1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Health Education
Basic to health education is a foundation of knowledge, attitudes, skills and behaviors impacting healthy lifestyles. Healthy family relationships are critical to maintaining the
family unit that historically has been considered the fabric of society. While parents are the primary source from which children learn skills to act responsibly in relationships, the
community and school play supportive roles. Health literacy includes an understanding of how the body functions as well as behaviors and decisions that will foster life-long
health. It is assuming responsibility for personal health throughout the life cycle and fostering behaviors and practices that will enhance family health.
Personal Wellness
Describe how to get along Kentucky Learns Links
PL-EP-1.1.1
with others.
(Safety Rules & Skills)
2
Students will identify effective social interaction
skills (e.g., identifying emotions, listening,
What are
cooperation, etiquette, politeness,
emotions/feelings?
communication, sharing, empathy, following
directions and making friends) that promote
Describe how stress feels.
responsible and respectful behavior.
DOK 1
Explain and give
examples of ways to
handle stress. (happy,
sad, angry, surprised,
stress, afraid, excited,
secure)
Describe different
feelings.
Explain ways you can
work out a conflict.
(polite, listen, share,
respect, tone, body
language,
agree/compromise)
Describe a good listener.
(eye contact, sit quiet, sit
still, follow directions)
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
1
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
PL-EP-1.1.2
Students will identify strategies for stress
management, problem solving, conflict
resolution, and communication (e.g., selfcontrol, work and play collaboration, caring,
reconciling, asking for help, active listening).
DOK 1
How can you show
responsibility?
Describe a student’s
responsibility. (Learn,
listen, set goals, work,
communicate, and use self
control )
Kentucky Learns Links
(Safety Rules & Skills)
GRADING
PERIOD
1
Role Play, Post student developed classroom
procedures charts in room
Describe a friend. (caring,
forgiving, dependable)
Describe a group member
and list their
responsibilities.
(problem solver,
respectful, team player,
high expectations, and
patient)
Why do we have rules?
(safety, relieve stress)
PL-EP-1.1.3
Students will identify ways that growth and
development are unique to each person.
Justify the use of rules in
a game, classroom,
hallway, etc.
(Cooperation, Selfcontrol, Forgive,
Agree/compromise)
Develop a time line to
show the growth and
development of a child.
Describe some things you
can do well and explain
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
2
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
why you can do these
things well.
Choice
Given a situation describe
a wise decision.
PL-EP-1.1.6
Students will describe how an individual’s
behavior and choices of diet, exercise and rest
affect the body.
DOK 1
Describe what compiles a
good character.
Justify the need for
healthy food.
(Energy, bones, teeth,
skin, eyes, hair, nails,
healthy)
Healthy Me
(Unit)
Why do we have a Food
Pyramid Guide?
Construct a Food Pyramid
Guide and give examples
of foods for each group.
What foods are in each
group?
Diet, nutritious, grain,
vegetable, fruits, milks,
meats and beans
Why should we eat three
meals?
Plan a daily menu and
give examples of healthy
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
3
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
food choices.
Breakfast, lunch, dinner,
energy
How you can use taste,
sight, hearing, smell, and
touch to learn about new
foods?
Describe a sense that
keeps you healthy.
Senses
Compare a healthy and an
unhealthy snack and
explain.
What makes a healthful
snack?
What should you avoid to
have a healthful snack?
(Small amounts, choice
from food groups, sweets,
fats, oils)
List two body organs and
explain the importance of
exercise.
Exercise, heart, lungs,
fights germs, fun, relieves
stress, physical activity,
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
4
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
sketch, routine
Describe what would
happen to you if you did
not eat a variety of foods?
Describe how you would
fee if your body did not
get enough sleep?
(Stay healthy, give bones
and muscles time to grow,
fight germs, strength,
learn easier)
Explain the importance of
exercise to a living thing.
Explain why we should
eat three meals a day.
Breakfast, Lunch, Dinner,
Energy, Exercise, Heart,
Lungs
Fights germs, Fun,
Relieves stress, Physical
activity, Routine, Strength
How much exercise
should you get a day?
How many servings of
fruits and vegetables
should you have a day?
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
5
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
How many servings of
milk should you have a
day?
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
6
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
PL-EP-1.1.7
Students will identify strategies (e.g., diet
exercise, rest, immunizations) and good
hygiene practices (e.g., hand washing, brushing
teeth, using tissues) that promote good health
and prevent diseases.
DOK 1
How can we prevent
diseases from spreading?
GRADING
PERIOD
Healthy Me
(Unit)
Explain why you should
keep clean.
Describe what good
posture looks like.
Explain benefits of good
posture; explain problems
caused from bad posture.
What illnesses do children
often get and how do they
spread?
Tell how you can stop
diseases.
Describe what teeth do.
Explain why you lose
your primary teeth.
Explain how to take care
of your teeth and why this
is important.
Healthy, Germs,
Communicable, Colds,
Sore throats, Fever
Stomach ache, Runny
nose, Allergies,
Asthma, Hand washing,
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
7
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
PL-EP-1.1.8
Students will identify behavior choices
(tobacco, alcohol) that result in negative
consequences.
DOK 1
GRADING
PERIOD
Bathing,
Self-esteem, Lice, Clean
clothes, Clean hair, Good
toilet habits, Cold,
Influenza,
Manners, Vaccines,
Immunizations, Measles,
Mumps,
Chicken pox, Primary
teeth, Permanent teeth,
Toothbrush, Toothpaste,
Upper teeth , Lower teeth,
Floss, Dentist, Dental
hygienist, Cavity
Describe how tobacco and
alcohol harm the body.
Explain when some
medicines are dangerous
to children.
Explain the difference
between good drugs and
bad drugs.
Describe what happens to
your body when bad drugs
are used.
Hyperactivity, Addictive,
Bad habit, Cancer,
Vaccines, Prescriptions,
Immunizations , Illegal,
Medicines,
Caffeine, Tobacco,
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
8
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
PL-EP-1.1.9
Students will describe social (e.g., getting along
with others, serving as team members) and
emotional (e.g., expressing feelings, selfconcept) health.
DOK 1
GRADING
PERIOD
Alcohol , Doctor, Nurse,
Parent, Safety caps
Given a situation, describe
the characteristics of a
group member.
Describe the
characteristics of a team.
Why is it important to
express our feelings to
group members?
Describe responsibility
and how to be a
responsible student.
What is a student’s
responsibility?
What is a friend?
Give an example of a rule
and role-play following a
rule and not following a
rule. Tell why it is
important to have rules.
Caring, Forgiving,
Dependable, Learn,
Listen, Set goals, Work
Communicate, Selfcontrol, Problem solver,
Respectful,
Team player, High
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
9
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
expectations, Patient,
Safety, Relieve stress
Nutrition
PL-EP-1.2.1
Students will identify nutrients (protein,
carbohydrates, fats), which are important in the
growth and development of healthy bodies.
PL-EP-1.2.2
Students will describe the overall purpose of
the Dietary Guidelines for Americans.
DOK 1
What nutrients are
important to our bodies?
Why does your body need
healthy food?
Energy, Bones, Teeth,
Skin, Eyes, Hair, Nails,
Healthy
Given a situation explain
your choices when buying
a nutritious snack.
Why do we have a Food
Pyramid Guide?
What foods are in each
group?
What make a healthful
snack?
Describe some healthful
snacks you can convince
your mom to buy.
What should you avoid to
have a healthful snack?
Explain snacks your
mother should avoid
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
10
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
buying to have a healthful
snack.
Explain why we have a
food Pyramid Guide food
groups.
Diet, Nutritious, Healthy,
Grain, Vegetable, Fruits,
Milks, Meats and beans,
Sweets, Fats, Oils, Food
Guide Pyramid
Safety
PL-EP-13.1
Students will identify safety practices (e.g., use of
seatbelts/helmets/life vests) for dealing with a
variety of health hazards (e.g., crossing the street,
talking to strangers) while at school, home, and
play.
Explain fire safety.
How do you deal with
unsafe situations?
What is an emergency?
Why do we have rules?
How do we stay safe in a
moving vehicle?
How can I cross the street
safely?
How can I stay safe from
fires?
Describe safety rules used
in schools.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
Kentucky Learns Links
(Safety Rules & Skills)
Safety
(Safety Encyclopedia)
Risk Watch
(Risk Watch Kids Page)
Traffic City
(Safety City)
Street Smart
(Do you Know How to Be Street Smart?)
Kid safe
(Are Strangers Dangerous?)
Safety Sam
(Safety Sam-Strangers)
11
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Describe how we deal
with unsafe situations.
(storms, tornadoes,
earthquakes, cooperate,
drills, practice)
Describe ways you stay
safe around strangers.
(stranger danger, do not
talk to strangers, follow
safety procedures)
PL-EP-1.3.2
Students will identify proper procedures to
access emergency assistance (calling 911).
DOK 1
Listen , Look both ways,
Pay attention, Sidewalk,
Street,
Crosswalk, Safe,
Safety, Leaders, Share,
Cooperation, Member,
Stop, Drop, Roll, Smoke,
Crawl, Matches, Lighters,
Strangers, Danger, Say
no, Get help, Run away,
Drill, Practice, Fire,
Storms, Earthquakes,
Tornado, Seatbelt,
Backseat,
Stay calm
Explain an emergency
situation.
Describe an emergency
that would require a 911
call.
Explain who should make
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
Kentucky Learns Links
(Dialing 911)
1
Safety
(Safety Encyclopedia)
Risk Watch
(Risk Watch Kids Page)
12
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
the call and what
information must be
given.
Describe how community
members can help during
an emergency.
What is your address and
phone number with area
code?
GRADING
PERIOD
Traffic City
(Safety City)
Street Smart
(Do You Know How to Be Street Smart?)
Kids Safe
(Are Strangers Dangerous?)
Safety Sam
(Safety Sam-Strangers)
911, Emergency,
Community helpers
Physical Education
Addresses both health-related and skill-related components that promote enhanced health behaviors and increase responsible decision-making. Physical Education uses physical
activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being.
Psychomotor Skills
PL-EP-2.1.1
Describe when it is
Kentucky Learns Links
1,2,3,4
Students will apply fundamental motor skills:
appropriate to use
(Physical Activity & Athletics)
Locomotor:
locomotor movement.
• Walking
Explain when it is
• Running
appropriate you use
• Skipping
nonlocomotor movement.
• Hopping
• Galloping
Describe when it would
• Sliding
be appropriate to use the
• Leaping
fundamental manipulative
• Jumping
skills.
Nonlocomotor:
• Turning
• Twisting
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
What is the difference
between locomotor and
non-locomotor
13
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
•
•
•
•
•
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
Bending
Stretching
Swinging
Swaying
Balancing
movements and give
examples of each?
Hitting - Keep eye on the
ball
Fundamental manipulative skills:
• Hitting
• Kicking
• Throwing
• Catching
• Striking
• Dribbling
Throwing-step with the
opposite foot. Make a T
and L with your arms
when throwing
PL-EP-2.1.2
Students will identify the fundamental movement
concepts:
• Body awareness - what the body is doing
• Space awareness - where the body moves
• Time - how quickly the body moves
• Effort - how the body moves
• Relationship - relationships that occur
while the body moves
Describe what is your
body doing.
Lifetime Physical Wellness
PL-EP-2.2.1
Students will identify physical and social
benefits that result from regular and
appropriate participation in physical activities:
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
GRADING
PERIOD
Catching – If ball is
coming below your waist,
fingers should be pointing
down; if ball is coming
above your waist, fingers
should be pointing up.
Kentucky Learns Links
(Physical Activity & Athletics)
1,4
Why do we need physical
activity?
Kentucky Learns Links
(Fitness & Exercise)
3
Describe the appearance
Kids Health and Fitness
Where does your body
move?
How quickly can your
body move?
How does your body
move in relationship to
other people?
14
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
•
•
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
Physical benefits (e.g., weight
management, muscular strength,
muscular endurance, flexibility,
cardio-respiratory/cardiovascular
endurance, control of body
movements)
Social benefits (e.g., positive
interaction with others, respect for self
and others, enjoyment, selfexpression)
of a physically fit person.
(Kids Health and Fitness)
Physical activity, exercise,
muscles, stretch, routine,
fitness
Keeping Healthy
(Keeping Healthy)
GRADING
PERIOD
Fitness
(Kids In Action-Fitness for Children)
Fitness for Everyone
(Fitness is Fun for Everyone)
DOK 1
Sleep Works
(Mission Z: How Sleep Works)
PL-EP-2.2.2
Students will explain the importance of practice
for improving performance in games and sports.
Explain why we practice
skill.
When learning a new
skill, why should you try
it more than one or two
times?
Sleep
(Why You Need Sleep)
Kids Health and Fitness
(Kids Health and Fitness)
Keeping Healthy
(Keeping Healthy)
Fitness
(Kids In Action-Fitness for Children)
Fitness For Everyone
(Fitness is Fun for Everyone)
Sleep Works
(Mission Z: How Sleep Works)
Sleep
(Why You Need Sleep)
PL-EP-2.2.3
Students will identify the components of fitness
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
15
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
(muscular strength, muscular endurance,
flexibility, body composition, cardiorespiratory/cardiovascular endurance) and the
FITT Principle (Frequency, Intensity, Type,
Time).
DOK 1
PL-EP-2.2.4
Students will identify basic rules for participating
in simple games and activities needed to make
games fair.
PL-EP-2.2.5
Students will identify rules of play and
sportsmanship for spectators and participants
during games and/or activities that make them
safe and enjoyable.
GRADING
PERIOD
Explain why we have
rules when we play games
or do activities.
Describe why rules are
important.
How do we watch a
game? Explain your role
as a spectator.
Sportsmanship,
Spectators, Participants
Consumerism
Consumer skills are essential for individuals and families due to the availability of numerous products and services on the market, multiple advertising techniques, the need to
make responsible financial management decisions, and to utilize resources impacting the community and environment. These skills can provide a foundation for becoming
consumer literate and responsible citizens.
Consumer Decisions
PL-EP-3.1.1
Describe your basic needs
Students will identify the difference between
and explain why they are
wants and needs as it relates to consumer
necessary.
decisions.
Describe your role as a
consumer.
How much does it cost?
PL-EP-3.1.2
Students will identify major factors (price,
How long will it last?
quality, features) to consider when making
consumer decisions.
What special features does
DOK 1
it have?
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
16
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
PL-EP-3.1.3
Students will identify ways consumer’s buying
practices are influenced by peer pressure.
DOK 1
PL- EP-3.1.4
Students will identify consumer actions
(reusing, reducing, recycling) that impact the
environment.
DOK 1
PL-EP-3.1.5
Students will identify the available health and
safety agencies in a community that provide
services:
Health department
Fire department
Sanitation
Police
• Ambulance services
Financial Literacy
PL-EP-3.2.1
Students will describe different ways to save
money (e.g., piggy bank, local bank, savings
bonds).
DOK 1
GRADING
PERIOD
Can I function without it?
Do you need it or do you
want it because a friend
has it?
How do my actions
impact the environment?
Littering, Pollution
Waste, Reusing,
Reducing, Recycling
What agencies in my
community provide health
and safety services to my
family?
Health department,
Fire department,
Sanitation, Police,
Ambulance
How can you save
money?
Where can you put money
so it will be safe?
Bank , Savings account,
Banker, Teller
Vocational Studies
Awareness of careers starts in the primary grades and progresses at the middle level to more specific exploration of careers. The total experience through high school allows
students to determine a career path that matches their interests, aptitude and abilities, while providing strategies to prepare for a career. The basic skills, knowledge and positive
work habits for successful transition from school to postsecondary experiences and to life are addressed throughout a student’s educational experience.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
17
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
Career Awareness, Exploration and Planning
PL-EP-4.1.1
Students will identify reasons why people work
(food, clothing, shelter).
PL-EP-4.1.2
Students will identify jobs (e.g., teacher, police
officer) relating to Kentucky’s Career Clusters
and describe these jobs/careers.
PL-EP-4.1.3
Students will identify how academic classes
(e.g., reading and writing) relate to various
jobs.
DOK 1
Employability Skills
PL-EP-4.2.1
Students will identify how personal
responsibility and good work habits (e.g.,
attendance, work done on time, follow
directions) are important at home, school, and
work.
DOK 1
PL-EP-4.2.2
Students will describe team skills (e.g.,
cooperation, communication) used to compete
tasks more efficiently at home, school, and
work.
DOK 1
Communication/Technology
PL-EP-4.3.1
Students will identify technology tools (e.g.,
electronic games, phones, computers) that are
used in homes and schools.
DOK 1
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
Why do people work to
provide food, clothing,
and shelter?
Who are some community
helpers?
What service do they
provide?
When do people use
reading or writing to
perform their jobs?
Why is it important to be
responsible at home,
school, and work?
Responsible, Good work
habits, Attendance, On
time,
Follow Directions
How can working together
make a task easier at
home, school, or work?
GRADING
PERIOD
2
2
3,4
1,2,3,4
3,4
How do we use
technology tools at home
and school?
Technology, Electronic
18
updated 1/11/07
1st Grade
Practical Living/Vocational Skills
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
games, Computers.
Phones
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
19
updated 1/11/07