1
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.
Unit 1
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Mental, Emotional &
Social Health
3
Nutrition & Physical
Activity
(page 2) 3 times
Nutrition & Physical
Activity
3
Environmental Health
2
Nutrition & Physical
Activity
3
Unit 2
Unit 3
Growth, Development &
Family Life
2
Prevention & Control of
Disease
(page 6) 2 times
Mental, Emotional &
Social Health
3
Prevention & Control of
Disease
2
Mental, Emotional &
Social Health
3
Consumer & Community
Health
2
Alcohol, Tobacco &
Other Drugs
(page 10) 3 times
Consumer & Community
Health
2
Alcohol, Tobacco &
Other Drugs
3
Alcohol, Tobacco &
Other Drugs
3
Unit 4
Injury Prevention &
Safety
3
Environmental Health
(page 14) 2 times
Injury Prevention &
Safety
3
Injury Prevention &
Safety
3
Growth, Development &
Family Life
2
2
Critical Content/Concept Web
Unit Topic:
Nutrition and Physical Activity
Conceptual Lens:
Grade:
Unit Overview
Awareness
2
Background Information
Food Groups/Nutrients
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
Energy
Nutrients: protein, vitamins,
minerals (calcium), water,
carbohydrates, & fats
Goal Setting
Food Groups
Food Pyramid
Unit Topic:
Nutrition and
Physical Activity
Energy
Goal Setting
3
Grade: 2
Subject: Health
Unit: Nutrition and Physical Activity
Lens: Awareness
Enduring Understandings
Guiding Questions
1. Healthy food choices enhance wellness.
a.
b.
c.
d.
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?
2. Physical activity enhances wellness.
a. Why is physical activity important?
b. What types of physical activity do you enjoy?
4
Grade: 2
Subject: Health
Unit: Nutrition and Physical Activity
Lens: Awareness
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Where food comes from.
2. The food groups and types of food within each
group. (Pyramid)
3. Basic nutrients and benefits to the body within
different food groups and specific foods within
each group. (1.1.1)
4. Effects of nutrients and proper nutrition on the
body systems – muscular, skeletal, and digestive
systems. (1.1.6)
5. How food provides energy for daily living. (1.1.1)
6. How family, culture, media and peers affect food
choices.
7. Why it is important to be physically active. (1.1.1)
8. The importance of setting short-term goals related
to nutrition and daily physical activity.
9. Different types of physical activity.
10. Proper nutrition and physical activity will enhance
physical, mental, emotional, and social health.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
Students will be able to…
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Analyzing Influences
1. Identify how the family influences personal health
practices and behaviors. 2.1.1
Decision Making
2. Identify situations when a health-related decision is
needed. 5.1.1
Goal Setting
3. Identify a short-term personal health goal and take
action towards achieving the goal. 6.1.1
4. Identify a short-term personal health goal and take
action towards achieving the goal. 6.1.2
Practice Healthy Behaviors
5. Demonstrate healthy practices and behaviors to
maintain or improve personal health. 7.1.1
6. Demonstrate behaviors that avoid or reduce health
risks. 7.1.2
AC
5
Grade: 2
Subject: Health
Unit: Nutrition and Physical Activity
Lens: Awareness
Suggested Instructional Plan/Activities
(Correlations)
1. Sort foods into groups. (i.e. plant v. animal, food groups, etc.)
2. Use the pyramid guide to identify the food groups and the importance of
physical activity.
3. Students set short-term goals related to nutrition and physical activity.
1
1,2
N/A
1
2,7
5
1,2
3,7,8,9
1,2,3,4,5,6
6
Critical Content/Concept Web
Unit Topic:
Prevention and Control of Disease
Conceptual Lens:
Grade:
Unit Overview
Prevention
2nd
Transmission/Contraction
Treatment
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
Germs
Unit Topic:
Prevention and Control
of Disease
Risk Factors
Universal Precautions
Communicable & Non-communicable
Germs (Bacteria & Virus)
Universal Precautions
Prevention
Treatment
Immunization
Risk Factors
7
Grade: Second
Subject: Health
Unit: Prevention and Control of Disease
Lens: Prevention
Enduring Understandings
Guiding Questions
1. Making healthy choices can help decrease risk factors.
a. What is risk factor?
b. What types of healthy choices can you make in the areas of sleep,
exercise and nutrition?
2. Applying universal precaution can help prevent the transmission
and contraction of germs.
a.
b.
c.
d.
What are universal precautions?
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?
8
Grade: Second
Subject: Health
Unit: Prevention and Control of Disease
Lens: Prevention
AC = Assessment Code:
Critical Content and Skills
Students will Know…
1. What a germ is (bacteria and virus).
2. How germs are spread (transmission). (1.1.3)
3. How people contract germs.
4. How to prevent the spread of germs. (1.1.3)
5. Universal precautions. (If it is wet, sticky, and not
yours, don’t touch it!)
6. Ways to minimize risk factors for illness (Sleep,
exercise, proper nutrition).
7. The differences between communicable and noncommunicable diseases.
8. Where to go/who to go to for treatment advice
(parents, school nurse, doctors, etc.) (1.1.5)
9. What an immunization is. (1.1.5)
Nurse Presentation with classroom teacher present
1. Universal Precautions and Self Responsibility in
Health Care. This will consist of 1 lesson in the
general education classroom with classroom
teacher present.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
Students will be able to…
Analyzing Influences
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
1. Identify what the school can do to support
personal health practices and behaviors.2.1.2
Decision Making
2. Identify situations when a health-related decision is
needed.5.1.1
3. Differentiate between situations when a healthrelated decision can be made individually or when
assistance is needed.5.1.2
Practice Healthy Behaviors
4. Demonstrate healthy practices and behaviors to
maintain or improve personal health. 7.1.1
5. Demonstrate behaviors that avoid or reduce health
risks.7.1.2
Advocacy
6. Make requests to promote personal health. 8.1.1
AC
9
Grade: Second
Subject: Health
Unit: Prevention and Control of Disease
Lens: Prevention
Instructional Plan/Activities
(Correlations)
1. Use glitter and hand lotion to demonstrate the transmission of cold and flu
virus. Follow up with proper hand washing techniques.
2. Class discussion and demonstration regarding Universal Precautions
1,2
1,2,3,4,5,7
2,4,5
1,2
2,3,4,5,7
1,2,4,5
3. Students create advocacy posters to inform others in the school about germ
transmission, contraction and prevention.
1,2
1-9
1-6
10
Critical Content/Concept Web
Unit Topic:
Alcohol, Tobacco & Other Drugs (ATO)
Conceptual Lens:
Grade:
Unit Overview
Effects
2
Effects
Background Information
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
Drug
Use
Misuse
Abuse
Alcohol
Tobacco
Nicotine
Addiction
Prevention
Unit Topic:
Alcohol, Tobacco &
Other Drugs
Influences
Prevention
11
Grade: 2
Subject: Health
Unit: Alcohol, Tobacco & Other Drugs
Lens: Effects
Enduring Understandings
Guiding Questions
1. Early prevention begins with education.
a. Why is it important to learn about tobacco, alcohol and other
drugs?
b. How can learning about the negative effects of alcohol,
tobacco and other drugs prevent misuse and abuse?
2. The use/misuse/abuse of alcohol, tobacco and other drugs
(ATO) affect physical, social and emotional well-being.
a. How can using ATO affect your body?
b. How can using ATO affect your family and friends?
c. How can using ATO affect a person’s feelings?
12
Grade: 2
Subject: Health
Unit: Alcohol, Tobacco & Other Drugs
Lens: Effects
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The definition of a drug.
2. The difference between use, misuse and abuse of
substances (use – appropriate, misuse –
accidental, abuse – purposeful).
3. The definition of addiction.
4. The difference between medicine and nonmedicine drug use.
5. The harmful effects of medicine when used
incorrectly (prescription and over the counter).
6. Types of tobacco products and their effects on
body systems – nervous, respiratory, circulatory
and digestive systems. (1.1.6)
7. Types of alcohol products and their effects on
body systems – nervous, respiratory, circulatory
and digestive systems. (1.1.6)
8. Social and emotional effects of alcohol. (1.1.2)
9. Family and peers can influence their choices
relating to substance use.
10. The benefits of not using tobacco, alcohol and
other drugs. (1.1.1)
AC
Q – Quizzes
P - Prompts
O – Observations
WS – Work Samples
D – Dialogues
SA – Student Self-Assessment
T - Tests
Students will be able to…
AC
Analyzing Influences
1. Identify how the family influences personal health
practices and behaviors. 2.1.1
Accessing Information
2. Identify trusted adults and professionals who can
help promote health. 3.1.1
Decision Making
3. Differentiate between situations when a healthrelated decision can be made individually or when
assistance is needed. 5.1.2
Practice Health Behaviors
4. Demonstrate behaviors that avoid or reduce health
risks. 7.1.2
13
Grade: 2
Subject: Health
Unit: Alcohol, Tobacco and Other Drugs
Lens: Effects
Suggested Instructional Plan/Activities
(Correlations)
1. Use medicine/candy comparison shadow box.
(Here’s Looking at You)
2. Use role playing activities to demonstrate use v. misuse v. abuse
1,2
1,4,5
1,2
2
3. Use various and appropriate children’s books within the classroom. Follow up
with class discussions.
4. Students write a letter to a friend to include the proper use and storage of
medicine.
1,2
2
1-10
2,4,5
2,3,4
3,4
1,2,3,4
2,3,4
14
Critical Content/Concept Web
Unit Topic:
Environmental Health
Conceptual Lens:
Grade:
Unit Overview
Advocacy
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.
2
Pollution
Reduce, Reuse & Recycle
Suggested Time: 9 Weeks
Vocabulary
Unit Topic:
Environmental
Health
Reduce
Reuse
Recycle
Pollution
Environment
Hazard
Conservation
Habitats
Hazardous waste
15
Grade: 2
Subject: Health
Unit: Environmental Health
Lens: Advocacy
Enduring Understandings
Guiding Questions
1. Conservation actions can shape a healthier environment. a. How does keeping the environment clean benefit your
health?
b. Why is it important to reduce, reuse, and recycle?
c. What are some ways to reduce, reuse, and recycle?
d. In what way does pollution harm the air, water, land
and living things?
e. What can you do to keep our air, water and land clean?
f. How do you discard computers, paint, tires and
biohazard waste, etc.?
g. What does cutting down trees do to the environment?
(good or bad)
h. What happens when we destroy or take away the
grounds for wildlife?
16
Grade: 2
Subject: Health
Unit: Environmental Health
Lens: Advocacy
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Ways to reduce, reuse, and recycle. (1.1.1)
2. How pollution affects the air, water and land.
3. How a clean environment keeps you healthy.
4. Environmentally safe ways to discard waste
materials in landfills (i.e. paint, tires,
biohazard materials and computers.
5. How the relationship between habitats and
the environment affect our health and the
health of the earth.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
Advocacy
1. Encourage peers and family to make positive
health choices. 8.1.2
AC
17
Grade: 2
Subject: Health
Unit: Environmental Health
Lens: Advocacy
Suggested Instructional Plan/Activities
(Correlations)
1. Make a poster of reduce, reuse and recycle.
2. Write down any hazardous waste you have at home and work with parents on
how to dispose it. (take home project)
1
1
1
2,3
1
1
18
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.
19
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.
20
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.
21
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.