7
MENTAL AND EMOTIONAL HEALTH
Essential
Standard
Clarifying Objectives
Timeline/Pacing
K.ME
H.1
Remember the
association of
healthy expression
of emotions,
mental health, and
healthy behavior.
K.ME
H.1.1
Recognize feelings and
ways of
expressing them.
Resources
Assessments
EQ: How can I
express myself in the
right way?
1Using a Tree Map,
describe or illustrate
feelings of being
happy, sad, mad,
tired, and afraid.
LT-I can tell how I
feel using my body,
my face, and my
words.
LT-I can point out
comfortable and not
so comfortable
feelings.
Vocabulary: facial
expressions, body
language, happy,
glad, sad, afraid,
angry, mad, tried,
uncomfortable
Verbs: express,
recognize, identify
2. Which of the
following would
make you happy?
a. A new toy
b. Someone taking
my toy
c. Eating broccoli
K.ME
H.1.2
Recall stressors and
stress responses.
LT-I can tell what
problems in my life
causes feelings that
are not comfortable.
1. Role-play how
you would deal with
feelings that not so
comfortable.
LT-I can list ways I
can deal with my
feelings that are not
comfortable.
2. Which of the
following adults
would be good to
help me with of
LT-I can tell which
feelings?
adults can help me
a. Stranger
with my feelings.
b. Friend
c.
Vocabulary:
comfortable feelings, Parent/Grandparent
uncomfortable
feelings, stressor(s),
Verbs: recall,
demonstrate, identify
K.ME
H.1.3
Illustrate personal
responsibility
for actions and
possessions.
LT-I can tell
classroom, school,
and home rules.
LT-I can list ways I
can help at home and
school.
1. Construct an
illustration of 3
important rules you
follow in your
school.
2. In what ways
would you help
Vocabulary: rules,
around the house?
personal
responsibility, actions, a. clean my room
possessions, positive b. spill my cereal
and negative
on the table
consequences.
c. leave my clothes
on my bedroom
Verbs: identify,
floor
practice, illustrate, list
PERSONAL AND CONSUMER HEALTH
K.PC Apply measures
H.1 for cleanliness and
disease prevention.
K.PC Use steps of correct
H.1.1 hand washing at
appropriate times
throughout the day.
EQ: How can I keep
my body and teeth
healthy?
LT-I can understand
when and how to
wash my hands
throughout the day.
Vocabulary:
appropriate times,
prevent diseases
Verbs: identify,
demonstrate
K.PC Illustrate proper tooth
H.1.2 brushing techniques.
LT-I can tell why my
teeth and gums are
important.
LT-I can show the
correct way to brush
my teeth.
1. Role-play the
steps for good hand
washing.
2. Which of the
following is a good
time to wash your
hands?
a. When I am
reading a book.
b. After I blow my
nose.
c. When I am
writing
1. Role-play the
steps for correctly
brushing and
flossing your teeth.
2. How can I keep
my gums and teeth
healthy?
Vocabulary:
a. Eat candy and
techniques, healthy,
gums, floss
suckers everyday.
b. Brush and floss
Verbs: illustrate, list, everyday
demonstrate
c. Drink lots of
sugary drinks.
K.PC Explain rationale for
H.1.3 not sharing hygiene
products (combs,
brushes, toothbrushes).
LT-I can tell why
keeping my skin, hair,
and teeth clean are
important.
LT-I can list ways to
keep germs from
spreading no matter
where I am.
Verbs: explain, list
2. Which of the
following is a way
to keep germs from
spreading?
a. Wipe your nose
with your sleeve.
b. Not sharing your
toothbrush
c. Not covering
your mouth your
sneeze.
EQ: Why is important
to stay safe? What
strategies can I use to
help me stay safe?
1. Using a Flow
Map, write or draw
the safety steps for
crossing the street.
Vocabulary: rationale,
hygiene, germs
K.PC Understand
H.2 necessary steps to
prevent and
respond to
unintentional
injury.
K.PC Recognize the
H.2.1 meanings of
traffic signs and
signals.
1. Using ThinkPair-Share, discuss
with a partner how
and why you can
take care of your
skin, hair, and teeth.
LT-I can tell what
traffic signs and
signals mean.
LT-I can point out
different traffic signs
and signals.
LT-I can practice
safety rules.
Vocabulary: traffic
signs, signals
Verbs: recognize,
identify, describe,
demonstrate, practice
2. Which of the
following traffic
signs is used for
crossing the street?
(Find clip art for
answer choices)
K.PC Explain the
H.2.2 benefits of
wearing seat
belts and
bicycle
helmets.
LT-I can tell why
wearing seat belts and
bicycle helmets are
important.
1. Using a
circle map,
describe or
draw reasons
Vocabulary: protective for wearing a
seat belt.
equipment, benefits
Verbs: explain
2. According
to circle map,
which of the
following is a
reason for
wearing a
seat belt?
a. Risk of
getting hurt
from the air
bag
b. My mom
tells me to.
c. My teacher
tells me to.
K.PC Illustrate how to get
H.2.3 help in
an emergency.
LT-I can show and tell
when events are
emergencies or not
emergencies (for
example: could use a
Two Column Notes).
1. Role-play a 911
call and giving the
correct name,
address, and
emergency
information.
LT-I can practice
calling 911 and
correctly giving my
name, address, and
the emergency.
2. Using Two
Column Notes,
which of the
following would fit
in the correct
Vocabulary:
column? (answer
emergency, situations,
choices will be
non-emergency
based on which
column you choose
Verbs: identify,
to leave blank.
describe, illustrate.
Should label the
Two Column Notes:
Emergency vs. Non
Emergency)
K.PC Identify appropriate
H.2.4 responses to
warning signs,
sounds, and labels.
LT-I can tell what
different warning
signs, sounds, and
labels mean.
1. Draw and label
an illustration of
different places that
warning signs are
found to keep me
LT-I can show what to
safe.
do in response to
warning signs, sounds,
and labels.
2. Household
cleaners, paint cans,
LT-I can practice safely and medicines all
drills correctly.
have what in alike?
Vocabulary: warning
signs, sounds, labels,
responses
Verbs: identify,
demonstrate, practice
a. Warning labels
b. Warning signs
c. Warning sounds
INTERPERSONAL COMMUNICATION AND RELATIONSHIPS
Essential
Standard
Clarifying Objectives
Timeline/Pacing
K.IC Understand
R.1
healthy and
effective
interpersonal
communication
and relationships.
K.IC Explain reasons for
R.1.1 sharing.
Resources
EQ: Why is it
important to treat
people like you would
like to be treated?
LT-I can tell what it
means to share and
why it is important.
LT-I can list ways to
share and give
examples of how I
share with others.
Vocabulary: sharing,
importance, examples,
cooperate
Verbs: Explain, list
Assessments
1.(Debate) Orally
tell why it is good
to share with a
friend and Orally
tell why you would
not share with a
friend.
2. Tell ways you
can share with your
classmates. Make a
class list of sharing
ideas.
K.IC Compare people in
R.1.2 terms of
what they have in
common and how
they are unique.
LT-I can tell how my
classmates and I are
alike and different.
(suggest using a
Double Bubble Map or
Venn Diagram).
LT-I can point out and
tell what makes my
classmates and I
special.
Vocabulary: unique,
common, similar
Verbs: compare,
explain, identify,
describe
K.IC Summarize protective
R.1.3 behaviors to use
when approached
by strangers.
1. Using a DoubleBubble Map, tell
how you and
another classmate
are alike and
different.
2. Ask other
students in your
class, what makes
them special?
(interview) Report
to your teacher what
you found out about
your classmates.
LT-I can tell if
someone I don't know
comes up to me.
1. In a reflective
journal, write what
you would do if a
stranger came up to
Vocabulary: protective
you.
behaviors,
approached, stranger,
confronted, scenarios
Verbs: summarize,
recall, demonstrate
2. Someone you
don’t know comes up
and tells you that you
are to go home with
them today. What
would you do?
a. I would go with
them.
b. I would say “No”
and tell someone.
c. I would get in
their car.
K.IC Recognize bullying,
R.1.4 teasing,
and aggressive
behaviors and how to
respond.
LT-I can point out the
actions of a bully.
LT-I can tell the
difference between
bullying and teasing.
LT-I can show
different ways to deal
with bullies.
Vocabulary: bullying,
teasing, aggressive
behavior, respond
Verbs: recognize,
identify, explain,
demonstrate
NUTRITION AND PHYSICAL ACTIVITY
1. Draw an
illustration of how
you would feel if
you where bullied.
Write a sentence to
tell about your
picture.
2. From the list
below circle the one
that shows different
ways of bullying.
a. sharing, asking
someone to play,
being nice to
visitors
b. Hitting someone,
leaving someone
out of a game,
calling someone an
ugly name
c. Asking someone
to join them at
lunch, helping
someone pick up
toys, listening to
your parents
Essential
Standard
Clarifying Objectives
Timeline/Pacing
K.NPA.1
Understand
MyPlate as a
tool for
selecting
nutritious
foods.
K.NP Classify foods by
A.1.1 groups in
MyPlate.
Resources
Assessments
EQ: Why is it important
for me to eat good
meals and to exercise?
1. Using the pictures
given, sort the food
items into the right
food groups.
LT-I can tell the food
(have a variety of
groups on MyPlate.
pictures of different
LT-I can sort different food items and a
MyPlate example of
foods in the correct
food groups for
places on MyPlate.
sorting)
LT-I can tell the
difference between
whole foods and mixed
foods.
2. I love pinto beans,
choose the correct
food group that pinto
beans would fit in?
LT-I can tell why
exercise and what I eat a. Grain Group
is good for my weight. b. Fruit Group
c. Protein Group
Vocabulary: whole
foods, combination
foods, mixed foods,
MyPlate, vegetables,
fruits, grains, milk,
protein, oils, fats &
sweets, activity,
exercise
Verbs: classify, tell,
explain, differentiate
K.NP Recall foods and
A.1.2 beverages
beneficial to teeth and
bones.
LT-I can tell why foods
that I eat and drinks
that I drink are good for
my bones and teeth.
1. List which foods
and drinks that
would be good for
your teeth and bones.
(To differentiateVocabulary: beverages,
have pictures and
beneficial, mineral-rich
lower groups can
sort pictures)
Verbs: recall, explain,
identify
2. Identify the foods
below that are good
for your teeth and
bones?
a. pizza, ice cream,
chips
b. hamburger, French
fries, cookies
c. string cheese,
yogurt, broccoli
K.NP Recall activities for
A.1.3 fitness and
recreation during
out-of-school hours.
LT-I can tell different
ways I get exercise
after school.
-I can list reasons why
exercise is good for me.
1. Survey
your
classmates
about the
activities they
Vocabulary: recreation, do after
school. (may
out-of-school hours,
need to set up
benefits
the survey
Verbs: recall, list,
with
generate, rehearse,
predetermine
engage
d activities
based on the
sport season.
For example,
T-ball,
baseball,
soccer in the
spring)
2. How long
should you
spend after
school
exercising?
a. 10 minutes
b. 60 minutes
c. 5 minutes
K.NPA.2
Create
strategies
to consume a
variety of
nutrientdense foods
and
beverages
and to
consume less
nutrientdense foods
in
moderation.
K.NP Recognize nutrientA.2.1 dense foods
in a list of
foods that are
culturally
diverse.
EQ: Why is important
to eat healthy foods?
1. Using a Flow
Map, sort the
following pictures of
LT-I can tell what
different food into
nutrient-dense foods
the correct headings
are in my diet.
on the map. (use
LT-I can sort pictures of nutrient-dense and
nutrient-dense and not not nutrient-dense
foods)
nutrient-dense foods.
LT-I can give examples
of foods that are notnutrient dense and
where I can find them.
2. I go to a Mexican
restaurant and order
salsa, corn torilla
chips, beans, and
Vocabulary: nutrientrice. Am I eating
dense, nutrients,
nutrient dense foods
energy, calories, fat,
sugar. processed foods, or not?
a. True
Verbs-recognize,
b. False
identify, explain, sort
Tell why you choose
true or false.
K.NP Summarize the
A.2.2 importance of a
healthy breakfast and
lunch.
LT-I can tell which meal
is the largest and
smallest of the day and
why.
LT-I can sort breakfast
and lunch foods to fit
on MyPlate.
LT-I can sort breakfast
and lunch foods to
show which are
nutrient-dense foods.
Vocabulary: nutrientdense, combination,
MyPlate, importance
Verbs: summarize,
explain, suggest,
consume
ALCOHOL, TOBACCO AND OTHER DRUGS
1. Using
MyPlate and a
variety of
food choices,
build your
own healthy
breakfast and
then a healthy
lunch. In a
reflection
journal, tell
why each is a
healthy meal.
2. Why is it
important to eat a
healthy breakfast?
a. It should be the
smallest meal of
the day.
b. It helps to keep
me awake.
c. It helps to think
better before
lunch.
K.ATOD. Understand
1
how to use
household
products and
medicines
safely.
K.AT Explain what is likely
OD.1. to
1
happen if harmful
household products
are ingested or
inhaled.
EQ: How do I use
1. Show using a
household products and Venn Diagram
medicines safely?
how smelling or
drinking
LT-I can tell why it is
household
not good to smell or eat products affects
or drink certain
your body.
products in my house.
2. If someone
LT-I can lists ways to
drinks an
stay safe around certain unknown liquid
products in my house.
and then
Vocabulary: household
products, ingested,
inhaled, topical, harm,
consumption, prevent
K.AT Classify things found
OD.1. around
2
the house as
medicinal drugs or
other (e.g. candy).
LT-I can tell the
difference between
medicine and food.
LT-I can list ways on
what to do if I find
something that looks
like medicine or candy
in my home.
Vocabulary: medicinal
drugs, food products
Verbs: classify,
distinguish, list
becomes sick
what should you
do?
a. Tell an adult
b. Tell an friend
c. Call Poison
Control
1. Sketch an
advertisement to tell
your classmates about
the importance of not
eating all candy-like
items around the house.
2. What would you do
if you found a small
candy-like object on
the floor in your
house?
a. Eat it
b. Give it to your sister
to eat
c. Give it to an adult
K.AT Identify adults and
OD.1. professionals who
3
can be trusted to
provide safety
information about
household products
and medicines.
T-I can list adults who I 1. Using a circle map,
trust to give me facts draw or write the
about the safety of
people who are most
household products and
responsible for giving
medicines.
Vocabulary: trust,
safety, household
products
Verbs: identify, list
you medicine at
school or at home.
2. Which of the
following adults
are responsible
for medicines at
school?
a. Mom
b. Nurse
c. Principal
K.AT Use appropriate
OD.1. strategies to
4
access help when
needed in
emergencies
involving
household
products and
medicines.
LT-I can list ways to
1. Role-play an
handle emergencies
emergency phone call
that include household to Poison Control or
products and medicines.
911 and make to sure
LT-I can practice calling
Poison Control or 911 to give the correct
information including
when it is needed.
your name, address,
Vocabulary:
and your emergency.
appropriate, strategies,
emergencies, household 2. During an
products, Poison
emergency, what
Control, poisons
Verbs: demonstrate,
call
should you do first?
a. Find an adult to
help call Poison
Control or 911
b. Call 911 or Poison
Control on your own
c. Tell a friend to call
911 or Poison Control
Grade One
MENTAL AND EMOTIONAL HEALTH
Essential
Standard
Clarifying Objectives
Timeline/Pacing
1.MEH.1
1.ME Use effective
1st quarter
Understand
H.1.1 communication to
the
express and cope with
relationships
emotions.
among
healthy
expression of
emotions,
mental health,
and healthy
behavior.
Resources
EQ How do
emotions and
problems affect my
everyday life?
Textbook Ch. 10
LT I can talk about
my feelings.
Vocab.
emotions, feelings,
comfortable,
uncomfortable,
conflict resolution
Verbs
understand
use
Assessments
A friend says
something kind to
you.
Identify which
emotion you would
feel.



sad
happy
angry
1.ME Use methods of
H.1.2 positive coping
with disappointment
and failure.
LT I can find ways to
deal with
disappointment and
failure.
Vocab.
Disappointment,
failure
Verbs
Understand
use
1.ME Classify stressors as
H.1.3 causing
positive or negative
stress.
PERSONAL AND CONSUMER HEALTH
LT I can tell things List stressors and
that stress me.
categorize them as
positive or negative.
(Students could
Vocab.
positive, negative,
record on a circle map
stressors, stress,
with pictures or
coping strategies
words for each,
positive stressors and
negative stressors)
Verbs
understand
classify
1.PCH. Apply measures
1
for cleanliness
and disease
prevention.
1.PC Recognize that germs
H.1.1 produce
illness and can be
spread from one
person to another.
3rd quarter
EQ How can you stay
healthy?
Textbook Ch.8
LT I can tell what
makes me sick.
Vocab.
germs, illness, cause
and effect
Verbs
apply
recognize
1.PC Use measures for
H.1.2 preventing the
spread of germs.
LT I can tell when Summarize the
and how to wash my correct way to wash
hands.
your hands (could be
done on a flow map)
and list important
Vocab.
germs, prevent
times for hand
washing.
Verbs
apply
Identify which of the
use
following is a good
way to prevent the
spread of germs.
 Coughing
into your
hands
 Washing
your hands
Sneezing on
someone
1.PCH. Understand
2
wellness, disease
prevention, and
recognition of
symptoms.
1.PC Illustrate symptoms of 3rd quarter
H.2.1 sickness
and measures for
getting well.
EQ How does
understanding our
sicknesses help us to
get well?
Textbook Ch.3, 8
LT I can tell the
signs of being sick.
LT I can tell where
to go when I an sick.
Vocab.
sickness, symptoms
Verbs
understand
illustrate
1.PC Summarize the
H.2.2 transition between
primary and
permanent teeth and
steps for seeking
help for dental
problems.
LT I can tell about
losing my baby teeth
and growing new
teeth.
Summarize the
process of losing
primary teeth and
growing permanent
teeth.
LT I can tell when to
go to the dentist.
Vocab.
primary teeth,
permanent teeth,
dental
Verbs
understand
summarize
Identify when you
may have to go to the
dentist.
 a loose tooth
 a broken arm
a cavity
1.PCH. Understand
3
necessary steps to
prevent and
respond to
unintentional
injury.
1.PC Identify safety hazards 4th quarter
H.3.1 in the
home and
injury
prevention
strategies.
EQ Why is it
important to
understand how to
stay safe?
Textbook Ch. 6
LT I can tell how to
stay safe at home.
Vocab.
hazards, injury,
prevention
Verbs
understand
identify
1.PC Identify items that can
H.3.2 cause
burns and
strategies to
prevent fire and
burn injury.
LT I can tell what
can cause a burn.
LT I can tell how to
stay safe in a fire.
Vocab.
burn, prevent, injury
Verbs
understand
identify
List ways that you
can be burned and
identify what you
can do to stay safe.
1.PC Execute the Stop,
H.3.3 Drop, and Roll
response.
LT I can Stop, Drop, Explain how to Stop,
and Roll.
Drop, and Roll.
(Could be done of
Vocab.
flow map with
stop, drop, roll
pictures or words.)
Verbs
understand
execute
1.PC Execute an emergency
H.3.4 phone call.
LT I can call 9-1-1 if
someone needs help.
Vocab.
emergency, safety
Verbs
understand
execute
Choose what you
should do if your
clothes catch on fire.
 run
 hide
Stop, Drop, and Roll
1.ICR.1 Understand healthy 1.IC Explain the importance 1st quarter
R.1.1 of demonstrating
and effective
respect for the personal
interpersonal
space and boundaries
communication
of others.
and relationships.
Q Why is it
important to treat
people the way you
want to be treated?
LT I can show
respect for the
personal space of
others.
Vocab.
respect, personal
space, boundaries
Verbs
understand
explain
1.IC Explain the value of
R.1.2 having a
diversity of
students in the
classroom.
LT I can tell
why it is
important that
people have
different
abilities.
Vocab.
value, diversity
Verbs
understand
explain
Explain why it is
important to show
respect for other
people.
1.IC Contrast tattling with
R.1.3 reporting
aggression, bullying,
and violent
behavior.
LT I can tell what a
bully does.
LT I can tell what to
do if I get bullied.
Vocab.
tattling, aggression,
bullying, violent
Verbs
understand
contrast
Decide which of the
following is an
example of tattling.

You tell the
teacher
someone has
hit you.

You tell the
teacher
someone is not
doing their
work.
*You tell the teacher
someone is calling
you names.
1.IC Contrast appropriate
R.1.4 and
inappropriate touch.
LT I can tell about
appropriate and
inappropriate touch.
(The school nurse or
guidance counselor
can help with this.)
Vocab.
appropriate choice,
inappropriate choice
Verbs
understand
contrast
1.IC Illustrate how to seek
R.1.5 adult
assistance for
inappropriate touch.
LT I can talk to an
adult about
inappropriate touch.
(The school nurse or
guidance counselor
can help with this.)
Vocab.
assistance,
inappropriate touch
Verbs
understand
illustrate
NUTRITN AND PHYSICAL ACITIVTY
1.NPA. Understand
1
MyPlate
as a tool for
selecting
nutritious foods.
1.NP Select a variety of
A.1.1 foods based
on MyPlate.
2nd quarter
EQ How does
making healthy
choices affect my
life?
Textbook Ch. 4
LT I can choose
foods from each food
groups.
Vocab.
MyPlate, nutricious,
variety
Verbs
understand
select
Construct an
example of a
MyPlate lunch that
you would like to
eat.
1.NP Contrast more
A.1.2 nutrient-dense
foods from those
that are less
nutrient-dense.
LT I can tell if foods
are good for me or not Choose which of the
good for me.
following is a nutrientdense food.
Vocab.
 Chips
Nutrient-dense, empty
 Apple
calorie, calorie-dense
 Cookie
foods
Verbs
understand
contrast
1.NPA. Create strategies
2
to
consume a variety
of nutrient-dense
foods and
beverages and to
consume less
nutrient-dense
foods in
moderation.
1.N Classify the sources of 2nd quarter
PA. a variety
2.1 of foods.
EQ Why is it
important to choose
healthy foods?
Textbook Ch. 4
LT I can tell where
our foods come from
(farms, orchards,
ranches).
Vocab.
sources, variety
Verbs
create
classify
Tell where our foods
come from. (farm,
garden, orchard,
ranch). List foods
that we get from
each place.
(Could be done on a
tree map with
pictures or words.)
1.NPA. Remember fitness
3
concepts to
enhance quality of
life.
1.N Select healthy
PA. alternatives to
2.2 foods and
beverages that are
high in sugar.
LT I can choose
foods and drinks that
are low in sugar.
1.N Recognize the benefits 2nd quarter
PA. of
3.1 physical activity.
EQ Why is it
important to exercise?
Identify which food
is low in sugar?
 pie
 doughnut
 pretzels
Vocab.
healthy, alternatives,
beverages
Identify which drink
is low in sugar?
Verbs
 water
create
 juice
select
soda pop
Textbook Ch. 5
LT I can tell why
exercising is good for
me.
Vocab.
physical activity,
benefits
Verbs
remember
recognize
1.N Recall fitness and
PA. recreation
3.2 activities that can
be used during
out-of-school
hours.
LT I can tell some
fun family fitness
activities?
Vocab.
fitness, recreation,
quality of life
Verbs
remember
recall
Create a list of fitness
activities that you
enjoy doing with your
family.
Choose which of the
following activities
you would
recommend as a good
fitness activity to do
at home.
 watch TV
 play on the
computer
 go for a walk
with your
family
ALCOHOL, TOBACCO AND OTHER DRU
1.ATO Understand how
D.1
to use household
products and
medicines safely.
1.A Recognize the harmful 4th quarter
TO effects of medicine
D.1. when used incorrectly.
1
EQ Why is it
important to be safe
with medicine and
cleaners?
Textbook Ch. 7, 9
LT I can tell what
happens if medicine is
taken the wrong way.
Vocab.
harmful, medicine
Verbs
understand
recognize
Use your own words
to explain what
could happen if you
take medicine
incorrectly.
1.A
TO
D.1.
2
Recognize how to
behave safely
with medicines and
household cleaners.
LT I can tell how to
be safe with
medicines and
cleaners.
Vocab.
medicines, household
cleaners
Verbs
understand
recognize
1.A Classify products as
TO harmful or
D.1. safe.
3
LT I can name things Identify which of the
that are not safe to
following is unsafe
touch or eat.
to swallow.
 milk
Vocab.
 bathroom
household products,
cleaner
harmful, safe
medicine given to
you by a parent
Verbs
understand
classify
1.A
TO
D.1.
4
Summarize strategies
for
reporting harmful
substances.
LT I can tell an adult
about things that may
be harmful to me.
Vocab.
harmful substances
Verbs
understand
summarize
Grade TwoTAL AND EMOTIONAL HEALTH
Essential
Standard
2.MEH. Understand the
1
relationship
among healthy
expression of
emotions, mental
health, and
healthy
behavior.
Clarifying Objectives
2.M Identify appropriate
EH. standards for behavior.
1.1
Timeline/Pacing
1st Quarter
Resources
Assessments
EQ: Why is it
1) Which of the
important for me to following is an
express myself in a appropriate
positive way?
behavior to show
respect?
LT: I can show
a) listening to
positive character
what other
traits in different
people have to
situations.
say
b) calling a
Voc.: standards,
classmate a
behavior, character
name
traits, respect,
c) interrupting a
trustworthiness
friend when
they are talking
Verb: identify
2) Role play how
you would show
positive character
traits in different
situations.
2.M Summarize behaviors 1st Quarter
EH. that help to avoid risks.
1.2
LT: I can show
ways to not
participate in bad
situations.
Voc.: summarize,
role-play
Verb: explain
1) Which of the
following would not
be an appropriate
way to avoid a bad
situation?
a) say no
b) act before
thinking of the
consequences
c) talk to an adult
2) Role play how
you would not
participate in
dangerous situations
2.M Explain the influence 1st Quarter
EH. of peers, the media,
1.3 and the family on
feelings and emotions.
LT: I can tell ways 1) Using a Tree
my peers can
Map, describe or
influence my
illustrate ways that
feelings.
my friends, my
LT: I can list ways family and the
the media
media affect the
influences me.
way I feel.
LT: I can describe 2) Which of the
ways my family
following examples
influences the way I demonstrates a
feel.
positive influence
Voc.: influence,
on a TV
peers, media
commercial?
Verb: explain
a) child is eating
junk food
b) child is playing
basketball with his
friends
c) child is picking
on another child at
school
2.M Explain the influence
EH. of self-concept on
1.4 performance and
vice versa.
1st Quarter
LT: I can identify
how feeling good
about myself
affects my actions.
LT: I can tell how
feeling bad about
myself affects my
actions.
Voc.: influence,
self-concept,
insecurity,
confidence,
resilience,
adversity
Verb: explain,
identify, practice
2.M Summarize the
EH. potential negative
1.5 effects of stress on
the body and mind.
PERSONAL AND CONSUMER HEALTH
1st Quarter
LT: I can list bad
things that can
happen to me
because of stress.
LT: I can tell ways
to handle stress.
Voc.: negative,
effect, stress,
stressor, cope
Verb: summarize
1) Using ThinkPair-Share, discuss
why it is important
to handle my stress
positively, include
two negative effects
stress can have on
my body and mind.
2) Using a Circle
Map, list ways that
stress effects you in
a bad way.
3) In what ways
could you handle
stress in a positive
way?
a) not eat good
meals
b) talk to a trusted
adult
c) yell at your mom
and dad
2.PCH. Apply measures
1
for cleanliness
and disease
prevention.
2.P Recall the benefits of
CH. good
1.1 dental health.
3rd Quarter
EQ: Why is it
important to take
care of my teeth?
LT: I can tell why
it is important to
take care of my
teeth.
LT: I can list ways
to have healthy
teeth and gums.
Voc.: dental
hygiene, dentist,
fluoride, teeth,
gums
Verb: recall,
predict, practice
2.P Execute the proper
CH. techniques
1.2 for brushing teeth.
3rd Quarter
LT: I can tell why
it is important to
brush my teeth.
LT: I can show
how to brush my
teeth correctly.
Voc.: techniques,
plaque, tooth
decay, gum disease
Verb: execute,
explain,
demonstrate
1) Using ThinkPair-Share, discuss
with a partner why
it is important to
take care of your
teeth.
2) Which of the
following is one
way to take care of
your teeth and
gums?
a) visit a dentist
b) eat sweet foods
c) brush your teeth
only in the
morning
1) What would
most likely happen
if you fail to brush
your teeth?
a) you will have
fresh breath
b) you could
develop gum
disease
c) your teeth will
be free of plaque
2) Using a flow
map, list the steps
to properly brush
your teeth.
2.PCH. Understand
2
wellness,
disease prevention,
and recognition of
symptoms.
2.P Summarize reasons
CH. and
2.1 strategies for
preventing contact
with body fluids.
3rd Quarter
EQ: How does the
choices I make
affect my health?
LT: I can list
reasons why I
should not touch
body fluids.
LT: I can describe
ways to prevent
from touching
body fluids.
Voc.: prevent,
transmission,
communicable
disease
Verb: summarize,
list, report
2.P Explain the dangers
CH. associated
2.2 with excessive sun
exposure (e.g., sun
burn, damage to eyes,
skin cancer) and
methods for
protecting oneself
from these dangers.
3rd Quarter
LT: I can explain
why I should not
get too much sun.
LT: I can list
ways to protect
myself from the
sun.
Voc.: sun
exposure,
excessive,
UVA/UVB
Verb: explain, list
IHIPS
2.ICR.1 Understand healthy 2.IC Classify behaviors as 1st Quarter
R.1.1 helpful or
and effective
hurtful to friendships.
interpersonal
communication
and
relationships.
EQ: Why is it
important to treat
others the way you
want to be treated?
LT: I can tell if an
action will help or
hurt my friends.
LT: I can compare
and contrast good
and bad peer
pressure.
Voc.: behaviors,
peer pressure
Verb: classify,
identify, list,
explain
1) Using a double
bubble map,
compare and
contrast good peer
pressure and bad
peer pressure.
2.IC Interpret the feelings
R.1.2 of others
and how to respond
when angry or sad.
1st Quarter
LT: I can
how friends are
feeling and how to
help them.
Voc.: “I”
message, resolve,
conflict,
compassion,
forgiveness
Verb: interpret,
list, explain,
define
2.N Classify activities in
PA. terms of
1.3 their
appropriateness
for a healthy
lifestyle
2.NPA Create strategies
.2
to
consume a variety of
nutrient-dense foods
and beverages and
to consume less
nutrient-dense
foods in
moderation.
4th Quarter
2.N Summarize
4th Quarter
PA. motivations for
2.1 eating food,
including hunger
vs. satiety.
2.N Explain the importance4th Quarter
PA. of a
2.2 healthy breakfast and
lunch.
2.NPA Remember nutrition 2.N Contrast a physically
.3
and fitness concepts PA. active and
3.1 inactive lifestyle.
to enhance quality
of life.
2.N Plan family physical
PA. activities
3.2 that are fun and
contribute to
fitness.
LT: I can tell why
teasing is wrong.
Voc.: teasing,
bullying
Verb: explain,
provide, report
ALCOHOL,
TOBACCO AND
OTHER DRUGS
1) Debate, orally,
why it is important
to eat a healthy
breakfast.
4th Quarter
4th Quarter
1) Using healthy
activities, create a
healthy activity
plan for your
family.
2.ATO Understand how to
D.1
use household
products and
medicines safely.
2nd Quarter
2.A
TO
D.1.
1
Classify uses of
medicine or
drugs as
appropriate and
inappropriate.
2.A
TO
D.1.
2
Summarize the health 2nd Quarter
risks
associated with
inappropriate
medicine and drug
use.
2.A
TO
D.1.
3
Use goal-setting
strategies to
prevent the
misuse of
medicines or
household
products.
2nd Quarter