakfast. Health Toolbox: What's For Breakfast? Healthy Eating and Nutrition: Menu Choices Health Toolbox: Make a Nutritious Meal 3.N.4 Discuss how family, peers, culture, and media influence eating habits. General Health: Cultural Influences on Health Healthy Eating and Nutrition: Making Nutritional Choices Healthy Eating and Nutrition: Menu Choices Healthy Eating and Nutrition: Why Do I Need Water 3.HD.1 Define hygiene and discuss its importance for health and well-being. Healthy Practices and Hygiene: Defending My Teeth Healthy Practices and Hygiene: How Sleep Affects My Brain Healthy Eating and Nutrition: Why Do I Need Water (See worksheet.) 3.HD.2 Identify the building blocks of the human body (for example, cells, tissues, organs, organ systems, organisms). Health Toolbox: My Amazing Body (Nervous, Digestive, Immune, Integumentary Systems) Health Toolbox: My Amazing Body (Skeletal, Muscular, Circulatory, Repiratory Systems) Healthy Practices and Hygiene: What Exercise Is Right for Me? Resource Manager: Muscular Strength and Endurance 3.HD.3 Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, afraid, or unsafe. Social Behavior: Healthy and Unhealthy Influences Social Behavior: Assertiveness and Bullying Substance Abuse Prevention: Refusal, Avoidance, and Healthy Alternatives 4.HF.1 Set a specific and measurable short-term goal and track the progress. Responsible Decision Making: Steps to Achieving My Goal Healthy Eating and Nutrition: Nutritional Goals Disease and Illness Prevention: Personal Health Habits 4.HF.2 Describe how choices can have positive and negative consequences and give examples of how a person’s decisions can be positively or negatively influenced by others, including peers. Responsible Decision Making: Evaluating My Decisions Healthy Practices and Hygiene: Creating Healthy Habits Social Behavior: Resisting Peer Pressure Substance Abuse Prevention: Refusal Skills-Substances 4.HF.3 Recognize and accept that reasonable people can have differing opinions. Social Behavior: Respecting Individual Differences 4.HF.4 Distinguish between healthy and unhealthy relationships. Social Behavior: Resisting Peer Pressure Social Behavior: Standing Up For Others Substance Abuse Prevention: Refusal Skills-Substances Strand 2: Mental and Emotional Health (MEH) Goal: Students will identify and practice strategies that promote positive mental and emotional health. 4.MEH.1 Identify healthy ways to manage and reduce stress (for example, exercise, hobbies, mindfulness, time management, organization). Mental Health and Wellness: Managing Overwhelming Emotions Mental Health and Wellness: When I Feel Anxious Mental Health and Wellness: Improving Myself Disease and Illness Prevention: Caring for My Mental Health 4.MEH.2 Practice strategies to manage inappropriate or harmful comments and behaviors from others. Responsible Decision Making: Learning From Situations Responsible Decision Making: Sharing Information Online Safety and Accident Prevention: Setting Personal Boundaries* 4.MEH.3 Define empathy and practice demonstrating empathy with peers. Mental Health and Wellness: Expressing Empathy 4.MEH.4 Identify ways to support self and others struggling with mental and emotional health and recognize when to seek help. Mental Health and Wellness: Expressing Empathy Disease and Illness Prevention: Caring for My Mental Health 4.SDP.1 Describe how immediate response increases a victim’s chance for survival and demonstrate the proper use of basic first aid in a variety of situations. Safety and Accident Prevention: Reducing Risk of Injuries Health Toolbox: Fire and Burn Safety General Health: Preventing an Emergency Health Toolbox: Emergency Action Plan 4.SDP.2 Develop a personal safety plan to follow in case of emergency, which may include fire, earthquake, lock down, lock out, evacuate, and shelter in place for school, home, and community settings. General Health: Preventing an Emergency Health Toolbox: Emergency Action Plan Health Toolbox: My Fire Safety Plan 4.SDP.3 Identify and practice ways to prevent common childhood injuries. General Health: Preventing an Emergency Safety and Accident Prevention: Reducing Risk of Injuries Safety and Accident Prevention: Sharp Objects* Health Toolbox: Fire and Burn Safety 4.SDP.4 Discuss use and misuse of current technology and develop a personal safety plan for technology use General Health: Technology Influences on Health Responsible Decision Making: Sharing Information Online Safety and Accident Prevention: Setting Personal Boundaries* 4.SDP.5 Explain facts about common chronic health conditions (for example, asthma, diabetes, allergies, anaphylaxis, seizures) and discuss empathy towards individuals living with these conditions. General Health: Finding the Right Healthy Helper Mental Health and Wellness: Expressing Empathy Disease and Illness Prevention: Communicable and Noncommunicable Diseases 4.SDP.6 Describe procedures to follow when encountering another person’s blood or body fluid. QuaverEd is developing a comprehensive resource to address this standard. Resource Manager: Warm-Up Challenge (Protecting Myself and Others) Resource Manager: Virus and Bacteria Buster Resource Manager: Be a Health Hero Resource Manager: It's Time to Wash Our Hands Strand 4: Substance Abuse Prevention (SAP) Goal: Students will learn how refusing alcohol, tobacco, nicotine, and other drugs helps accomplish personal goals. 4.SAP.1 Explain how choosing to refuse alcohol, tobacco, nicotine, and other substances relates to accomplishing personal goals. Substance Abuse Prevention: Communicate and Advocate Substance Abuse Prevention: Planning My Coping Strategies Substance Abuse Prevention: Healthy Help: Substance Abuse Prevention Substance Abuse Prevention: Refusal Skills-Substances 4.SAP.2 Explain the short and long-term physical, mental, social, financial, and emotional effects of alcohol, tobacco, nicotine, and substance use. Substance Abuse Prevention: Communicate and Advocate Substance Abuse Prevention: Planning My Coping Strategies Substance Abuse Prevention: Healthy Help: Substance Abuse Prevention Substance Abuse Prevention: Refusal Skills-Substances 4.SAP.3 Discuss marketing tactics regarding harmful substances by reviewing various media sources to identify misinformation and manipulative techniques. General Health: Technology Influences on Health Substance Abuse Prevention: Communicate and Advocate Substance Abuse Prevention: Refusal Skills-Substances 4.SAP.4 Describe the appropriate use of medicines (over-the-counter [OTC] and prescription) and potential dangers of drug interactions. Substance Abuse Prevention: Communicate and Advocate Substance Abuse Prevention: Refusal Skills-Substances Disease and Illness Prevention: Why Do I Need a Prescription? Health Toolbox: All About Medicine Strand 5: Nutrition (N) Goal: Students will identify the basics of nutrition, healthy eating habits, and advertising techniques. Students will also identify statewide food resources. 4.N.1 Identify the basic nutrients and describe their functions (for example, carbohydrates, proteins, fats, vitamins, minerals, water). Healthy Eating and Nutrition: The Six Major Nutrients Healthy Eating and Nutrition: How Food Affects My Body Healthy Eating and Nutrition: Nutritional Goals Healthy Eating and Nutrition: Local Foods and Gardens 4.N.2 Locate key nutrition items on nutrition facts label. Health Toolbox: Reading Food Labels Healthy Eating and Nutrition: Nutritional Goals Resource Manager: What's Really In Your Food? 4.N.3 Recognize that calories are needed for growth and body function and that caloric needs change throughout the lifespan. Healthy Eating and Nutrition: The Six Major Nutrients Resource Manager: What’s on the Menu? Resource Manager: Positive and Negative Reaction 4.N.4 Examine how health can be managed through healthy eating and physical activity. Healthy Practices and Hygiene: Creating Healthy Habits Healthy Practices and Hygiene: Exercise and My Well-Being Healthy Eating and Nutrition: How Food Affects My Body Disease and Illness Prevention: Communicable and Noncommunicable Diseases 4.N.5 Analyze marketing tactics used for food and beverages. General Health: Technology Influences on Health Health Toolbox: Tricks for Kids Resource Manager: Finding Valid Nutritional Information Resource Manager: Sneaky Sales 4.N.6 Identify foods that are grown and produced in Utah. QuaverEd is developing a comprehensive resource to address this standard. Utah's Bounty - From Farm to Table Resource Manager: Food Sorter (Eating Habit Influences) Resource Manager: What We Eat and Why Strand 6: Human Development (HD) Goal: Students will learn basic anatomy and physiology of body systems, universal precautions, and skills to build healthy relationships. Utah Code requires parental notification for instruction on child sexual abuse prevention. 4.HD.1 Describe the skeletal and muscular systems and their basic functions. Health Toolbox: My Amazing Body (Skeletal, Muscular, Circulatory, Repiratory Systems) Resource Manager: Muscular Strength and Endurance Resource Manager: What Do I Like? 4.HD.2 Explain reasons why having good hygiene is important for health and well-being. Healthy Practices and Hygiene: Creating Healthy Habits Healthy Practices and Hygiene: Exploring Lifetime Benefits of Healthy Teeth Healthy Practices and Hygiene: Exercise and My Well-Being Healthy Practices and Hygiene: Setting Sleep Routines 4.HD.3 List multiple trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) to talk with if feeling uncomfortable, afraid, or unsafe about an interaction or other harmful situations. Explain the need to talk with more than one adult if the issue is not resolved. General Health: Finding the Right Healthy Helper Substance Abuse Prevention: Refusal Skills-Substances Safety and Accident Prevention: Setting Personal Boundaries* UT Additional Resources: When, Who, What4.N.5 Analyze marketing tactics used for food and beverages. General Health: Technology Influences on Health Health Toolbox: Tricks for Kids Resource Manager: Finding Valid Nutritional Information Resource Manager: Sneaky Sales 4.N.6 Identify foods that are grown and produced in Utah. QuaverEd is developing a comprehensive resource to address this standard. Utah's Bounty - From Farm to Table Resource Manager: Food Sorter (Eating Habit Influences) Resource Manager: What We Eat and Why Strand 6: Human Development (HD) Goal: Students will learn basic anatomy and physiology of body systems, universal precautions, and skills to build healthy relationships. Utah Code requires parental notification for instruction on child sexual abuse prevention. 4.HD.1 Describe the skeletal and muscular systems and their basic functions. Health Toolbox: My Amazing Body (Skeletal, Muscular, Circulatory, Repiratory Systems) Resource Manager: Muscular Strength and Endurance Resource Manager: What Do I Like? 4.HD.2 Explain reasons why having good hygiene is important for health and well-being. Healthy Practices and Hygiene: Creating Healthy Habits Healthy Practices and Hygiene: Exploring Lifetime Benefits of Healthy Teeth Healthy Practices and Hygiene: Exercise and My Well-Being Healthy Practices and Hygiene: Setting Sleep Routines 4.HD.3 List multiple trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) to talk with if feeling uncomfortable, afraid, or unsafe about an interaction or other harmful situations. Explain the need to talk with more than one adult if the issue is not resolved. General Health: Finding the Right Healthy Helper Substance Abuse Prevention: Refusal Skills-Substances Safety and Accident Prevention: Setting Personal Boundaries* UT Additional Resources: When, Who, What 5.HF.1 Define SMART goal and identify how SMART criteria improve the effectiveness of a goal. Health Toolbox: Nutritional Goals Checklist Making Nutritional Goals (See worksheet.) 5.HF.2 Describe how the positive and negative consequences of a decision can have short and/or long-term effects. General Health: Planning My Healthy Future Responsible Decision Making: Tracking My Progress and Perseverance Healthy Practices and Hygiene: Setting Exercise Goals 5.HF.3 Define and practice positive self-talk. Health Toolbox: Mindset Blaster Health Toolbox: Steps to Persevere Health Toolbox: Improve Myself Every Day Social Behavior: Appreciating Diversity Social Behavior: Conflict or Bullying? Health Toolbox: It's Great To Be Grateful Strand 2: Mental and Emotional Health (MEH) Goal: Students will examine personal traits and lifestyles and how they impact overall wellness 5.MEH.1 Practice a variety of stress management techniques. Mental Health and Wellness: Consequences of Stress Mental Health and Wellness: When to Ask for Help Mental Health and Wellness: Managing Multiple Feelings Health Toolbox: All About Anxious Feelings 5.MEH.2 Demonstrate how to obtain and offer assistance to enhance the health of self and others in harmful situations. Safety and Accident Prevention: Human Trafficking and Gangs* Safety and Accident Prevention: Dangers of Guns and Other Weapons* UT Additional Resources: Sharp Object Safety Plan 5.MEH.3 Express positive attitudes about intervention and seeking help to eliminate stigmas regarding mental health. Mental Health and Wellness: When to Ask for Help Mental Health and Wellness: Consequences of Stress Healthy Eating and Nutrition: Eating Disorders Disease and Illness Prevention: Where to Go if I Feel Sad 5.SDP.1 Explain strategies on how to help others and demonstrate how to help or contact the appropriate emergency resources (for example, first aid, CPR, poison control, 911, mental health crisis lines, animal control, non-emergency lines) for different situations. General Health: Creating an Emergency Plan Safety and Accident Prevention: Evaluating Personal Safety* Health Toolbox: Who Ya Gonna Call? (Building Relationships with Trusted Adults) Resource Manager: First Aid Basics 5.SDP.2 Explain a variety of healthy behaviors (for example, diet, exercise, proper hygiene, helmet use, proper car restraints, firearm safety) that avoid or reduce health risks. Healthy Practices and Hygiene: Lifetime Benefits of Healthy Teeth Healthy Practices and Hygiene: Setting Exercise Goals Health Toolbox: Helmet or Seatbelt? Safety and Accident Prevention: Dangers of Guns and Other Weapons 5.SDP.3 Analyze the influence of media and technology on personal and family health and develop a personal safety plan for technology use. General Health: Managing My Health Influences General Health: Finding Healthy Help Online Healthy Eating and Nutrition: Eating Disorders Responsible Decision Making: Identity Protection* 5.SDP.4 Compare and contrast infectious and chronic diseases and recognize when others have a chronic disease or disability and practice methods of treating them respectfully. Disease and Illness Prevention: Managing Common Illnesses and Diseases Health Toolbox: Be the Doctor Resource Manager: Disease Defense 5.SDP.5 Identify how to avoid, manage and report situations involving exposure to another person’s blood and other bodily fluids. Be A Health Hero First Aid Basics First Aid Basics (See worksheet.) Strand 4: Substance Abuse Prevention (SAP) Goal: Empower students to resist peer pressure and substance use by identifying practices that promote a lifestyle free from alcohol, tobacco, nicotine, and other drugs. 5.SAP.1 Identify choices, behaviors, and practices that help support a lifestyle free from alcohol, tobacco, nicotine and other substances. Substance Abuse Prevention: How Influences Impact Choices Substance Abuse Prevention: What Is Addiction Substance Abuse Prevention: Setting Goals to Avoid Drugs and Alcohol Substance Abuse Prevention: Effects on My Body and Mind-Substances 5.SAP.2 Practice ways to resist negative peer pressure and positively influence relations with peers in a variety of situations. Substance Abuse Prevention: How Influences Impact Choices Substance Abuse Prevention: What Is Addiction Substance Abuse Prevention: Setting Goals to Avoid Drugs and Alcohol Substance Abuse Prevention: Effects on My Body and Mind-Substances 5.SAP.3 Evaluate how the use of alcohol, tobacco, nicotine and other substances can cause illness, injury, and complications with body development, overall health, and behavior. Substance Abuse Prevention: How Influences Impact Choices Substance Abuse Prevention: What Is Addiction Substance Abuse Prevention: Setting Goals to Avoid Drugs and Alcohol Substance Abuse Prevention: Effects on My Body and Mind-Substances Strand 5: Nutrition (N) Goal: Students will identify the basics of nutrition, healthy eating habits that support a healthy body, and how to recognize eating behaviors. Students will also recognize nationwide food resources. 5.N.1 Use a food label to calculate how caloric intake can change depending on the number of servings consumed. Healthy Eating and Nutrition: Food Labels Resource Manager: Practice Reading a Menu Resource Manager: What’s on the Menu? Resource Manager: Ordering a Meal 5.N.2 Create a healthy meal, including beverage, using current dietary guidelines. Healthy Eating and Nutrition: Food Labels Health Toolbox: Menus Resource Manager: Ordering a Meal Healthy Eating and Nutrition: Meeting My Nutrient Needs 5.N.3 Differentiate between appetite and hunger. Health Toolbox: Happy Eating 5.N.6 Explain why different foods are produced in various regions of the United States and how this may affect consumer practices and local diets. Healthy Eating and Nutrition: Eating Habit Influences Resource Manager: Farm to Fork Resource Manager: Growing Food in Gardens Food Around America (See worksheet.) 5.HD.1 Explain how the timing of puberty and adolescent development varies, including that there is a wide range of what is healthy or typical. UT Additional Resources: Puberty UT Additional Resources: My Amazing Body (Reproductive, Endocrine, and Urinary Systems) UT Additional Resources: My Reproductive System UT Additional Resources: All About the Menstrual Cycle 5.HD.2 Describe the basic structures of the reproductive and endocrine systems and identify their respective functions. UT Additional Resources: Puberty UT Additional Resources: My Amazing Body (Reproductive, Endocrine, and Urinary Systems) 5.HD.3 Describe the body changes that accompany puberty and how puberty prepares human bodies for reproduction. UT Additional Resources: Puberty UT Additional Resources: My Reproductive System UT Additional Resources: All About the Menstrual Cycle UT Additional Resources: Understanding the Menstrual Cycle 5.HD.4 Explain the physical, social, and emotional changes that occur during puberty and adolescence and healthy ways to manage these changes. UT Additional Resources: Puberty UT Additional Resources: My Reproductive System UT Additional Resources: All About the Menstrual Cycle UT Additional Resources: Understanding the Menstrual Cycle 5.HD.5 Identify trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) to talk with about puberty. Mental Health and Wellness: When to Ask for Help UT Additional Resources: All About the Menstrual Cycle UT Additional Resources: Understanding the Menstrual Cycle UT Additional Resources: Puberty 5.HD.6 Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, afraid, or unsafe. Social Behavior: Having Difficult Conversations Social Behavior: Relationship Boundaries* Safety and Accident Prevention: Evaluating Personal Safety* UT Additional Resources: Uncomfortable Situations
OR Standard Alignment for Single Strand (supplemental resource for a specific area of health) The content needs to fully align to the grade level standards in the selected area.	The content of this material is evidence-based and aligns with grade-level Utah Health Education Core Standards for the selected strand (HF, MEH, SDP, SAP, N, or HD). It is current, well-researched, and referenced from reliable sources.	The content of this material is evidence-based or research-based. The material aligns with most grade-level Utah Health Education Core Standards for the selected strand (HF, MEH, SDP, SAP, N, or HD). but will need supplementary materials to ensure coverage of all the Utah core standards.	The content of this resource aligns with a few grade-level Utah Health Education Core Standards for the selected strand (HF, MEH, SDP, SAP, N, or HD). but is not evidence-based or research-based.	The content of this resource does not align with any of the Utah Health Education Core Standards.
Every strand and standard is addressed.

Content

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Skill-Based Instructional Support	This material provides extensive guidance and content for introducing skill-based health education. The material provides numerous opportunities for students to practice skills in authentic situations.	The material provides opportunities for introducing skill-based health education practices. The material contains some opportunities for students to practice skills in various situations.	The material contains few examples or opportunities for students to practice skills in authentic situations.	The material has no opportunity for skill-based Health Education.
Excellent skill-based instructional support! This material does an excellent job by providing skill-based learning in the activities that are included. Great instructions for teachers are provided for the activities!
Navigation	Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized.	The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate the material.	The material is only usable with direct educator support due to a lack of clear instructions. Students will need educator support to navigate the material.	The instructions in the material are unclear, and navigation is difficult. The material is unorganized.
Navigation is simple with each grade level listed and the lessons for each grade level posted in a row and column format. Big arrows are provided to navigate within each lesson and the next button is always in the same place at the bottom of the screen for easy navigation to the next page.
Instructional Support	This material goes beyond the content outlined in "Adequate" by providing problem or project-based content with integrated skills and concepts from various disciplines to help students make sense of the material. It also supports the learning needs of all students, including those with disabilities, multilingual learners, etc., by offering flexibility and maintaining high standards.	The material provides supplemental resources and some examples to educators of ways to deliver instruction. It contains a few of the following: scaffolding lesson plans, personalized/differentiated instruction, experiential learning, concept mapping, questioning techniques, and family involvement.	The material contains a limited amount of instructional support.	The material does not provide instructional support or examples for the educator.
The website offers lots of support and guidance, including a help button that will take educators to a guide with a settings menu, and a place to contact for direct questions and help. The dashboard has an instructional support option filled with PDFs, contacts, and instructional guides
Assessments	The material contains a variety of formative and summative assessments aligned with Utah Health Education Core Standards. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students.	The material contains summative assessments aligned with Utah Health Education Core Standards with few interventions.	The material contains a limited number of assessments without intervention strategies.	The material does not provide assessment materials.
Lots of fun and different ways to assess. It will provide results showing if a student is not understanding. Teachers can assign the activity and then request students to show them their results. Great assessments to form learning towards a summative assessment. The Dashboard has a quiz catalog and focuses on K - 5 grades, along with other varieties of assessments
Ethnic Studies (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107	In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages.	This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications.	The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters.	The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1).
This material has different cultures represented in characters and discussion pieces.
Shared Values and Character Traits	The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits.	The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution.	The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education.	The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204)
Character Ed and social and emotional curriculum are found in each grade level's lesson plan.

Material Characteristics

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Physical Characteristics	This material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals.	In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users.	The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable.	The content either has low audio-visual quality or is not intended for reuse.
This material has modern, up-to-date, colorful, and relatable visuals and engagement activities. Our team did some of this review with young children, and they were so engaged that they wanted to continue doing the lessons.
Technical Standards	This material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description.	The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components.	The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period.	Student data privacy is at risk.
There were no glitches and there were very smooth transitions.
Adaptability	The material is currently relevant and adaptable for educators and students. The material can be customized for the needs of diverse learners.	Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners.	The material has limited options to address adaptability for the needs of diverse learners.	The material is not suitable for different educational settings with diverse learners.
Adaptability is excellent. Once the PowerPoint is downloaded, teachers can add applicable, clarifying information. Because the video is played through YouTube, closed captions can be accessed, as well as translations into many languages. Notes: The material inside the lessons doesn't give much freedom to make changes to the content. However, our team would anticipate that teachers have a choice in which materials they want to use.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807