1st Grade Health Curriculum
Grade 1 Health Curriculum
Scope and Sequence: There are a total of eight concepts that make up the health curriculum for grades 1-5. Below is an outline of the sequence in which these units are to be taught at each grade level. Please note that the recently revised state standards are written in grade level bands and thus allow us the opportunity to spend more time each year on specific core concepts as opposed to teaching each core concept every year. The number of times students will be exposed to a core concept during their elementary years is indicated by the number 2 or 3 following the core concept within each grade level and quarter.
| | | | | |
| |Unit 1 |Unit 2 |Unit 3 |Unit 4 |
| |Mental, Emotional & Social Health |Growth, Development & Family Life |Consumer & Community Health |Injury Prevention & Safety |
|Grade 1 |(page 2) 3 times |(page 6) 2 times |(page 11) 2 times |(page 14) 3 times |
| |Nutrition & Physical Activity |Prevention & Control of Disease |Alcohol, Tobacco & Other Drugs |Environmental Health |
|Grade 2 |3 |2 |3 |2 |
| |Nutrition & Physical Activity |Mental, Emotional & Social Health |Consumer & Community Health |Injury Prevention & Safety |
|Grade 3 |3 |3 |2 |3 |
| |Environmental Health |Prevention & Control of Disease |Alcohol, Tobacco & Other Drugs |Injury Prevention & Safety |
|Grade 4 |2 |2 |3 |3 |
| |Nutrition & Physical Activity |Mental, Emotional & Social Health |Alcohol, Tobacco & Other Drugs |Growth, Development & Family Life |
|Grade 5 |3 |3 |3 |2 |
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
|Grade: 1 |
|Subject: Health |
|Unit: Mental, Emotional & Social |
|Lens: Relationships |
|Enduring Understandings |Guiding Questions |
|How we respond to feelings can affect relationships. |What are some different types of feelings you can have? |
| |Why is it important to express feelings appropriately? |
| |How can our actions affect our relationships? |
| | |
|Your character defines who you are. |What are some different types of character traits? |
| |Why is character important? |
| |How does character define who you are? |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|Grade: 1 |
|Subject: Health |
|Unit: Mental, Emotional & Social |
|Lens: Relationships |
| AC = Assessment Code: Q – Quizzes P - Prompts |
|Critical Content and Skills O – Observations WS – Work Samples |
|D – Dialogues SA – Student Self-Assessment |
|T - Tests |
|Students will Know… |AC |Students will be able to… |AC |
|Types of feelings and how they change (sad, mad, happy, etc.) | |Analyzing Influences | |
|How to manage a variety of feelings. (1.1.2) | |Identify how the family influences personal health practices and behaviors. 2.1.2 | |
|How feelings affect daily living, relationships with self and others. (1.1.1.) | |Accessing Information | |
|Character traits (fair, helpful, respectful, etc.) | |Identify trusted adults and professionals who can help promote health. 3.1.1 | |
|The connection between the application of character traits and healthy | |Identify ways to locate school and community health helpers. 3.1.2 | |
|relationships. | |Interpersonal Communication | |
|Everyone has the right to be treated with respect. | |Demonstrate healthy ways to express needs, wants, and feelings. 4.1.1 | |
|Behaviors have consequences. | |Demonstrate listening skills to enhance health. 4.1.2 | |
|That they are unique and special. | | | |
|Where to find resources/ someone they can trust (teacher, school counselor, | | | |
|principal, trusted adult, etc.) | | | |
|How to be a good listener. | | | |
|Empathy is the act of understanding how someone else may feel. | | | |
|Feeling angry is normal. | | | |
|A bully is someone who wants power over another person. | | | |
|A victim is someone who is a target of the bully. | | | |
|A bystander is someone who is not a bully or a victim. | | | |
|There are many ways to solve problems. | | | |
| | | | |
| | | | |
|Grade: 1 |
|Subject: Health |
|Unit: Mental, Emotional & Social |
|Lens: Relationships |
|Instructional Plan/Activities | | | |
|(Correlations) | | | |
|Students create drawings of faces depicting different feelings. Teacher follows up with passing out cards with specific feelings | | | |
|and students take turns using different expressions to demonstrate each feeling. |1 |1,2,3 |4 |
|Students create a self-portrait and identify some of their own character traits and abilities. This activity will demonstrate | | | |
|uniqueness. |2 |4,5,8 |4 |
|Role-play listening skills and conflict resolution. |1,2 |5,6,7,9,10 |4,5 |
|Role-play a potential bully situation. Be sure to have the roles of bully, victim and bystander. What are some things that can be |1,2 |11-16 |3,4,5 |
|done to resolve the situation? | | | |
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
|Grade: 1 |
|Subject: Health |
|Unit: Growth , Development & Family Life |
|Lens: Changes |
|Enduring Understandings |Guiding Questions |
| |
|All families change during a lifetime. |What changes might happen in families? |
| | |
| | |
|Roles in the family are constantly changing. |How does your role change in the family? |
| | |
| | |
|Relationships differ among friends, family and others. |How do relationships change between you and your friends, family and others? |
| |How do relationships differ between you and your friends, family and others? |
|Grade: 1 |
|Subject: Health |
|Unit: Growth , Development & Family Life |
|Lens: Changes |
| AC = Assessment Code: Q – Quizzes P - Prompts |
|Critical Content and Skills O – Observations WS – Work Samples |
|D – Dialogues SA – Student Self-Assessment |
|T - Tests |
|Students will Know… |AC |Students will be able to… |AC |
|The stages of life. (Infants, children, adolescent, adult, senior) (1.1.2) | |Analyzing Influences | |
|Their role in the family and how that role changes. | |Identify how the family influences personal health practices and behaviors 2.1.1 | |
|How families change (i.e. moving, new members, divorce, marriage etc.) | | | |
|Relationships among friends, family members and teachers differ within each | | | |
|group. | | | |
|Grade: 1 |
|Subject: Health |
|Unit: Growth , Development & Family Life |
|Lens: Changes |
|Suggested Instructional Plan/Activities | | | |
|(Correlations) | | | |
|Family Quilt (color worksheet of different family members) |2 |3 |1 |
|Make a worksheet of the family jobs. (i.e. cooking, cleaning, trash, mowing etc.) Students put the first letter of the person’s | | | |
|name next to the job. Compare what you do and what the rest of the family does around the house. |3 |2 |1 |
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
|Grade: 1 |
|Subject: Health |
|Unit: Consumer and Community Health |
|Lens: Influences |
|Enduring Understandings |Guiding Questions |
|Increased awareness of community health-helpers can influence healthy behaviors. |What are some examples of health helpers in our community? |
| |Why are health helpers important to you and your community? |
| | |
|Awareness of product choice can help create a quality consumer. | |
| |What are some products you ask your parents to buy at the store? |
| |Are these products healthy? |
| |Why is it important to make healthy choices when purchasing these products? |
| |Where did you learn about these products? |
| | |
|Grade: 1 |
|Subject: Health |
|Unit: Consumer and Community Health |
|Lens: Influences |
| AC = Assessment Code: Q – Quizzes P - Prompts |
|Critical Content and Skills O – Observations WS – Work Samples |
|D – Dialogues SA – Student Self-Assessment |
|T - Tests |
|Students will Know… |AC |Students will be able to… |AC |
|How to be a good consumer (product choice). | |Analyzing Influences | |
|Examples of community and school health helpers. (1.1.5) | |Identify what the school can do to support personal health practices and | |
|The importance of volunteering in their community. | |behaviors. 2.1.2 | |
| | |Describe how the media can influence health behaviors. 2.1.3 | |
| | |Accessing Information | |
| | |Identify ways to locate school and community health helpers. 3.1.2 | |
|Grade: 1 |
|Subject: Health |
|Unit: Consumer and Community Health |
|Lens: Influences |
|Suggested Instructional Plan/Activities | | | |
|(Correlations) | | | |
|Have students make two signs, one saying “Okay” and one saying “No Way.” Hold up a picture of a product and students decide if it |2 |1 |2 |
|is okay or no way. Discussion follows. | | | |
|Develop a plan with family to volunteer. (i.e. helping a neighbor, walking dogs, picking up trash etc.) Give three weeks to |1 |3 |n/a |
|complete assignment and then report on what they did. | | | |
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
|Grade: 1 |
|Subject: Health |
|Unit: Injury Prevention & Safety |
|Lens: Safety |
|Enduring Understandings |Guiding Questions |
|The application of rules and proper decision making can increase overall safety. |What causes injuries at home, school and in the community? |
| |How do following safety rules and procedures keep you safe from injury? |
| | |
|Proper procedures in emergency situations reduce risk, injury and damage. |What is the purpose of 911? |
| |Why is it important to stay calm in an emergency? |
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| | |
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| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|Grade: 1 |
|Subject: Health |
|Unit: Injury Prevention & Safety |
|Lens: Safety |
| AC = Assessment Code: Q – Quizzes P - Prompts |
|Critical Content and Skills O – Observations WS – Work Samples |
|D – Dialogues SA – Student Self-Assessment |
|T - Tests |
|Students will Know… |AC |Students will be able to… |AC |
| How to make healthful decisions in unsafe situations. (1.1.4) | |Interpersonal Communication | |
|Strategies to prevent fires. | |Demonstrate ways to respond when in an unwanted, threatening, or dangerous | |
|Escape plans/EDITH, and stop-drop-roll and how to get help in a fire situation. | |situation. 4.1.3 | |
|(1.1.4) | |Practice Health Behaviors | |
|How to identify unsafe household products and situations. (1.1.4) | |Demonstrate healthy practices and behaviors to maintain or improve personal | |
|The importance of wearing a safety belt and where to sit in a car. (1.1.4) | |health. 7.1.1 | |
|How to treat and stay safe around animals and insects. (1.1.4) | |Demonstrate behaviors that avoid or reduce health risks. 7.1.2 | |
|About floatation devices and precautions when entering or being in the water. | | | |
|(1.1.4) | | | |
|Identify ways to get help in an emergency. | | | |
| | | | |
| | | | |
|Counselor Presentation with classroom teacher present (parent permission | | | |
|required) | | | |
| | | | |
|Personal Safety (safe touch/unsafe touch), the Touching Rule and protection from | | | |
|abuse. This will consist of 2-3 lessons in the general education classroom with | | | |
|classroom teacher present. | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Grade: 1 |
|Subject: Health |
|Unit: Injury Prevention & Safety |
|Lens: Safety |
|Suggested Instructional Plan/Activities | | | |
|(Correlations) | | | |
| | | | |
|Create an escape plan of their home. |2 |1,3,8 |3 |
| | | | |
|Practice calling 911 with a partner and giving correct information. |2 |1,8 |3,8 |
| | | | |
|Role play or posters to show how to stay safe in an unsafe situation. |1,2 |1-8 |1-8 |
IDAHO CONTENT STANDARDS
HEALTH EDUCATION
Kindergarten to Grade 2
Standard 1: Comprehend Core Concepts
Core Concepts of Health Education for K-Grade 2 are defined below:
Alcohol, Tobacco & Other Drugs
The use of alcohol, tobacco, and other drugs has major implications in the lifelong health of individuals. Implications include the effects, influences, and prevention of the use of alcohol, tobacco products, and other types of drugs on the body.
Nutrition & Physical Activity
To be ready to learn and to achieve their fullest potential, children need to be well nourished and physically active. In order to enhance physical, mental, emotional, and social health, students need to acquire the knowledge and skills to make healthy food choices and engage in lifelong physical activity.
Injury Prevention & Safety
Unintentional and intentional injuries rank among the greatest threats to the health of children and young adults. Knowledge about prevention through safe living habits, healthy decisions, violence prevention, emergency response and an understanding of the consequences of ones decisions will help to prevent many injuries.
Mental, Emotional & Social Health
Mental, emotional and social well-being is a foundation for building good health which includes a sense of security, identity, belonging, purpose and competence in order to strive toward a healthy and productive life.
Prevention & Control of Disease
Individuals can have a considerable measure of control over their own health and the chances of contracting most illnesses. Health-related choices and decisions regarding prevention of communicable and non-communicable diseases can include recognizing risk factors, identifying methods of contraction and transmission, as well as the prevention and treatment of disease. Information should be factual, medically accurate, objective and developmentally appropriate.
Consumer & Community Health
Consumers need to understand how health care services are provided as well as how individuals can take an active role in deciding on the use of health related services and products. Community health may include recognizing appropriate health professionals and products.
Growth, Development & Family Life
A healthy family unit is vital to the well-being and successful development of children and youth. Growth and development includes the stages of life, and changes in relationships with others that accompany social development and the aging process. Information should be factual, medically accurate, objective and developmentally appropriate.
Environmental Health
Individuals need to be aware of the impact of environmental issues and hazards on personal health. Environmental health may include precautions and behaviors to safeguard personal health, and practices that will reverse or slow down environmental pollution and related problems.
Goal 1.1: Students will comprehend core concepts related to health promotion and disease prevention to enhance health including: Alcohol, Tobacco and Other Drugs; Nutrition and Physical Activity, Injury Prevention and Safety; Mental, Emotional and Social Health; Prevention and Control of Disease; Consumer and Community Health; Growth, Development and Family Life; and Environmental Health.
K-2nd Grade Objectives
Objective(s): By the end of Second Grade, the student will be able to:
K-2.H.1.1.1. Identify that healthy behaviors affect personal health.
K-2.H.1.1.2. Recognize that there are multiple dimensions (i.e. emotional, intellectual, physical and social) of health.
K-2.H.1.1.3. Describe ways to prevent communicable diseases.
K-2.H.1.1.4. List ways to prevent common childhood injuries.
K-2.H.1.1.5. Describe why it is important to seek health care.
K-2.H.1.1.6. Identify body systems.
Standard 2: Analyzing Influences
Goal 1.1: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.
K-2nd Grade Objectives
Objective(s): By the end of Second Grade, the student will be able to:
K-2.H.2.1.1 Identify how the family influences personal health practices and behaviors.
K-2.H.2.1.2 Identify what the school can do to support personal health practices and behaviors.
K-2.H.2.1.3 Describe how the media can influence health behaviors.
Standard 3: Accessing Information
Goal 1.1 Students will demonstrate the ability to access valid information and products and services to enhance health.
K-2nd Grade Objectives
Objective(s): By the end of Second Grade, the students will be able to:
K-2.H.3.1.1 Identify trusted adults and professionals who can help promote health.
K-2.H.3.1.2 Identify ways to locate school and community health helpers.
Standard 4: Interpersonal Communication
Goal 1.1: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
K-2nd Grade Objectives
Objective(s): By the end of Second Grade, the student will be able to:
K-2.H.4.1.1. Demonstrate healthy ways to express needs, wants, and feelings.
K-2.H.4.1.2 Demonstrate listening skills to enhance health.
K-2.H.4.1.3 Demonstrate ways to respond when in an unwanted, threatening, or dangerous situation.
Standard 5: Decision Making
Goal 1.1: Students will demonstrate the ability to use decision-making skills to enhance health.
K-2nd Grade Objectives
Objective(s): By the end of Second Grade, the student will be able to:
K-2.H.5.1.1 Identify situations when a health-related decision is needed.
K-2.H.5.1.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed.
Standard 6: Goal Setting
Goal 1.1 Students will demonstrate the ability to use goal-setting skills to enhance health.
K-2nd Grade Objectives
Objective(s): By the end of Second Grade, the student will be able to:
K-2.H.6.1.1. Identify a short-term personal health goal and take action towards achieving the goal.
K-2.H.6.1.2. Identify who can help when assistance is needed to achieve a personal health goal.
Standard 7: Practice Healthy Behavior
Goal 1.1. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
K-2nd Grade Objectives
Objective(s): By the end of Second Grade, the student will be able to:
K-2.H.7.1.1. Demonstrate healthy practices and behaviors to maintain or improve personal health.
K-2.H.7.1.2. Demonstrate behaviors that avoid or reduce health risks.
Standard 8: Advocacy
Goal 1.1. Students will demonstrate the ability to advocate for personal, family, and community health.
K-2nd Grade Objectives
Objective(s): By the end of Second Grade, the student will be able to:
K-2.H.8.1.1. Make requests to promote personal health.
K-2.H.8.1.2. Encourage peers and family to make positive health choices.
-----------------------
Unit Overview
Mental, emotional and social well-being is a foundation for building good health which includes a sense of security, identity, belonging, purpose and competence in order to strive toward a healthy and productive life.
Suggested Time Frame: 9 weeks
Vocabulary
Mental, Emotional & Social Health
Relationships
1st
Feelings
Uniqueness
Relationships
Character
Character Traits
Respect
Fairness
Resources
Uniqueness
Character
Feelings
Unit Topic:
Mental, Emotional and Social Health
Unit Overview
A healthy family unit is vital to the well-being and successful development of children and youth. Growth and development includes the stages of life, and changes in relationships with others that accompany social development and the aging process. Information should be factual, medically accurate, objective, and developmentally appropriate.
Suggested Time: 9 Weeks
Vocabulary
Growth and Development and Family Life
Changes
1
Family Unit
Stages
Relationships
Step mom
Step dad
Marriage
Divorce
Relationships
Families
Stages of Life
Unit Topic:
Growth, Development & Family Life
Unit Overview
Consumers need to understand how health care services are provided as well as how individuals can take an active role in deciding on use of health related services and products. Community health may include recognizing appropriate health professionals and products.
Suggested Time: 9 weeks
Vocabulary
Consumer and Community Health
Influences
1
Health Care Helpers
Volunteerism
Health Products
Unit Topic:
Consumer and Community Health
Products
Health Helpers
Volunteer
Community
Fact
Myth
Influences
Advertisement
Unit Overview
Unintentional and intentional injuries rank among the greatest threats to health of children and young adults. Knowledge about prevention through safe living habits, healthy decisions, violence prevention, emergency response and an understanding of the consequences of one’s decisions will help to prevent many injuries.
Suggested Time Frame: 9 Weeks
Vocabulary
Injury Prevention & Safety
Safety
1
Emergency Procedures
Fire hazards
Poisons
Safety rule
Escape plan
Air bags
Seat belt
911
Poison Control
PFD Personal Floatation Device
Healthy Decisions
Prevention
Unit Topic:
Injury Prevention & Safety
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