Authored by: Laurie Schaefer and Julia Annette
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Sean Dowling,
Supervisor of Health and Physical Education
Adopted by the Board : January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi

The Elementary Health Education Curriculum is designed to teach students the information and skills they need to become health-literate, to maintain and improve health, prevent disease, and reduce health-related risk behaviors. Through this curriculum, students will develop critical thinking, problem solving, and communication skills. In addition, the students will demonstrate good character and behaviors that promote a healthy community, nation, and world.
This Health Education Curriculum is designed to give students in grades K-6 the opportunity to develop health knowledge, practice life skills, and work to achieve health goals that protect them from risk behaviors. Upon completion, students will ascertain knowledge and skills in the following health related areas: mental, emotional, family, and social health; growth and nutrition; personal health and safety; drugs and disease prevention; community and environmental health.
III.
(Linked to NJ Core Curriculum Standards listed below)
A.
Students will discover the importance of showing respect, making wise decisions, and knowing how to resolve conflicts. (2.1, 2.2)
B.
Students will learn how to set and carry out health goals and make wise health decisions. (2.1, 2.2)
C.
Students will learn how to care for the stomach, muscles, heart, lungs, and brain. (2.1)
D.
Students should be able to read food labels for information and understand how food ads can influence healthful decisions (2.1, 2.2)
E.
Students should learn ways to protect themselves from people who might be harmful to them. (2.1)
F.
Students will identify ways to prevent a fire and to stay safe in a fire. (2.1)
G.
Students will learn first aid. (2.1)
H.
Students should be able to identify the health risks of alcohol, tobacco, and drug abuse.
(2.1, 2.3)
I.
Students will demonstrate the ability to use refusal skills. (2.1, 2.2, 2.3)
NJ Core Curriculum Content Standards for Comprehensive Health and Physical Education
2.1
All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.
2.2
All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle.
2.3
All students will learn and apply information about alcohol, tobacco, other drugs and medicines to make decisions that support a healthy, active lifestyle.
2.4
All students will learn the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle.

Chapter 2 Getting Along
What are things to think about when making a decision with friends?
What can you do if a friend asks you to do something you shouldn’t?
What should you do if a conflict arises?
What are the steps for resolving conflicts?
Chapter 3 Your Body
What are the major body systems?
What is the main job of each body system?
Why does your stomach break down the food you eat?
How can you take care of your stomach?
What is the function of bones, muscles, heart, lungs, and brain?
How can you protect your bones and muscles?
What are some ways to care for the heart and lungs?
How can you protect your brain?
Chapter 4 Healthful Foods for You
Why do you think food labels are important?
What information might you find on a food label?
What are some healthful snacks?
What can you use to help you choose healthful snacks?
Should you buy a food just because you like the commercial for it?
Chapter 5 Keeping Clean and Fit
What are the steps for making wise decisions?
Chapter 6 Safety and You
What are some examples of a good touch?
What can you do if you receive a bad touch?
What is a bully, and what should you do if a bully bothers you?
What should you do if someone asks you to join a gang?
What are fire safety rules?
What are some ways to prevent fires?
What is a kind of emergency for which you should call 911?
How can you provide first aid for cuts, nosebleeds, and bug bites?
Chapter 7 Medicines and Drugs and You
How can alcohol harm the mind and body?
What can you do if you think someone has an alcohol problem?
How does smoking harm your health?
Why is it important to never start smoking or using tobacco?
How can smoking harm someone who does not smoke?
How can using harmful drugs affect you?
What are some drug-free activities that you and your friends can do to have fun?
What are the steps for using refusal skills?

Development of concepts will take place through teacher guided lessons that may incorporate (but not be limited to) any of the following: reading, writing, discussions, hands-on activities, role play, art projects, and demonstrations. Class discussions and activities will develop decision-making skills, effective communication and listening skills, and critical thinking. Activities may take place as individual, small group, or whole class.
Assessment may include:
• Notebooks
• Student projects
• Student journals
• Participation
• Health Masters
Optional:
• Homework
• Teacher-made quiz/test
Meeks & Heit, Health and Wellness Teacher Edition Grade 2, Macmillan/McGraw-Hill, 2008.
Supplemental Teacher Resources (Macmillan/McGraw-Hill)
Student Readers
Health Big Ideas Book
Life Skills Book
Optional activities to be used to enhance lesson and/or as a follow-up activity (i.e. homework, morning work activity, centers)
Chapter 2 Getting Along (2 periods)
Content:
• Making decisions with friends
• Conflict resolution
1) Lessons 6 and 7 (Make Wise Decisions with Friends/Friends and Conflict)
TE pages 36-39
Reader pages 12-15

Optional Activities:
• Activity Corner (Art and/or Life Skills) TE page 37
• Health Masters page 17
2) Lesson 8 (Learning Life Skills)
TE pages 40-41
Life Skills Book pages 6-7
Activity: Giant four-door foldable book (see TE)
Chapter 3 Your Body (3 periods)
Content:
• The major body systems and their main job
• The function and protection of your stomach, bones, muscles, heart, lungs, and brain
1) Lesson 5 (Your Amazing Body) (may be combined with lessons 6 and 7)
TE pages 54-55
Health Big Ideas Book pages 12-13
Health Masters page 24
2) Lessons 6 and 7 (Your Stomach/Your Bones and Muscles)
TE pages 56-59
Reader pages 8-11
Transparencies 11 and 13
Optional Activities:
• Activity Corner (Science) TE page 57
• Activity Corner (PE) TE page 59
• Health Masters pages 25 and 26
3) Lessons 8 and 9 (Your Heart and Lungs/Your Brain)
TE pages 60-63
Reader pages 12-15
Transparencies 12 and 9
Health Masters 27 and 28
Chapter 4 Healthful Foods for You (1 period)
Content:
• Using food labels
• Choosing healthful snacks
• Food ads
1) Lessons 6, 7, and 9 (Food Labels/Healthful Snacks/Food Ads) (may be split into two class periods
if necessary)
TE pages 78-81, 84-85
Reader pages 8-13
Transparency 17
Optional Activities:
• Activity Corner (ELL and/or Math) TE page 79

• Activity Corner (Life Skill) TE 81
• Activity Corner (Life Skill) TE 85
• Health Masters pages 35, 36, 38
Chapter 5 Keeping Clean and Fit (1 period)
Content:
• Steps for making wise decisions
1) Lesson 8 (Learning Life Skills)
TE pages 106-107
Life Skills Book pages 12-13
Activity: Giant Foldable Book (see TE)
Health Masters page 48
Chapter 6 Safety and You (4 periods)
Content:
• Good touch/bad touch
• Bullies and gangs
• Fire safety rules
• Fire prevention
• Understanding emergencies/911
• First aid for cuts, nosebleeds, and bug bites
1) Lesson 9 (Stay Safe from a Bad Touch)
TE pages 130-131
Reader pages 12-13
Optional Activities:
• Activity Corner (Build Character and/or Life Skill) TE page 131
• Health Masters page 59
2) Lesson 10 (Stay Safe from Bullies and Gangs)
TE pages 132-133
Reader pages 14-15
Optional Activities:
• Activity Corner (Art and/or Life Skill) TE page 133
• Health Masters page 60
3) Lessons 12 and 13 (Fire Safety/What to do if there is a Fire)
TE pages 136-139
Reader pages 18-19
Health Big Ideas Book pages 30-31
Transparency 33
Optional Activities:
• Activity Corner (Life Skill) TE page 137
• Activity Corner (Life Skill) TE page 139
• Health Masters pages 62-63

4) Lesson 15 (First Aid)
TE pages 142-143
Reader pages 22-23
Transparencies 27, 29
Optional Activities:
• Activity Corner (Art and/or Life Skill) TE page 143
• Health Master page 65
Chapter 7 Medicines and Drugs and You (3 periods)
Content:
• Effects of alcohol
• Helping with alcohol problems
• Effects of smoking
• Second hand smoke
• Effects of harmful drugs
• Staying drug-free
• Refusal skills
1) Lessons 4 and 5 (Alcohol/Help with Alcohol Problems)
TE pages 156-159
Reader pages 8-11
Transparency 46
Optional Activities:
• Activity Corner (Art and/or Writing) TE 159
• Health Masters pages 71-72
2) Lessons 6 and 7 (Tobacco Harms Health/Be Drug-Free)
TE pages 160-163
Reader pages 12-15
Transparency 36
Optional Activities:
• Activity Corner (Life Skill) TE 161
• Health Masters pages 73-74
3) Lessons 8 and 9 (Staying Drug-Free/Learning Life Skills)
TE pages 164-167
Health Big Ideas Book pages 34-35
Life Skills Book pages 16-17
Optional Activities:
• Activity Corner (Art) TE page 165
• Foldable Book (TE page 166)
• Health Masters pages 75-76