2nd Grade Health Curriculum



Grade 2 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.

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| |Unit 1 |Unit 2 |Unit 3 |Unit 4 |

| |Mental, Emotional & Social Health |Growth, Development & Family Life |Consumer & Community Health |Injury Prevention & Safety |

|Grade 1 |3 |2 |2 |3 |

| |Nutrition & Physical Activity |Prevention & Control of Disease |Alcohol, Tobacco & Other Drugs |Environmental Health |

|Grade 2 |(page 2) 3 times |(page 6) 2 times |(page 10) 3 times | |

| | | | |(page 14) 2 times |

| |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: 2 |

|Subject: Health |

|Unit: Nutrition and Physical Activity |

|Lens: Awareness |

|Enduring Understandings |Guiding Questions |

|Healthy food choices enhance wellness. |What is a healthy food choice? |

| |How does a healthy food choice affect wellness? |

| |How does our body get energy? |

| |What influences your food choices? |

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|Physical activity enhances wellness. |Why is physical activity important? |

| |What types of physical activity do you enjoy? |

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|Grade: 2 |

|Subject: Health |

|Unit: Nutrition and Physical Activity |

|Lens: Awareness |

| 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 |

|Where food comes from. | |Analyzing Influences | |

|The food groups and types of food within each group. (Pyramid) | |Identify how the family influences personal health practices and behaviors. 2.1.1 | |

|Basic nutrients and benefits to the body within different food groups and | |Decision Making | |

|specific foods within each group. (1.1.1) | |Identify situations when a health-related decision is needed. 5.1.1 | |

|Effects of nutrients and proper nutrition on the body systems – muscular, | |Goal Setting | |

|skeletal, and digestive systems. (1.1.6) | |Identify a short-term personal health goal and take action towards achieving the | |

|How food provides energy for daily living. (1.1.1) | |goal. 6.1.1 | |

|How family, culture, media and peers affect food choices. | |Identify a short-term personal health goal and take action towards achieving the | |

|Why it is important to be physically active. (1.1.1) | |goal. 6.1.2 | |

|The importance of setting short-term goals related to nutrition and daily | |Practice Healthy Behaviors | |

|physical activity. | |Demonstrate healthy practices and behaviors to maintain or improve personal | |

|Different types of physical activity. | |health. 7.1.1 | |

|Proper nutrition and physical activity will enhance physical, mental, emotional, | |Demonstrate behaviors that avoid or reduce health risks. 7.1.2 | |

|and social health. | | | |

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|Grade: 2 |

|Subject: Health |

|Unit: Nutrition and Physical Activity |

|Lens: Awareness |

|Suggested Instructional Plan/Activities | | | |

|(Correlations) | | | |

|Sort foods into groups. (i.e. plant v. animal, food groups, etc.) | | | |

| |1 |1,2 |N/A |

|Use the pyramid guide to identify the food groups and the importance of physical activity. | | | |

| |1 |2,7 |5 |

|Students set short-term goals related to nutrition and physical activity. | | | |

| |1,2 |3,7,8,9 |1,2,3,4,5,6 |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: Second |

|Subject: Health |

|Unit: Prevention and Control of Disease |

|Lens: Prevention |

|Enduring Understandings |Guiding Questions |

|Making healthy choices can help decrease risk factors. |What is risk factor? |

| |What types of healthy choices can you make in the areas of sleep, exercise and nutrition? |

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| |What are universal precautions? |

|Applying universal precaution can help prevent the transmission and contraction of germs. |If you are sick what can you do to stop the spread of germs? |

| |How do germs get into your body? |

| |What can you do to help prevent yourself from contracting a cold or flu? |

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|Grade: Second |

|Subject: Health |

|Unit: Prevention and Control of Disease |

|Lens: Prevention |

| 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 |

|What a germ is (bacteria and virus). | |Analyzing Influences | |

|How germs are spread (transmission). (1.1.3) | |Identify what the school can do to support personal health practices and | |

|How people contract germs. | |behaviors.2.1.2 | |

|How to prevent the spread of germs. (1.1.3) | |Decision Making | |

|Universal precautions. (If it is wet, sticky, and not yours, don’t touch it!) | |Identify situations when a health-related decision is needed.5.1.1 | |

|Ways to minimize risk factors for illness (Sleep, exercise, proper nutrition). | |Differentiate between situations when a health-related decision can be made | |

|The differences between communicable and non-communicable diseases. | |individually or when assistance is needed.5.1.2 | |

|Where to go/who to go to for treatment advice (parents, school nurse, doctors, | |Practice Healthy Behaviors | |

|etc.) (1.1.5) | |Demonstrate healthy practices and behaviors to maintain or improve personal | |

|What an immunization is. (1.1.5) | |health. 7.1.1 | |

| | |Demonstrate behaviors that avoid or reduce health risks.7.1.2 | |

|Nurse Presentation with classroom teacher present | |Advocacy | |

| | |Make requests to promote personal health. 8.1.1 | |

|Universal Precautions and Self Responsibility in Health Care. This will consist | | | |

|of 1 lesson in the general education classroom with classroom teacher present. | | | |

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|Grade: Second |

|Subject: Health |

|Unit: Prevention and Control of Disease |

|Lens: Prevention |

|Instructional Plan/Activities | | | |

|(Correlations) | | | |

|Use glitter and hand lotion to demonstrate the transmission of cold and flu virus. Follow up with proper hand washing techniques. | | | |

| |1,2 |1,2,3,4,5,7 |2,4,5 |

|Class discussion and demonstration regarding Universal Precautions | | | |

| |1,2 |2,3,4,5,7 |1,2,4,5 |

|Students create advocacy posters to inform others in the school about germ transmission, contraction and prevention. | | | |

| |1,2 |1-9 |1-6 |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 2 |

|Subject: Health |

|Unit: Alcohol, Tobacco & Other Drugs |

|Lens: Effects |

|Enduring Understandings |Guiding Questions |

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|Early prevention begins with education. |Why is it important to learn about tobacco, alcohol and other drugs? |

| |How can learning about the negative effects of alcohol, tobacco and other drugs prevent misuse |

| |and abuse? |

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| |How can using ATO affect your body? |

|The use/misuse/abuse of alcohol, tobacco and other drugs (ATO) affect physical, social and |How can using ATO affect your family and friends? |

|emotional well-being. |How can using ATO affect a person’s feelings? |

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|Grade: 2 |

|Subject: Health |

|Unit: Alcohol, Tobacco & Other Drugs |

|Lens: Effects |

| 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 definition of a drug. | |Analyzing Influences | |

|The difference between use, misuse and abuse of substances (use – appropriate, | |Identify how the family influences personal health practices and behaviors. 2.1.1 | |

|misuse – accidental, abuse – purposeful). | |Accessing Information | |

|The definition of addiction. | |Identify trusted adults and professionals who can help promote health. 3.1.1 | |

|The difference between medicine and non-medicine drug use. | |Decision Making | |

|The harmful effects of medicine when used incorrectly (prescription and over the | |Differentiate between situations when a health-related decision can be made | |

|counter). | |individually or when assistance is needed. 5.1.2 | |

|Types of tobacco products and their effects on body systems – nervous, | |Practice Health Behaviors | |

|respiratory, circulatory and digestive systems. (1.1.6) | |4. Demonstrate behaviors that avoid or reduce health risks. 7.1.2 | |

|Types of alcohol products and their effects on body systems – nervous, | | | |

|respiratory, circulatory and digestive systems. (1.1.6) | | | |

|Social and emotional effects of alcohol. (1.1.2) | | | |

|Family and peers can influence their choices relating to substance use. | | | |

|The benefits of not using tobacco, alcohol and other drugs. (1.1.1) | | | |

|Grade: 2 |

|Subject: Health |

|Unit: Alcohol, Tobacco and Other Drugs |

|Lens: Effects |

|Suggested Instructional Plan/Activities | | | |

|(Correlations) | | | |

|Use medicine/candy comparison shadow box. | | | |

|(Here’s Looking at You) |1,2 |1,4,5 |2,3,4 |

|Use role playing activities to demonstrate use v. misuse v. abuse | | |3,4 |

| |1,2 |2 | |

|Use various and appropriate children’s books within the classroom. Follow up with class discussions. | | | |

| |1,2 |1-10 |1,2,3,4 |

|Students write a letter to a friend to include the proper use and storage of medicine. |2 |2,4,5 |2,3,4 |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 2 |

|Subject: Health |

|Unit: Environmental Health |

|Lens: Advocacy |

|Enduring Understandings |Guiding Questions |

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|Conservation actions can shape a healthier environment. |How does keeping the environment clean benefit your health? |

| |Why is it important to reduce, reuse, and recycle? |

| |What are some ways to reduce, reuse, and recycle? |

| |In what way does pollution harm the air, water, land and living things? |

| |What can you do to keep our air, water and land clean? |

| |How do you discard computers, paint, tires and biohazard waste, etc.? |

| |What does cutting down trees do to the environment? (good or bad) |

| |What happens when we destroy or take away the grounds for wildlife? |

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|Grade: 2 |

|Subject: Health |

|Unit: Environmental Health |

|Lens: Advocacy |

| 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 |

|Ways to reduce, reuse, and recycle. (1.1.1) | |Advocacy | |

|How pollution affects the air, water and land. | |Encourage peers and family to make positive health choices. 8.1.2 | |

|How a clean environment keeps you healthy. | | | |

|Environmentally safe ways to discard waste materials in landfills (i.e. paint, | | | |

|tires, biohazard materials and computers. | | | |

|How the relationship between habitats and the environment affect our health and | | | |

|the health of the earth. | | | |

|Grade: 2 |

|Subject: Health |

|Unit: Environmental Health |

|Lens: Advocacy |

|Suggested Instructional Plan/Activities | | | |

|(Correlations) | | | |

|Make a poster of reduce, reuse and recycle. |1 |1 |1 |

|Write down any hazardous waste you have at home and work with parents on how to dispose it. (take home project) |1 |2,3 |1 |

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.

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Unit Overview

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.

Suggested Time Frame: 9 weeks

Vocabulary

Nutrition and Physical Activity

Awareness

2

Goal Setting

Energy

Food Groups/Nutrients

Background Information

Unit Topic:

Nutrition and Physical Activity

Energy

Nutrients: protein, vitamins,

minerals (calcium), water,

carbohydrates, & fats

Goal Setting

Food Groups

Food Pyramid

Unit Overview

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.

Suggested Time Frame: 9 weeks

Vocabulary

Prevention and Control of Disease

Prevention

2nd

Communicable & Non-communicable

Germs (Bacteria & Virus)

Universal Precautions

Prevention

Treatment

Immunization

Risk Factors

Germs

Risk Factors

Universal Precautions

Treatment

Transmission/Contraction

Unit Topic:

Prevention and Control of Disease

Unit Overview

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.

Suggested Time Frame: 9 weeks

Vocabulary

Alcohol, Tobacco & Other Drugs (ATO)

Effects

2

Drug

Use

Misuse

Abuse

Alcohol

Tobacco

Nicotine

Addiction

Prevention

Background Information

Influences

Prevention

Effects

Unit Topic:

Alcohol, Tobacco & Other Drugs

Unit Overview

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.

Suggested Time: 9 Weeks

Vocabulary

Environmental Health

Advocacy

2

Reduce

Reuse

Recycle

Pollution

Environment

Hazard

Conservation

Habitats

Hazardous waste

Reduce, Reuse & Recycle

Pollution

Unit Topic:

Environmental Health

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