K-2 Health Education
Essential Questions:
How can health enhancement achieve personal wellness?
How can I make an informed decision to keep myself safe?
How do the physical, mental, social and emotional changes that I can experience from childhood through adulthood affect my personal wellness?
Standard 1: Comprehend concepts related to personal health promotion and disease prevention to enhance health.
K-2.1.1 Identify that healthy behaviors impact personal health.
Students will know…
Nutrition:
 the difference between healthy and
unhealthy foods.
Vocabulary:
 healthy food
 federal guidelines
 daily
Students will understand that…
Nutrition:
 making good nutritional choices affects
their overall well-being.
Personal Health / Physical Activity:
 characteristics of a healthy person
 healthy behavior procedures
Vocabulary:
 habit – (healthy/unhealthy)
 behavior
 healthy person
Personal Health / Physical Activity:
 creating healthy habits affects their
overall well-being.
Drafted May 13, 2014
Students will be able to…
Nutrition:
1. identify healthy food choices.
2. name healthful food groups and gives
examples of healthy food items in each
group (i.e. snacks and meals). (St. 2, 7)
3. name current federal guidelines.
4. identify current federal guidelines daily
food amounts and gives reasons how
these help their health.
Personal Health / Physical Activity:
5. identify characteristics of a healthy
person (exercises, eats well, sleeps
adequately and goes to the
doctor/dentist) .
6. name, describe, and demonstrate
healthy behaviors, e.g., hand washing,
brushing teeth, using a seat belt, not
smoking that benefit physical and
mental health. (St. 2, 7)
7. describe and explain why
brushing/flossing teeth and getting the
proper amount of sleep are healthy
habits. (St.7)
8. tell the proper amount of sleep needed
for their own age group.
9. compare and contrast healthy behaviors
and non-healthy behaviors.
K-2.1.2 Recognize that there are multiple dimensions of health. (physical, mental, emotional, personal, social, environmental)
Students will know…
Mental/Emotional Health:
 how stress affects the body.
 ways to express feelings.
 link feelings to behaviors.
Vocabulary:
 feelings
 stress
 behavior
Students will understand that…
Mental/Emotional Health:
 mental and emotional health affect their
well-being.
Family/Social Health:
Family/Social Health:
 individual differences.
 family and social choices affect
 proper sportsmanship practices.
their overall well-being.
 rules and procedures and how to follow
them.
Vocabulary:
 sportsmanship
 rules
Growth and Development:
Growth and Development:
 your body will continue to
 skeletal, muscular, cardiovascular,
change throughout your
respiratory, digestive, nervous,
lifetime.
integumentary (skin), immune systems.
 main body parts for each of the systems.
 the five senses: sight, hearing, taste,
Drafted May 13, 2014
Students will be able to…
Mental/Emotional Health:
1. describe the effect of stress on body,
e.g., worry (bad), excitement (good),
and identify coping effective coping
skills.
2. identify types of feelings and emotions
and discuss ways to handle them in
healthy ways (such as when you make a
mistake). (St. 4)
3. name and explain a variety feelings and
how they are linked to behaviors e.g.,
happy, sad, worried. Excited, brave,
scared(St. 4)
Family/Social Health:
4. describe ways people are different and
alike.
5. describe and explain what being a good
sport is and how to be a good sport.
6. name/identify rules for the games you
play (general and safety).
Growth and Development:
7. identify basic body systems and name
their function.
8. name body parts and their function.
9. name and describe the five senses and
explain how they are used. (St. 6)
10. name ways you grow, learn, and
change and explain how that is unique
to every individual.
11. identify stages of growth in childhood
and during a life-span.
smell, touch.
 stages of growth: infant, toddlers, child,
adolescent (teenager), adult.
Vocabulary:
 system
 senses
K-2.1.3 Describe the ways to prevent communicable diseases.
Students will know…
Communicable and Chronic Diseases:
 types of germs.
 ways to spread germs.
 hand-washing procedures.
 sneezing/coughing procedures.
 symptoms of a cold.
 causes of breathing problems.
 procedures to control breathing
problems.
Vocabulary:
 germ
 symptom
 prevent
 allergy
 asthma
 diabetes
 heart disease
 communicable / non-communicable
disease
 chronic
Drafted May 13, 2014
Students will understand that…
Communicable and Chronic Diseases:
 personal choices may increase the
likelihood of contracting communicable
or developing non-communicable
(chronic) diseases and can affect their
overall well-being.
Students will be able to…
Communicable and Chronic Diseases:
12. identify types of germs and how they
are spread and explain ways to protect
from them.
13. list and describe health and food safety
practices to prevent germs from
spreading.
14. describe symptoms, treatment and
ways to prevent common childhood
diseases.
15. name common causes that make it hard
for people with allergies/asthma to
breathe.
16. name ways to help control and treat
asthma and allergies.
17. discuss and explain how exercise and
healthy diet help prevent and are ways
to treat heart disease and diabetes. (St.
1)
18. describe how to communicate when not
feeling well.
19. regular exercise and healthy nutrition
prevents disease.
20. non-communicable diseases cannot be
passed from one person to another.
K-2.1.4 List the ways to prevent and treat common childhood injuries.
Students will know…
Injury and Safety:
 safety rules for home and school.
(specific to site)
 bandaging and nose-bleed procedures.
 injury prevention procedures.
Vocabulary:
 scrape / cut
 direct pressure
 bandage
 nose-bleed
 prevent
Students will understand that…
Injury and Safety:
 following safety rules and procedures
will affect their overall well-being.
Students will be able to…
Injury and Safety:
21. observe, identify, and describe safety
rules on playground, school, and home.
22. explain and apply how and when to
bandage a scrape and control a
nosebleed. (St. 8)
23. name, describe and explain ways to
prevent injury, e.g. bicycle helmet,
sunscreen.
K-2.1.5 Describe why it is important to seek health care.
Students will know…
Communicable and Chronic Diseases:
 reasons why to seek health care.
 job descriptions of health professionals.
Vocabulary:
 health professional
 dentist
 doctor
 nurse
 check-up
 non-communicable disease
Drafted May 13, 2014
Students will understand that…
Communicable and Chronic Diseases:
 annual health and dental checkups are
necessary for good overall well-being.
Students will be able to…
Communicable and Chronic Diseases:
24. define dentist, doctor and/or nurse.
25. explain how annual check- up can
detect non-communicable diseases,
tooth problems and why they are
important.
Standard 2: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
K-2.2.1 Identify how family and culture influences personal health practices and behaviors.
Students will know…
Family/Social Health:
 family practices that enhance health.
 examples of different types of families.
 ways that families can influence
behaviors.
Vocabulary:
 family
 culture
 biological parents
Students will understand that…
Family/Social Health:
 family and social choices affect their
overall well-being.
Students will be able to...
Family/Social Health:
1. names and describes family (individual
and whole) practices that promote
health and safety, e.g., snack on fruits or
vegetables, wash hands before meals,
brush teeth after each meal, use seat
belts, eat breakfast, eats meals together,
limits screen time.
2. names physical activities that the family
can do together, e.g., hiking, biking,
going for a walk, ice skating, skiing
3. describe family and influence of culture,
e.g., adopted, live with grandparents,
uncle/aunt or other guardian, biological
parents, two moms or dads, a single
parent and/or two households.
4. describes how a family member
prepares a healthy meal.
5. describe the importance of family time
to discuss responsible behaviors.
K-2.2.2 Identify what the school can do to support personal health practices and behaviors.
Students will know…
Nutrition:
 healthy food choices at school.
Consumer and Community Health:
 rules and procedures at school.
Drafted May 13, 2014
Students will understand that…
Nutrition:
 schools play a part in supporting a
child’s overall well-being.
Consumer and Community Health:
 a healthy learning environment is one
Students will be able to...
Nutrition:
6. identify healthy foods that are served by
the school lunch program.
Consumer and Community Health:
7. name, explain and model rules and
Vocabulary:
 rules
 procedures
with consistent rules and procedures.
purpose for rules on the school
playground, in the cafeteria, in the
hallways, in the classroom, on buses.
8. identify and have the opportunity to
participate in school-sponsored health
events, e.g. Red Ribbon week (Oct.),
Native American Heritage month (Dec.),
Jump Rope for Heart
K-2.2.3 Describe how the media can influence health behaviors.
Students will know…
Nutrition:
 tips to interpret the advertisement.
Vocabulary:
 advertisement
Consumer and Community Health:
Vocabulary:
 reliable
 unreliable
Students will understand that…
Nutrition:
 making informed decisions can affect
their overall well-being.
Consumer and Community Health:
 making informed decisions can affect
their overall well-being.
Students will be able to...
Nutrition:
9. name, discuss and investigate ads that
influence food choices.
Consumer and Community Health:
10. identify, compare and contrast reliable
vs. unreliable ads.
Standard 3: Demonstrate the ability to access valid information, products, and services to enhance health.
K-2.3.1 Identify trusted adults and professionals who can help promote health.
Students will know…
Students will understand that…
Nutrition:
 trusted adults and professionals can
help and promote their health and wellbeing.
Students will be able to…
Nutrition:
1. explain how the school nutrition staff
helps students eat healthy.
Communicable and Chronic Disease:
Vocabulary:
 health care professional
 trusted adult
Communicable and Chronic Disease:
 trusted adults and professionals can
help and promote their health and wellbeing.
Communicable and Chronic Disease:
2. describe and explain the roles of health
care professionals and community
health helpers in promoting health in
Drafted May 13, 2014

check up
Injury Prevention and Safety:
Vocabulary:
 emergency
 non-emergency
Injury Prevention and Safety:
 trusted adults and professionals can
help and promote their health and wellbeing.
the community.
3. explain why medical, dental, hearing
and vision checkups are needed and
describe what to expect.
4. describe reasons for seeing a health
professional.
Injury Prevention and Safety:
5. recognize the difference between an
emergency and non-emergency
situation.
6. identify, demonstrate and explain how
make a 911 emergency call.
7. list emergency alert devices, e.g. fire
alarm, smoke alarm, CO2, detector.
K-2.3.2 Identify ways to locate school, tribe, and community health helpers.
Students will know…
Consumer and Community Health:
Vocabulary:
 emergency personnel
 non-emergency personnel
Drafted May 13, 2014
Students will understand that…
Consumer and Community Health:
 trusted adults and professionals can
promote their help and well-being.
Students will be able to…
Consumer and Community Health:
8. identify community helpers, adults and
professionals who can promote health
and physical activities.
9. identify school and community
members who can help with safety
procedures.
10. identify school and community
members who could help when
someone is being bullied, sad or hurt.
11. identify three people to ask for help in
an emergency situation at home, school,
and in the community.
Standard 4: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
K-2.4.1 Demonstrate healthy ways to express needs, wants, and feelings.
Students will know…
Mental/Emotional Health:
 conflict resolution strategies.
 multiple feelings and how they are
expressed.
Vocabulary:
 feelings
 conflict
 emotions
Students will understand that…
Mental/Emotional Health:
 the way they show their emotions
affects themselves and others.
Students will be able to…
Mental/Emotional Health:
1. gives examples of how the body/face
shows different emotions and impacts
others.
Family/Social Health:
 tips to meeting and keeping friends and
interacting with others.
 procedures on recognizing and
handling conflicts.
Vocabulary:
 sharing
 social skills
 cooperation
 respect
 conflict
Family/Social Health:
 the way they interact with others often
affects their own well-being.
Family/Social Health:
2. describe ways to have friends and the
benefit of doing so, e.g., sharing, ask
someone to join in a game.
3. explain social skills and cooperation,
e.g., takes turns, sharing.
4. describe how to care for and respect
others (e.g. friends, family) and explain
why it’s important to do so.
5. identify and discuss family changes and
feelings that may go along with these
changes.
6. define and give examples of conflict and
provide strategies to avoid them.
Drafted May 13, 2014
K-2.4.2 Demonstrate listening skills to enhance health.
Students will know…
Family/Social Health:
 listening strategies.
Vocabulary:
 body language
 listening
 eye contact
Students will understand that…
Family/Social Health:
 listening is an important skill necessary
for healthy interaction with others.
Students will be able to…
Family/Social Health:
7. describe and explain how listening will
show respect for others.
8. show and demonstrate techniques of
effective listening ( i.e. body language
and eye contact).
K-2.4.3 Demonstrate ways to respond in an unwanted, threatening, or dangerous situation.
Students will know…
Alcohol, Tobacco and Drugs:
 effects of alcohol and tobacco on the
body.
 refusal skills.
Vocabulary:
 second-hand smoke
 alcohol
 tobacco
Students will understand that…
Alcohol, Tobacco and Drugs:
 substance abuse can affect overall wellbeing.
Students will be able to…
Alcohol, Tobacco and Drugs:
9. identify and explain harmful effects of
alcohol and tobacco on the body, mind,
and family members.
10. name, describe, explain ways to avoid
harmful situations (i.e. second hand
smoke, tobacco and alcohol use).
Family/Social Health:
 refusal skills.
 procedures for recognizing and report
harmful situations.
Vocabulary:
 refusal skills
 unwanted touch
 abuse
 risky situations
 bullying
Family/Social Health:
 they have skills to avoid or safely
respond to unsafe situations.
Family/Social Health:
11. describe and explain various refusal
skills and when to use them.
12. recognize and explain unwanted touch
and who to tell (good touch vs bad).
13. recognizes abusive situations and how
to get help, e.g., good touch vs. bad
touch.
14. identifies risky situations and how to
get help while at school, e.g., sees
someone being bullying and asks an
Drafted May 13, 2014
adult for help.
K-2.4.4 Demonstrate ways to tell a trusted adult if threatened or harmed.
Students will know…
Family/Social Health:
 tips to respond to unsafe situations.
 appropriate adult responses to unsafe
situations.
Vocabulary:
 adults /trusted adult
 no
 uncomfortable situation
Students will understand that…
Family/Social Health:
 adults can help with unsafe situations.
Students will be able to…
Family/Social Health:
15. names adults who can help you say ‘no’
16. describes how to get help from a parent
or trusted adult when made to feel
uncomfortable or unsafe.
17. describes ways a parent or trusted adult
can help in situations that make you feel
uncomfortable or unsafe.
Standard 5: Demonstrate the ability to use decision making skills to enhance health.
K-2.5.1 Identify situations when a health-related decision is needed.
Students will know…
Mental/Emotional Health:
Vocabulary:
 decisions
 honesty
Drafted May 13, 2014
Students will understand that…
Injury Prevention and Safety:
 identifying risky situations and making
informed decisions is important to
overall health and well-being.
Mental/Emotional Health:
 identifying risky situations and making
informed decisions is important to
overall health and well-being.
Students will be able to…
Injury Prevention and Safety:
1. gives examples of risky health situations
and list ways to avoid them, i.e. alcohol.
Mental/Emotional Health:
2. give examples of decisions with friends
(wise, unwise), i.e. littering.
3. list and demonstrate steps for
responsible decisions related to health.
4. explain why honesty is important.
K-2.5.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed.
Students will know…
Mental/Emotional Health:
Vocabulary:
 individual decision
Students will understand that…
Mental/Emotional Health:
 healthy decisions can be made
individually or with appropriate
guidance.
Students will be able to…
Mental/Emotional Health:
5. explain when an individual decision can
be made and when and how to ask for
outside help.
Standard 6: Demonstrate the ability to use goal-setting skills to enhance health.
K-2.6.1 Identify a short-term personal health goal and take action toward achieving the goal.
Students will know…
Alcohol, Tobacco and Drugs:
Vocabulary:
 goal
 short-term goal
Growth and Development
Vocabulary:
 goal
 short-term goal
Communicable and Chronic:
Vocabulary:
 goal
 short-term goal
 cancer
Family/Social Health:
Vocabulary:
 goal
 short-term goal
Drafted May 13, 2014
Students will understand that…
Alcohol, Tobacco and Drugs:
 setting short-term goals is important to
achieving good overall health and
wellness.
Growth and Development
 setting short-term goals is important to
achieving good overall health and
wellness.
Communicable and Chronic:
 setting short-term goals is important to
achieving good overall health and
wellness.
Students will be able to…
Alcohol, Tobacco and Drugs:
6. explain why second-hand smoke is
harmful and set a goal to stay away
from it.
Growth and Development:
7. demonstrate exercises that strengthen
muscles and bones and set goals to
improve on those exercises.
Communicable and Chronic:
8. identify ways to prevent cancer and
make a goal to do so.
Family/Social Health:
 setting short-term goals is important to
achieving good overall health and
wellness.
Family/Social Health:
9. discuss how to make wise decisions
while being a good friend and set a goal
to support a friend every day.
Mental/Emotional Health:
Vocabulary:
 goal
 short-term goal
 learning styles
Personal Health / Physical Activity:
Vocabulary:
 goal
 short-term goal
 sleep
 rest
Mental/Emotional Health:
 setting short-term goals is important to
achieving good overall health and
wellness.
Mental/Emotional Health:
10. explain different learning styles and set
goals to develop different learning
styles.
Personal Health / Physical Activity:
 setting short-term goals is important to
achieving good overall health and
wellness.
Personal Health / Physical Activity:
11. set goals to manage sleep patterns.
12. identify daily health activities,
demonstrate how they positively affect
health and fitness, and set goals to
participate in these activities daily.
K-2.6.2 Identify who can help when assistance is needed to achieve a personal health goal.
Students will know…
Family/Social Health:
Vocabulary:
 personal health goal
Students will understand that…
Family/Social Health:
 others can help you achieve your goals.
Nutrition:
Vocabulary:
 dietary goal
Nutrition:
 others can help you achieve your goals.
Drafted May 13, 2014
Students will be able to…
Family/Social Health:
13. identify ways parents can assist
children towards reaching personal
health goals.
14. identify other people who can assist in
achieving health goals.
Nutrition:
15. identify individuals, i.e. family, lunch
personnel, who can assist in reaching
dietary goals.
Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
K-2.7.1 Demonstrate healthy practices and behaviors to maintain or improve personal health.
Students will know…
Family/Social Health:
Vocabulary:
 fair
Injury Prevention and Safety:
Vocabulary:
 sportsmanship
Mental/Emotional Health:
Vocabulary:
 stressors
Students will understand that…
Family/Social Health:
 being pro-active and making healthy
choices helps maintain or improve
overall wellness.
Injury Prevention and Safety:
 being pro-active and making healthy
choices helps maintain or improve
overall wellness.
Mental/Emotional Health:
 being pro-active and making healthy
choices helps maintain or improve
overall wellness.
Nutrition:
Vocabulary:
 food-borne illness
Nutrition:
 being pro-active and making healthy
choices helps maintain or improve
overall wellness.
Personal Health/Physical Activity:
 being pro-active and making healthy
choices helps maintain or improve
overall wellness.
Personal Health/Physical Activity:
Vocabulary:
 warm-up
 cool-down
Drafted May 13, 2014
Students will be able to…
Family/Social Health:
1. demonstrate ways to be fair, caring and
respectful to others, i.e. listening.
Injury Prevention and Safety:
2. describe sportsmanship and rules for
playing safe.
Mental/Emotional Health:
3. identify parts of health: physical,
mental/emotional, family/social.
4. identify and explain ways to show good
character.
5. identify stressors and describe how they
affect the body.
6. explain what to do when you make a
mistake and how to fix it.
Nutrition:
7. identify food-borne illnesses
Personal Health/Physical Activity:
8. list ways to stay healthy.
9. explain why good posture is important
and identify exercises that help develop
it.
10. identify exercises that help improve
health.
11. identify ways that exercise and fitness
benefit the mind and body.
12. demonstrate exercises that warm-up
and cool-down and how they prevent
injuries.
K-2.7.2 Demonstrate behaviors that avoid or reduce health risks.
Students will know…
Environmental Health:
Vocabulary:
 litter
 pollution
 environment
Injury Prevention and Safety:
Vocabulary:
 internet
Nutrition:
Vocabulary:
 germs
Drafted May 13, 2014
Students will understand that…
Alcohol, Tobacco and Drugs:
 avoiding risky or unhealthy behaviors
helps to stay safe and maintain good
overall wellness.
Environmental Health:
 avoiding risky or unhealthy behaviors
helps to stay safe and maintain good
overall wellness.
Injury Prevention and Safety:
 avoiding risky or unhealthy behaviors
helps to stay safe and maintain good
overall wellness.
Nutrition:
 avoiding risky or unhealthy behaviors
helps to stay safe and maintain good
overall wellness.
Students will be able to…
Alcohol, Tobacco and Drugs:
13. identify illegal drugs and demonstrate
how to say “No”.
14. discuss laws about illegal drugs.
Environmental Health:
15. explain ways litter and pollution hurt
the environment.
16. explain how to protect your hearing
from noise pollution.
Injury Prevention and Safety:
17. explain how to stay safe in and around
water.
18. explain how to stay safe around
animals.
19. identify safety rules for being around
stranger, using the internet and opening
mail.
Nutrition:
20. identify how germs get into food and
explain ways to keep them out.
21. describe ways to prepare food safely.
Standard 8: Demonstrate the ability to advocate for personal, family, and community health.
K-2.8.1 Make requests to promote personal health.
Students will know…
Students will understand that…
Family/Social Health:
 they can influence and encourage others
to lead healthy lives.
Nutrition
 they can influence and encourage others
to lead healthy lives.
Personal Health/Physical Activity:
Vocabulary:
 health record
Personal Health/Physical Activity:
 they can influence and encourage others
to lead healthy lives.
Students will be able to…
Family/Social Health:
1. ask a parent or guardian to accompany
them on a walk or some type of physical
activity.
Nutrition
2. explain how to ask a parent or trusted
adult how to make healthy snack and
food choices.
Personal Health/Physical Activity:
3. explain what a health record, what is in
one, and why parents or guardians
discuss them with a doctor.
K-2.8.2 Encourage peers to make positive health choices.
Students will know…
Environmental Health:
Vocabulary:
 conserve
 resources
Students will understand that…
Environmental Health:
 maintaining a healthy environment is a
community effort.
Family/Social Health:
 maintaining a healthy environment is a
community effort.
Drafted May 13, 2014
Students will be able to…
Environmental Health:
4. explain harmful effects of litter and
pollution and identify ways to manage
them.
5. identify ways to protect the
environment and conserve resources
6. list and describe ways to encourage
recycling.
Family/Social Health:
7. identify and explain ways to be a good
neighbor and how to keep the
neighborhood and environment
friendly.