View
0
Download
0
Category
Preview:
Citation preview
1 | P a g e
Health
Grade 2:
2 | P a g e
Course Description
The Grade 2 Health Curriculum is based on the 3 comprehensive health standards, mental health: social and emotional wellness, physical wellness,
and safety. Students will learn how to apply health-related concepts to situations outside of the school experience to build a base for life-long health
and wellness. Age and developmentally appropriate concepts and skills covered in this Grade 2 curriculum may include but are not limited to: personal
growth and development, mental health, social/emotional awareness, the benefits of physical activity, how to access health and wellness resources,
how to make informed health-related decisions as a consumer and user of health related services, nutrition, safety and environment, health conditions,
diseases and medicines, alcohol, tobacco and other drugs, practices for communication and conflict resolution, healthy relationships, tolerance and
respect for cultural differences, and the ability to advocate for personal, family, community, and global wellness and climate change issues.
3 | P a g e
Activities Timelines
(In conjunction with 150-
minute mandate, timelines are
flexible based on scheduling,
facilities, testing and weather)
New Jersey Student
Learning Performance
Expectations
NJ Legislative Statute Cross Discipline
Social Health September 2.1.2.SH.1.2.3.4.5.6.7.8 Bullying Prevention Programs
(N.J.S.A. 18A:37- 17)
Domestic Violence Education
(N.J.S.A. 18A:35-4.23)
Gang Violence Prevention
(18A:35-4.26)
Sexual Assault Prevention
(N.J.S.A. 18A:35-4.3)
Art, Language Arts, Physical
Education, Science and Social
Studies
Emotional Health October 2.1.2.EH.1.2.3.4.5 Mental Health (N.J.S.A. 18A:35-
4.39)
Suicide Prevention (N.J.S.A. 18A:
6-111)
Art, Language Arts, Physical
Education, Science and Social
Studies
Personal Growth & Human
Development
November 2.1.2.PGD.1.2.3.4.5 Cancer Awareness (N.J.S.A.
18A:40-33)
Art, Language Arts, Physical
Education, Science and Social
Studies
Community Health Services and
Support
December 2.1.2. CHSS.1.2.3.4.5.6 Mental Health (N.J.S.A. 18A:35-
4.39)
Suicide Prevention (N.J.S.A. 18A:
6-111)
Art, Language Arts, Physical
Education, Science and Social
Studies
Nutrition January 2.2.2.N.1.2.3 Art, Language Arts, Physical
Education, Science and Social
Studies
Safety and Environment February 2.3.2. SE.1.2.3.4 Accident and Fire Prevention
(N.J.S.A. 18A:6-2)
Art, Language Arts, Physical
Education, Science and Social
Studies
Health Conditions, Diseases and
Medicines
March 2.3.2. HCDM.1.2.3 Lyme Disease Prevention
(N.J.S.A. 18A:35-5.1)
Art, Language Arts, Physical
Education, Science and Social
Studies
4 | P a g e
Alcohol, Tobacco and other Drugs April-May 2.3.2.ATD.1.2.3 Drugs, Alcohol, Tobacco,
Controlled Dangerous Substances,
and Anabolic Steroids (N.J.S.A.
18A:40A-1)
Art, Language Arts, Physical
Education, Science and Social
Studies
Dependency, Substances Disorder
and Treatment
May-June 2.3.2. DSDT.1.2 Drugs, Alcohol, Tobacco,
Controlled Dangerous Substances,
and Anabolic Steroids (N.J.S.A.
18A:40A-1)
Art, Language Arts, Physical
Education, Science and Social
Studies
5 | P a g e
Computer Science and Design Thinking
Standards
8.1.2.A.4, 8.1.2.F.1, 8.1.2.B.1, 8.2.2.D.1
➢ Technology Operations and Concepts
Create a document with text using a word processing program.
Example: Students will use a word processing program to create a blog about how they are physical active at home.
➢ Critical Thinking, Problem Solving, and Decision Making Use mapping tools to plan and choose alternate routes to and from various locations.
Example: Students will use mapping tools to find an alternate way to get from the playground/outdoor gym space to the front entrance
of their school.
➢ Creativity and Innovation Illustrate and communicate original ideas and stories using digital tools and media-rich resources.
Example: Students will use digital tools and media rich resources to create a document that compares a healthy vs unhealth meal.
➢ Research and Information Literacy
Collect and post the results of a digital classroom survey about a problem or issue and predict consequences based on claims and
reasons.
Example: Students will collect data on hygiene behavior using a survey and then explain how it affects their peers.
6 | P a g e
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are the practices that
have been linked to increase college, career and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation
with increasingly higher levels of complexity and expectation as a student advances through a program of study.
Standards: CRP1, CRP2, CRP4, CRP5, CRP12
CRP1. Act as a responsible and contributing citizen and employee.
Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their
interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term
consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in
going beyond the minimum expectation and in participating in activities that serve the greater good.
Example: Students will apply skills learned in health to improve relationships with their classmates, families and members of the community.
CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between
abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of academic skill in a workplace situation.
Example: Career-ready individuals will be able to use their health education to be more productive and begin to make connections between health concepts and real-world
applications.
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace
with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use
effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready
individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.
Example: Career-ready individuals will be able to effectively communicate with their peers by working with a partner or in a group to create persuasive poster about vaping.
7 | P a g e
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people,
organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it
relates to the impact on the social condition, the environment and the profitability of the organization.
Example: Students will discuss and illustrate the significance of using a reusable water bottle opposed to a non-reusable one in order to promote physical health and an
ecofriendly lifestyle.
CRP12. Work productively in teams while using cultural global competence.
Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and
positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.
Example: Career-ready individuals will be able to effectively communicate and work with their team/group to successfully complete a health relate assignment or task.
8 | P a g e
Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
• Extra time for assigned tasks
• Adjust length of assignment
• Timeline with due dates for
reports and projects
• Communication system
between home and school
• Provide lecture notes/outline
Processing
• Extra Response time
• Have students verbalize steps
• Repeat, clarify or reword
directions
• Mini-breaks between tasks
• Provide a warning for
transitions
• Reading partners
Comprehension
• Precise step-by-step directions
• Short manageable tasks
• Brief and concrete directions
• Provide immediate feedback
• Small group instruction
• Emphasize multi-sensory
learning
Recall
• Teacher-made checklist
• Use visual graphic organizers
• Reference resources to
promote independence
• Visual and verbal reminders
• Graphic organizers
Assistive Technology
• Computer/whiteboard
• Tape recorder
• Spell-checker
• Audio-taped books
Tests/Quizzes/Grading
• Extended time
• Study guides
• Shortened tests
• Read directions aloud
Behavior/Attention
• Consistent daily structured
routine
• Simple and clear classroom
rules
• Frequent feedback
Organization
• Individual daily planner
• Display a written agenda
• Note-taking assistance
• Color code materials
9 | P a g e
Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
• Anchor charts to model concepts/skills/life progressions
• Chart academic vocabulary with visual representations
• Conceptual word wall that contains definitions, translations, pictures and/or examples.
• Translation dictionary
• Teacher modeling
• Students can utilize health journals to write notes, translate terms and key vocabulary.
• Utilize technological programs which provide verbal and visual instruction in native and/or second language (site specific)
• Use interactive technology to improve health fact fluency and accuracy.
• Utilize different colors when interpreting data from graphs or to indicate differences/similarities.
• Display chart to differentiate between the following: sign/symptoms, cause/effect, and nutritional facts.
• Create graphic organizers for different health topics (examples include decision making, body systems, nutrition)
• Display The Health Curriculum for students to reference and assess risk.
10 | P a g e
Interdisciplinary Connections Model interdisciplinary thinking to expose students to other disciplines.
ELA Connection:
SL2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
• Students will be shown a video bullying and will be able to recount or describe key ideas when asked written or verbally.
Science Connection:
2-LS4-1 Make observations (firsthand or from media) to collect data that can be used to make comparisons.
• Students will look at a food label and collect the data and compare various products.
Social Studies Connection:
6.1.2.Civics PR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.
• Students will examine the rules of the health classroom and discuss why they benefit the common good.
Math Connection:
2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple, put-together, take-
apart, and compare problems1 using information presented in a bar graph
• Students will draw a picture of a graph to represent data they collected about of good and bad reasons why people vape or smoke.
11 | P a g e
Enrichment
Accommodate Based on Students Individual Needs: Strategies
• Adaption of Material and Requirements
• Evaluate Vocabulary
• Elevated Text Complexity
• Additional Projects
• Independent Student Options
• Projects completed individual or with Partners
• Self-Selection of Research
• Tiered/Multilevel Activities
• Learning Centers
• Individual Response Board
• Independent Book Studies
• Open-ended activities
• Community/Subject expert mentorships
12 | P a g e
Assessments
Suggested Formative/Summative Classroom Assessments
• Timelines, Maps, Charts, Graphic Organizers
• Unit Assessments, Chapter Assessments, Quizzes
• Short Answer
• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
• Projects, Portfolio, Presentations
• Homework
• Concept Mapping
• Primary and Secondary Source analysis
• Photo, Video, Radio, Song Analysis
• Glogster to make Electronic Posters
13 | P a g e
Grade: 2
New Jersey Student Learning Standards: 2.1.2.SH.1.2.3.4.5.6.7.8
Topic: Social Health
Families shape the way we think about our bodies, our health and our behaviors.
People have relationships with others in the local community and beyond.
Communication is the basis for strengthening relationships and resolving conflict between people.
Conflicts between people occur, and there are effective ways to resolve them.
Student Learning Standards Essential Question Sample Activities Resources 1. Describe different kinds of families
locally, nationally and globally and note
similarities in the ways in which they
keep their children safe.
Which family members are in your
family? Describe the roles and
responsibilities of each.
What does the word community mean
and what do communities do to help you
and your family?
Role-play the stereotypical actions of
various family members around the
dinner table. Presentations, observations,
self-assessment
Make a family tree
Define the word community and tell what
communities do to help you and your
family. Explain the value of rules and
laws in a community. Name people
(roles) that make the neighborhood or
town/city/community a better place for
your family to live.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
2. Determine the factors that contribute to
healthy relationships within a family.
How can I have safe and healthy
relationships with others?
Read the article from Kids Health,
Getting Along with Parents, to the class
and then have the students brainstorm
various ways to stay close, get along, and
build a strong relationship
https://kidshealth.org/en/kids/parents.html
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
14 | P a g e
Student Learning Standards Essential Question Sample Activities Resources 3. Identify basic social needs of all people What does getting along with others have
to do with my own health?
"Needs or Wants" - students will define
"needs" and "wants," brainstorm and
chart the list of items in each category
and evaluate the placement of each item.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
4. Determine the factors that contribute to
healthy relationships.
What controllable and uncontrollable
factors affect relationships?
Students write a “Dear Diary” letter,
explaining the qualities they want in a
friend.
Draw a “friend,” list qualities of a good
friend.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
5. Explain healthy ways for friends to
express feelings for and to one another.
How can I have safe and healthy
relationships with others?
Scenarios with “I” messages.
I feel _______ because _____.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
6. Differentiate among strangers,
acquaintances, and trusted adults and
describe safe, appropriate, inappropriate
behaviors/touches (e.g., stranger danger).
Who are strangers?
Who are acquaintances?
Who can I trust?
What kind of behaviors or touches are
bad?
Guest speaker on Child Abuse/DYFS.
Guided questions, explanations.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
7. Demonstrate healthy ways to respond
to disagreements or conflicts with others
(e.g., leave, talk to trusted adults, tell a
sibling or peer)
What are healthy ways to respond to a
disagreement or conflict?
Scenarios and discuss healthy ways to
address each one
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
8. Define bullying and teasing and
explain why they are wrong and harmful.
What does bullying look like?
How does bullying make people feel?
Draw a picture of what a bullying
situation looks like and write 3 sentences
starting with “Bullying is…”
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
15 | P a g e
Student Learning Standards Essential Question Sample Activities Resources Pamphlets/posters
Kidshealth.org
9. Domestic Violence Education
(N.J.S.A. 18A:35-4.23) allows instruction
on problems related to domestic violence
and child abuse.
What is violence? What are the causes
and effects of violence?
Create a chart that has violent and
peaceful at the top, with a line separating
them and then read statements and have
the students decide whether the statement
is violent or peaceful and discuss each.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
10. Bullying Prevention Programs
(N.J.S.A. 18A:37- 17)
What is bullying? What are the causes
and effects of bullying? How can bullying
be avoided or stopped?
Explain the different types of bulling and
then ask the students to think about what
that kind of bullying looks like, feels like,
sounds like, and why someone might
bully someone that way. Share ideas,
debrief and/or role play scenarios
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
11. Gang Violence Prevention (18A:35-
4.26)
What are the choices and consequences
related to gang involvement?
Bring in a guest speaker who is a law
enforcement officer who has experience
working with gang members.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
12. Sexual Assault Prevention (N.J.S.A.
18A:35-4.3) requires the development of
a sexual assault prevention education
program.
What do I need to know about sexual
abuse and assault prevention and
awareness to stay healthy and safe?
Describe and demonstrate (role play)
appropriate ways to express feelings and
affection between people and in a variety
of situations, including physical touch
and verbal interactions.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
16 | P a g e
New Jersey Student Learning Standards: 2.1.2.EH.1.2.3.4.5
Topic: Emotional Health
Many factors influence how we think about ourselves and others.
There are different ways that people handle stress, and some are healthier than others.
Student Learning Standards
Essential Question Sample Activities Resources
1. Explain the meaning of character and
how it is reflected in the thoughts,
feelings and actions of oneself and others.
How does my character influence my
health?
Role play various scenes depicting doing
the honest, noble thing and how not
acting in this way will only cause more
harm. Student performance, peer review,
and teacher observation.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
2. Identify what it means to be
responsible and list personal
responsibilities.
What is responsibility?
What are you responsible for?
What are ways you can show
responsibility?
Read and discuss a book/watch a video
that teaches a lesson about responsibility.
Write 3 sentences describing a chore you
do at home. (Examples: feed pet, make
bed, clean toys)
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
3. Demonstrate self-control in a variety of
settings (e.g., in the classroom, on the
playground and in an assembly)
How do my safety and health habits
influence the health of people around me?
Teachers will develop different situations
or scenarios that describe how people’s
actions or feelings can have an effect on
their overall personal wellness.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
4. Demonstrate strategies for managing
one's own emotions, thoughts and
behaviors.
How can you express your needs, wants,
and feelings in healthy ways?
We Have Many Feelings
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
17 | P a g e
Identify a variety of feelings and
recognize the verbal and nonverbal cues
associated with each. Then demonstrate
how to care about people by paying
attention to their feelings. Use scenarios
to practice recognizing various emotions.
Then compare and contrast two opposite
emotions, such as happiness and sadness.
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
5. Explain healthy ways of coping with
stressful situations.
How can I deal with stress in my life? Working in groups, students determine
healthy solutions to the stressful
situations
Breathing and Yoga activity
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
6. Mental Health (N.J.S.A. 18A:35-4.39) How can your mental health impact all
aspects of life?
Create a worksheet that has healthy and
unhealthy habits, have the students decide
which is which and then discuss how
these habits can impact mental health
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
7. Suicide Prevention (N.J.S.A. 18A: 6-
111) requires instruction in suicide
prevention in public schools.
Describe someone you can go to for help
when mad, sad or upset.
Help children brainstorm lists of people
to whom they can go to for help and have
students draw that person/persons fully
detailed and write 4 sentences as to why
they feel they can go to that person for
help.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
18 | P a g e
New Jersey Student Learning Standards: 2.1.2.PGD.1.2.3.4.5
Topic: Personal Growth and Development
Every individual has unique skills and qualities, which can include the activities they enjoy such as how they may dress, their mannerisms, things they like to do.
Personal hygiene and self-help skills promote healthy habits.
Student Learning Standards
Essential Question Sample Activities Resources
1. Discuss how individuals make their
own choices about how to express
themselves.
What are healthy activities, which may
provide enjoyment, challenge, self-
expression, and/or stress reduction?
Draw a picture of something that makes
you feel good and write two sentences
describing your picture and why it makes
you feel good
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
2. Explore how activity helps all human
bodies stay healthy.
How does moving around help your
body? How does moving your body make
you feel?
Search for images of your favorite
activities, create a collage and write 3
sentences to explain why and how these
activities helps you stay healthy
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
3. Develop an awareness of healthy habits
(e.g., wash hands, brush teeth).
What can you do to keep yourself safe
from germs? Name some things that you
can do to protect yourself.
Discuss and demonstrate proper hand
washing techniques and discuss reasons
why it is important in disease prevention.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
4. Explain what being “well” means and
identify self-care practices that support
wellness.
What does it mean to be truly healthy?
What do you do every day to be “well.?”
Students draw a picture of a time when
they made a healthy decision and write 2
sentences to explain it
Make a list of morning/night routine.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
19 | P a g e
5. Use correct terminology to identify
body parts and explain how body parts
work together to support wellness.
What are the correct names for my body
parts?
What do my organs do?
How do parts of my body work together?
Use a diagram and have the students use
proper terminology to identify and label
the body parts.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
6. Cancer Awareness (N.J.S.A. 18A:40-
33) requires the development of a school
program on cancer awareness.
What are some ways to bring awareness
to something that is important to you?
Create a whole school cancer awareness
event to increase knowledge of the
disease
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
20 | P a g e
New Jersey Student Learning Standards: 2.1.2.CHSS.1.2.3.4.5.6
Topic: Community Health Services and Support
People in the community work to keep us safe.
Individuals face a variety of situations that may result in different type of feelings and learning how to talk about their feelings is important.
Student Learning Standards
Essential Question Sample Activities Resources
1. Identify community professionals and
school personnel who address health
emergencies and provide reliable health
information to us
In what ways can people in the
community help to keep you safe?
Allow health professionals to visit and
discuss their roles in health
promotion/disease prevention.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
2. Determine where to access home,
school and community health
professionals.
What are some ways to locate school and
community health helpers?
Generate a list with the students who the
home, school and community health
professionals are discuss with the
students how and why they are essential
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
3. Demonstrate how to dial and text 911
in case of an emergency.
What are some reasons to call 911? Create scenarios and then practice what
you could say if you were calling 911.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
4. Describe how climate change affects
the health of individuals, plants and
animals.
What can we do to reduce our carbon
footprint to help slow down climate
change?
Create a recycling poster that identifies
how young children can contribute to
recycling
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
21 | P a g e
5. Identify situations that might result in
individuals feeling sad, angry, frustrated,
or scared.
What situations evoke anger and how can
you deal with these situations and your
feelings?
Identify situations that can evoke anger,
sadness, frustration and feeling scared
and discuss/ discover helpful ways to deal
with these events and feelings. Created
role play situations or scenarios for
students to act out or analyze. Then
compare healthy and unhealthy ways to
behave when something or someone
makes you mad.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
6. Identify individuals who can assist
with expressing one’s feelings (e.g.,
family members, teachers, counselors,
medical professionals).
Do you know who you can go to when
you need to talk to someone about your
feelings?
Teacher created matching worksheet.
Draw a line to the person you can talk to
for each scenario.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
7. Mental Health (N.J.S.A. 18A:35-4.39) What are some healthy ways to express
needs, wants, and feelings?
What are positive and negative ways
friends and peers can influence various
relationship
Read various situations/scenarios and
have the class decide if they are positive
or negative to their mental health
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
8. Suicide Prevention (N.J.S.A. 18A: 6-
111) requires instruction in suicide
prevention in public schools.
Describe someone you can go to for help
when mad, sad or upset.
Help children brainstorm lists of people
to whom they can go to for help, then
have students draw that person/persons
with detail and write 4 sentences as to
why they feel they can go to that person
for help.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
22 | P a g e
New Jersey Student Learning Standards: 2.2.2.N.1.2.3
Topic: Nutrition Nutritious food choices promote wellness and are the basis for healthy eating habits.
Student Learning Standards Essential Question Sample Activities Resources 1.Explore different types of foods and
food groups.
Why is it important to eat a variety of
foods from all food groups?
Using MyPlate, create/draw a meal-
including food from all five food groups
to get the nutrients you need
https://www.choosemyplate.gov/
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
2. Explain why some foods are healthier
to eat than others.
What foods should I eat less of, and why? Analyze nutrition facts on food labels Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
3. Differentiate between healthy and
unhealthy eating habits.
Why is it important to eat a variety of
foods from all food groups?
Create scenarios that allow students to
make choices regarding healthful meals
and snacks
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
23 | P a g e
New Jersey Student Learning Standards: 2.3.2.SE.1.2.3.4
Topic: Safety and Environment
The environment can impact personal health and safety in different ways.
Potential hazards exist in personal space, in the school, in the community, and globally.
Student Learning Standards Essential Question Sample Activities Resources 1. Demonstrate personal habits and
behaviors that contribute to keeping
oneself and others healthy and the
environment clean and safe.
What are some techniques for good
personal hygiene and care in order to
prevent the catching and spreading of
disease?
With a partner, construct a list of
communicable and non-communicable
diseases and how to care for and prevent
them. Have students discuss diseases that
they have had.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
2. Discuss healthy and safe choices both
indoors and outdoors (e.g., using
equipment, wearing bike helmets,
vehicle, water, and weather safety).
What type of equipment can be used to
help you stay safe when you are
outdoors?
Make safety signs or posters showing
how to be safe.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
3. Recognize and demonstrate safety
strategies to prevent injuries at home,
school, in the community (e.g., traffic
safety, bicycle/scooter safety, fire safety,
poison safety, accident prevention).
What is careless and careful behavior,
and what are some examples of each?
Identify the dangers of fire, ways to
prevent fires, and what to do in case of
fire.
Create a fire escape/safety plan.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
4. Develop an awareness of warning
symbols and their meaning. (e.g., red
light stop sign, poison symbol).
What are community safety rules and
laws?
What are common emergencies and the
steps to take in each case?
Name common emergencies and list steps
to take in each case, then role-play to
build respect for danger signs and for the
need to act quickly in emergencies.
Practice taking the right action steps for
the most threatening and urgent
emergencies. Determine how to get the
right kind of help quickly in simple
emergencies.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
24 | P a g e
Student Learning Standards Essential Question Sample Activities Resources 5. Accident and Fire Prevention (N.J.S.A.
18A:6-2) requires instruction in accident
and fire prevention.
What are the dangers of fire, how can you
prevent fire, and what do you do when
there is a fire?
Have the local fire and police department
visit and discuss safety.
Create a fire escape/safety plan.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
25 | P a g e
New Jersey Student Learning Standards: 2.3.2.HCDM.1.2.3
Topic: Health Conditions, Diseases and Medicines
People need food, water, air, waste removal, and a particular range of temperatures in their environment to stay healthy.
Student Learning Standards Essential Question Sample Activities Resources 1. Explain the consequences on a
person’s health if he/she does not have
adequate food and a clean environment.
Does eating bad food, or not enough
food influence your health?
Describe ways of respecting the body
through proper nutrition. Explain how to
include more nutrients in food choices
and create a song, poster, role-play, or
story to illustrate how different nutrients
affect the body.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
2. Demonstrate personal hygiene and the
use of necessary and appropriate health-
enhancing behaviors that can keep a
person healthy (e.g., precautions to avoid
illnesses, handle food hygienically, brush
teeth, regular physical activity, adequate
sleep, appropriate dress for various
weather conditions).
What are the self-care steps to follow to
maintain a healthy body?
Create Hygiene posters for classroom,
lunchroom, and bathroom
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
3. Explain strategies and develop skills to
prevent the spread of communicable
diseases and health conditions (e.g.,
Lyme disease, influenza, cardiovascular
diseases).
What are the proper ways to wash hands
and prevent the spread of germs?
Students will be given a scenario
regarding a health condition such as the
flu. Several symptoms such as fever,
sneezing, cough etc. will be provided to
the students. Students will then be asked
to come up with the proper strategies to
aid in the prevention of spreading the flu
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
4. Lyme Disease Prevention (N.J.S.A.
18A:35-5.1) requires the development of
Lyme disease curriculum guidelines.
What are some ways to protect yourself
from getting a tick bite?
Use the following comic strip to discuss
the how to keep ticks away and Lyme
disease.
https://www.cdc.gov/lyme/resources/tool
kit/DontletTicksbitemeComicFS_508.pdf
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
26 | P a g e
New Jersey Student Learning Standards: 2.3.2.ATD.1.2.3
Topic: Alcohol, Tobacco and other Drugs
Drugs, Alcohol, Tobacco, Controlled Dangerous Substances, and Anabolic Steroids (N.J.S.A. 18A:40A-1)
The use of alcohol, tobacco, and other drugs in unsafe ways is harmful to one's health.
Student Learning Standards Essential Question Sample Activities Resources 1. Explain what medicines are, how they
are used, and the importance of utilizing
medications properly.
What are the rules to follow for safe use
of medicine?
Identify what is and is not a medicine.
Practice, through role-play, routines to
keep you safe when you are sick,
including checking to see that you are
taking the right medicine. Predict what
could happen if you took medicine not
meant for you.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
2. Identify ways in which drugs,
including some medicines, can be
harmful.
What is a drug and what is the difference
between good and bad drugs?
Discuss with the class situations where medicine and drugs ae involved. Provide scenarios/situations and have the students respond to accordingly.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
3. Explain effects of tobacco use on
personal hygiene, health, and safety.
What does cigarette smoking do to your
body? Is it good or bad for you?
Make a poster to help someone to stop
smoking. If you don’t know anyone who
smokes, make a poster to explain why
someone should never start smoking.
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
27 | P a g e
New Jersey Student Learning Standards: 2.3.2.DSDT.1.2
Topic: Dependency, Substances Disorder and Treatment
Drugs, Alcohol, Tobacco, Controlled Dangerous Substances, and Anabolic Steroids (N.J.S.A. 18A:40A-1)
Substance abuse is caused by a variety of factors.
There are many ways to obtain help for treatment of alcohol, tobacco, and other substance abuse problems.
Student Learning Standards Essential Question Sample Activities Resources 1. Recognize that some people may have
difficulty controlling their use of alcohol,
tobacco, and other drugs.
What are some benefits of not using
drugs?
What are some ideas for people to not use
alcohol, tobacco or other drugs? Practice
refusal skills
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
2. Explain that individuals who abuse
alcohol, tobacco, and other drugs can get
help.
Who are some people in your life you can
reach out to if you have a problem?
Identify the individuals and agencies that
are health advocates- in the area of drugs,
alcohol, and tobacco
Internet/YouTube/Pinterest
Paper/graphic organizer/
Colored pencils/crayons
Texts/Computer/projector
Pamphlets/posters
Kidshealth.org
28 | P a g e
Vocabulary
age food ad nerves
alcohol food group noise
bad touch food label nutrients
blood vessels friends ozone
bones gang poison
brain germs pollution
bully good character product label
cavity good health recycle
checkup groom reduce
chore grow resources
communicate habit respect
conflict head lice reuse
cool-down health fact safety rule
cooperate health helper seat belt
cross walk health product secondhand smoke
diet hearing aid self-concept
divorce heart serving
drug heart fitness side effect
drug-free inhalant snack
earthquake injury stomach
emergency landfill stress
environment lungs stretch
family marijuana tobacco
feelings medicine vision
first-aid mistake volunteer
fitness mussels warm-up
floss
MyPyramid
wise decision
Recommended