health - paterson.k12.nj.us · how to make informed health-related decisions as a consumer and user...

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Health

Grade 1:

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Course Description

The Grade 1 Health Curriculum is based on the three 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 1 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.

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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)

Language Arts

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)

Language Arts & 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)

Language Arts/Science/ Art

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)

Science/Math

Nutrition January 2.2.2.N.1.2.3

Language Arts 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)

Science/P.E./Math

Health Conditions, Diseases and

Medicines

March 2.3.2. HCDM.1.2.3 Lyme Disease Prevention

(N.J.S.A. 18A:35-5.1)

Math/Language Arts/Science/Art

Alcohol, Tobacco and other Drugs April-May 2.3.2.ATD.1.2.3 Drugs, Alcohol, Tobacco,

Controlled Dangerous Substances,

Science and Language Arts

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and Anabolic Steroids (N.J.S.A.

18A:40A-1)

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)

Language Arts

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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.

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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.

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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.

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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

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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.

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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.

http://www.corestandards.org/Math/Content/2/MD/D/10/

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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

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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

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Grade: 1

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.

What do the words family mean? What

are some family rules and what job does

each family member do for the family?

Create/Make a family tree

Define the words family and team.

Identify the elements of love, trust, and

caring in families. Identify and name

personal family members.

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.

What are two factors that are essential for

a healthy family relationship?

After a discussion on the importance of

families, students will be able to identify,

by illustration, one reason why their

family is important to them.





Pamphlets/posters

Kidshealth.org

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3. Identify basic social needs of all people What is a social need and how can it be

acquired?

Students will define "needs" and "wants"

and will sort different needs and wants

using a teacher created worksheet





Pamphlets/posters

Kidshealth.org

https://newpathworksheets.com/science/k

indergarten/me-and-my-family-0

4. Determine the factors that contribute to

healthy relationships.

What are two factors that contribute to

healthy relationships?

Draw a “friend,” including 3 qualities of a

good friend





Pamphlets/posters

Kidshealth.org

5. Explain healthy ways for friends to

express feelings for and to one another.

What are feelings and how are they

expressed?

Scenarios with “I” messages.

I feel _______ because _____.





Pamphlets/posters

Kidshealth.org

6. Differentiate among strangers,

acquaintances, and trusted adults and

describe safe, appropriate, inappropriate

behaviors/touches (e.g., stranger danger).

How can you tell the difference between

a stranger and a trusted adult?

Discuss “Stranger Danger” and what

makes someone a stranger, an

acquaintance, and a trusted adult. Have

students provide examples of each.

Discuss appropriate behaviors/touches of

each person





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 is one way you can settle a

disagreement or conflict?

Read article to class.

https://kidshealth.org/en/kids/sorry.html

Have students complete What Might

Happen Next worksheet

https://kidshealth.org/classroom/prekto2/

personal/growing/conflict_resolution.pdf





Pamphlets/posters

Kidshealth.org

https://newpathworksheets.com/science/kindergarten/me-and-my-family-0

https://newpathworksheets.com/science/kindergarten/me-and-my-family-0

https://kidshealth.org/en/kids/sorry.html

https://kidshealth.org/classroom/prekto2/personal/growing/conflict_resolution.pdf

https://kidshealth.org/classroom/prekto2/personal/growing/conflict_resolution.pdf

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8. Define bullying and teasing and

explain why they are wrong and harmful.

What is bullying and why is it wrong or

harmful?

Draw a picture of what a bullying

situation looks like and write 2 sentences

starting with “Bullying is…”





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 are the signs of domestic 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.





Pamphlets/posters

Kidshealth.org

10. Bullying Prevention Programs

(N.J.S.A. 18A:37- 17)

Who can I go to for help if I’m being

bullied?

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 and

discuss where to go for help in bullying

situations.





Pamphlets/posters

Kidshealth.org

11. Gang Violence Prevention (18A:35-

4.26)

What the factors that will prevent

someone from joining a gang?

Bring in a guest speaker who is a law

enforcement officer who has experience

working with gang members.





Pamphlets/posters

Kidshealth.org

12. Sexual Assault Prevention (N.J.S.A.

18A:35-4.3)

What do I need to know about sexual

abuse and assault prevention and

awareness to stay healthy and safe?

Identify and describe functions of body

parts (e.g. Stomach, feet, hands, ears,

eyes, mouth) and identify those parts of

the body that are considered private on

themselves and others.





Pamphlets/posters

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Kidshealth.org

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.

What does it mean to have character?

How is character reflected in the

thoughts, feelings and actions of oneself

and others?

Provide the students with a worksheet

that has a list of positive and negative

character traits and have them cut them

out. Using a graphic organizer, have the

students paste the traits into the positive

or negative side of the chart.

https://www.teacherspayteachers.com/Pro

duct/Character-Traits-Sorting-Distance-

Learning-Packet-2146696





Pamphlets/posters

Kidshealth.org

2. Identify what it means to be responsible

and list personal responsibilities. What is responsibility? What are some

responsibilities you may have around

the house?

Draw a picture and write 2 sentences

describing a chore you do at home.

(Examples: feed pet, make bed, clean

toys)





Pamphlets/posters

Kidshealth.org

https://www.teacherspayteachers.com/Product/Character-Traits-Sorting-Distance-Learning-Packet-2146696



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3. Demonstrate self-control in a variety of

settings (e.g., in the classroom, on the

playground and in an assembly)

What is one way I show self-control on the

playground? Use the following video on losing Control

of Our Emotions to have a discussion

and/or have students answer verbal

questions

https://www.youtube.com/watch?v=3bKu

oH8CkFc





Pamphlets/posters

Kidshealth.org

4. Demonstrate strategies for managing

one's own emotions, thoughts and

behaviors.

How do you express your feelings in a healthy

way? Help your child understand their

emotions with songs about feeling

happy, sad, silly and more with the

following video

https://www.youtube.com/watch?v=akTR

WJZMks0





Pamphlets/posters

Kidshealth.org

5. Explain healthy ways of coping with

stressful situations.

How can you deal with a stressful situation? Breathing and Yoga activity

Write or draw a picture of what

makes you feel stressed in the left-

hand column. Then write or draw a

picture of what can make you feel

better in the right-hand column using

the following worksheet https://classroom.kidshealth.org/classroo

m/prekto2/problems/emotions/stress_han

dout1.pdf





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?

Provide the students with a worksheet

that has a list of healthy and unhealthy

habits, then have them cut them out.

Using a graphic organizer, have the

students paste the habits into the positive

or negative side of teacher created chart.





Pamphlets/posters

Kidshealth.org

7. Suicide Prevention (N.J.S.A. 18A: 6-111)

requires instruction in suicide prevention in

public schools.

Who can you go to for help when mad or

sad?

Help children brainstorm lists of people

to whom they can go to for help and have

students draw that person/persons fully




https://www.youtube.com/watch?v=3bKuoH8CkFc

https://www.youtube.com/watch?v=3bKuoH8CkFc

https://www.youtube.com/watch?v=akTRWJZMks0

https://www.youtube.com/watch?v=akTRWJZMks0

https://classroom.kidshealth.org/classroom/prekto2/problems/emotions/stress_handout1.pdf



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New Jersey Student Learning Standards: 2.1.2.PGD.1.2.3.4.5

Topic: Personal Growth and Development

Many factors influence how we think about ourselves and others.

There are different ways that people handle stress, and some are healthier than others.

detailed and write 2 sentences as to why

they feel they can go to that person for

help.


Pamphlets/posters

Kidshealth.org



1. Discuss how individuals make their

own choices about how to express

themselves.

What are some ways you express yourself

every day?

Draw a picture of something that makes

you feel good and write one sentences

describing your picture and why it makes

you feel good





Pamphlets/posters

Kidshealth.org

2. Explore how activity helps all human

bodies stay healthy.

How does moving your body make you

feel?

Draw a picture of you doing one of your

favorite activities and write a sentence to

explain how it helps you stay healthy





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?

Discuss and demonstrate proper hand

washing techniques and discuss reasons

why it is important in disease prevention.





Pamphlets/posters

Kidshealth.org

4. Explain what being “well” means and

identify self-care practices that support

wellness.

What does it mean to be well?

Students draw a picture and write 2

sentences about a time when they made a

healthy decision




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Pamphlets/posters

Kidshealth.org

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? Pick ones to discuss.

Use a diagram and have the students use

proper terminology to identify and label

the body parts.





Pamphlets/posters

Kidshealth.org

6. Cancer Awareness (N.J.S.A. 18A:40-

33) requires the development of a school

program on cancer awareness.

Can you name three different types of

cancer?

Create a poster for cancer awareness.

Choose one type of cancer from the

different color awareness months. EX:

Red for Blood Cancer





Pamphlets/posters

Kidshealth.org

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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.



1. Identify community professionals and

school personnel who address health

emergencies and provide reliable health

information to us

Can you name a person from school who

can help you with a health emergency?

Have the school nurse, anti-bulling

specialist, and/or social worker come to

class to explain their role in addressing

emergencies and how they provide

reliable health information to students





Pamphlets/posters

Kidshealth.org

2. Determine where to access home,

school and community health

professionals.

Do you know how to access school and

community health helpers?

Generate a list with the students who the

home, school and community health

professionals are and have a nurse,

doctor, dental provided, etc. come to

speak to the class





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.





Pamphlets/posters

Kidshealth.org

4. Describe how climate change affects

the health of individuals, plants and

animals.

What is climate change? What are some

affects climate change has on individuals,

plants and animals?

Have the students create a recycling

poster or draw a picture and write 2

sentences about how they recycle daily.





Pamphlets/posters

Kidshealth.org

5. Identify situations that might result in

individuals feeling sad, angry, frustrated,

or scared.

What situations may cause you to feel

sad, angry, frustrated or scared?

Share the different kinds of feelings that

people experience (happy, sad, scared,

and excited). Draw pictures that show a




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certain kind of feeling, and through

storytelling, discuss with class.


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?

Trace your hand and then write your

name in the center. Then, in each finger,

write the name of a trusted adult who can

help you make healthy choices and solve

problems. You can use a different color

for each name. Don’t worry if you can’t

fill in all of the fingers. A

https://classroom.kidshealth.org/classroo

m/prekto2/problems/drugs/alcohol_hando

ut1.pdf





Pamphlets/posters

Kidshealth.org

7. Mental Health (N.J.S.A. 18A:35-4.39) What does it mean to have good mental

and emotional health?

Draw a picture of something that makes

you feel good, then write a sentence at the

bottom of the page describing your

picture.


m/prekto2/personal/growing/feelings_han

dout1.pdf





Pamphlets/posters

Kidshealth.org

8. Suicide Prevention (N.J.S.A. 18A: 6-

111) requires instruction in suicide

prevention in public schools.

Do you know who 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 2 sentences as to

why they feel they can go to that person

for help.





Pamphlets/posters

Kidshealth.org

https://classroom.kidshealth.org/classroom/prekto2/problems/drugs/alcohol_handout1.pdf



https://classroom.kidshealth.org/classroom/prekto2/personal/growing/feelings_handout1.pdf



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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.

What are the five basic food groups? My food group sort. Provide the students

with pictures of various foods, have them

cut them out and use a graphic organizer

to chart what food group each food is in.

https://www.pinterest.com/pin/13771170

1080949642/





Pamphlets/posters

Kidshealth.org

2. Explain why some foods are healthier

to eat than others.

What are some healthy foods to eat?

What are some unhealthy ones?

Have students draw two of their favorite

home and school snacks, and then have

the students see if their snacks are healthy

or unhealthy.

Additional activity:


m/prekto2/personal/nutrition/healthy_sna

cking.pdf





Pamphlets/posters

Kidshealth.org

3. Differentiate between healthy and

unhealthy eating habits.

Think of what you eat daily. How many

healthy foods do you eat compared to

unhealthy foods?

Using My Plate, have the students draw

something they can have for lunch that

fits in each food group


m/prekto2/personal/nutrition/school_lunc

h_handout1.pdf





Pamphlets/posters

Kidshealth.org

https://www.pinterest.com/pin/137711701080949642/

https://www.pinterest.com/pin/137711701080949642/

https://classroom.kidshealth.org/classroom/prekto2/personal/nutrition/healthy_snacking.pdf



https://classroom.kidshealth.org/classroom/prekto2/personal/nutrition/school_lunch_handout1.pdf



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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.

How often do you wash your hands?

What is the correct amount of time you

should be washing your hands?

Make a mini poster that shows the top

three things people can do to stop the

spread of colds or the flu. Using words, a

drawing, or pictures cut out of magazines.

https://kidshealth.org/classroom/prekto2/

problems/conditions/colds_flu_handout2.

pdf





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).

Have you ever gone swimming in a pool?

What are some rules you need to

remember when playing in the pool?

Water Bottle Label with Safety Rules-

have the students pick one safety rule to

remember at the pool and illustrate it on

the blank area on the label below:


m/prekto2/personal/safety/water_safety.p

df





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).

Do you wear a helmet when riding your

bike or scooter? Why or why not?

Break the students into small groups.

Have each group make a visual cue like a

pamphlet or a poster on bicycle safety.





Pamphlets/posters

Kidshealth.org

4. Develop an awareness of warning

symbols and their meaning. (e.g., red

light stop sign, poison symbol).

What are some safety labels you see on

products in your home?

Have each student in the class create a

poster to show warning signs/symbols

they see at home





Pamphlets/posters

Kidshealth.org

https://kidshealth.org/classroom/prekto2/problems/conditions/colds_flu_handout2.pdf



https://classroom.kidshealth.org/classroom/prekto2/personal/safety/water_safety.pdf



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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.

Do you know what to do if your clothes

catch fire?

You should do three things if your clothes

or hair catch on fire. In each box below,

draw a picture of yourself doing each of

these three things. Then trace over the

words, STOP, DROP, and ROLL under

each box


m/prekto2/personal/safety/fire_safety_ha

ndout1.pdf





Pamphlets/posters

Kidshealth.org

https://classroom.kidshealth.org/classroom/prekto2/personal/safety/fire_safety_handout1.pdf



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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.

What can happen if you do not have

enough food?

Energy balance is the balance your body

needs between energy coming in (from

what you eat and drink) and energy going

out (for the things you do). Using the

worksheet below students can learn about

intake of food and energy going out.

https://classroom.kidshealth.org/prekto2/p

ersonal/nutrition/energy_balance.pdf





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).

Who can name a kind of germ? What can

germs do to your body? Why do you

think that germs are bad for you?

Using the Skin: Shield Against Germ

worksheet, students will label what an

apple vs a skinned apple will look like

after five consecutive days.


m/prekto2/personal/hygiene/germs.pdf





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).

How do germs get into your body? What

parts of your body help to protect you

from getting sick?

Play immunity bingo with the class. Use

the following handout as a guide.


m/prekto2/body/systems/immune_system

.pdf





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 is Lyme disease? How can you

contract it?

Watch the short video on how Lyme

disease is contracted.

After have students write down 2 ways to

prevent getting Lyme disease.

https://www.youtube.com/watch?v=vA_d

C9cFxZk





Pamphlets/posters

Kidshealth.org

https://classroom.kidshealth.org/prekto2/personal/nutrition/energy_balance.pdf

https://classroom.kidshealth.org/prekto2/personal/nutrition/energy_balance.pdf

https://classroom.kidshealth.org/classroom/prekto2/personal/hygiene/germs.pdf

https://classroom.kidshealth.org/classroom/prekto2/personal/hygiene/germs.pdf

https://classroom.kidshealth.org/classroom/prekto2/body/systems/immune_system.pdf



https://www.youtube.com/watch?v=vA_dC9cFxZk

https://www.youtube.com/watch?v=vA_dC9cFxZk

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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?

List the type of drugs found in the home. Distinguish between over-the-counter drugs and

prescription drugs. Make a poster, understanding the differences, artwork display.





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?

Give students trusted adult worksheet from kidshealth.org. They draw four trusted adults

that can help with problems.

https://kidshealth.org/classroom/prekto2/problems/drugs/drugs_handout1.pdf





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?

Have students design a postcard to help someone to stop smoking or to never start

smoking. On the front of your postcard, draw a picture of someone doing something

active, on the back of your postcard, write two sentences explaining why someone should

stop smoking

https://classroom.kidshealth.org/classroom/prekto2/problems/drugs/smoking_handout1.pdf





Pamphlets/posters

Kidshealth.org

https://kidshealth.org/classroom/prekto2/problems/drugs/drugs_handout1.pdf

https://classroom.kidshealth.org/classroom/prekto2/problems/drugs/smoking_handout1.pdf

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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.

Why do you think it's illegal for anyone

to drink alcohol before they're 21 years

old?

Have students write down five people in

their lives that influence them in a

positive or negative way. Then discuss

with the class why





Pamphlets/posters

Kidshealth.org

2. Explain that individuals who abuse

alcohol, tobacco, and other drugs can get

help.

Why do some people smoke cigarettes?

Why is it so hard for people to stop

smoking?

Make a postcard to promote people to

quit smoking. On the front, draw a

picture of doing something active. On the

back write a sentence or two why they

should stop. Ex: Stop Smoking- lets ride

our bikes or run instead.





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

29 | P a g e

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