Grades K - 2


Content Area







The student will . . .








Health Promotion and Disease Prevention

(HE. S.1)



K.1.1  identify proper personal hygiene skills   (e.g., brushing teeth and hand washing)


K.1.2  describe physical activities students do out-side of school that enhances one’s health


K.1.3  identify character-istics of healthy snacks


K.1.4  label/identify feelings

(e.g., angry, happy, sad)


K.1.5  describe the role that healthful food plays in developing and maintaining a healthy body and mind


K.1.6  identify tobacco as a harmful substance


1.1.1  explain the effects on the body of healthful and less healthful foods


1.1.2  verbally list ways to keep germs out of one’s body


1.1.3  identify the need for medical checkups and other health-care procedures (e.g., eye and dental exams)


1.1.4  identify the dangers of playing with sharp objects and being in contact with body fluids



2.1.1  identify the functions of sensory organs


2.1.2  identify symptoms of poisoning and how to get help


2.1.3  explain the importance of good dental care and how to demonstrate good dental hygiene


2.1.4  identify situations (e.g., being excluded from a group, being insulted) that promote specific feelings of hurt and develop skills to overcome those feelings


2.1.5  describe how immunizations and medicines help fight disease



Content Area







The student will . . .







Health Information and Services

(HE. S.2)



HE.K.2.1  identify sources of help in school and community (e.g., teacher, policeman, etc.) who can be of assistance when one is exposed to dangerous substances.


HE.K.2.2  demonstrate the use of 9-1-1.


HE.K.2.3  identify healthy and unhealthy household products.


HE.K.2.4  identify health care resource persons (e.g., school nurse, dentist, eye doctor, etc.).


HE.1.2.1  identify which safety helpers (e.g., police and teachers) to contact for different problems.


HE.1.2.2  demonstrate when and how to           use 9-1-1.


HE.1.2.3  identify harmful household products (e.g., bleach).



HE.2.2.1  identify sources of health information (e.g., pamph-lets, internet, magazine, television, newspaper).


HE.2.2.2  explain the roles of safety personnel (e.g., crossing guards, police officers, EMTs, and firefighters).


HE.2.2.3  define first aid and give examples (e.g., cuts and burns).



Content Area







The student will . . .










Health Behaviors  (HE.S.3)



HE.K.3.1  demonstrate proper clothing to wear for various weather conditions and various activities.


HE.K.3.2  describe various safety devices (e.g., helmets, knee and elbow pads) and their use in various activities.


HE.K.3.3  demonstrate safety procedures (e.g., street crossing and fire drills)


HE.K.3.4  identify house-hold poisons and their symbols and drugs and medicines to avoid without supervised use.

HE.K.3.5  identify actions that might lead to accidents or dangerous situations at school or in the community.


HE.1.3.1  choose and verbalize proper use of safety equipment for different activities (e.g., riding in a car, roller-blading, bicycling, skateboarding, etc.).


HE.1.3.2  demonstrate healthy ways to act on feelings.


HE.1.3.3  identify personal activities that can keep the home, school and neigh-borhood pollution free.


HE.1.3.4  identify and follow safety rules (e.g.,  playground, water, electrical).


HE.1.3.5  demonstrate how to perform basic self-care/safety procedures (e.g., fire/weather drill, bus and auto safety skills).

HE.1.3.6  identify escape routes at home and school.


HE.1.3.7  list and follow safety rules for taking medicine.



HE.2.3.1  describe behaviors and habits that may be dangerous at home, on the playground, or in the community.


HE.2.3.2  demonstrate knowledge of appropriate safety skills and equipment for recre-ational activities (e.g., bike riding, rollerblading, skateboarding).


HE.2.3.3  demonstrate proper food handling techniques (e.g., washing apples, washing hands, using clean utensils).


HE.2.3.4  describe how tobacco and alcohol harm one’s health.



Content Area







The student will . . .










Media, Culture, and Technology

(HE. S.4)



HE.K.4.1  identify various tools that a doctor uses in a checkup.


HE.K.4.2  list favorite foods (e.g., pizza, tacos) and discuss the origins of each.


HE.1.4.1  describe family similarities and differences and how family structures change.

HE.1.4.2  discuss differ-ences (physical, gender, culture, etc.) and their impact on role expectations.

HE.1.4.3  explain the impor-tance of regular exercise (play) in a world of increasing technology.


HE.1.4.4  cite examples   of how television, computers and video  games affect personal health.




HE.2.4.1  explain the relationship between where people live and the foods they eat.


HE.2.4.2  recognize the ways news media, technology and other sources (e.g., music, magazine stories, classes) provide information about health.


HE.2.4.3  recognize that individuals have different cultural backgrounds that may impact health practices.


HE.2.4.4  explain how commercials influences the purchase of health related products and services.



Content Area







The student will . . .











(HE. S.5)



HE.K.5.1 demonstrate the use of “I” statements when expressing needs or feelings.


HE.K.5.2  show various ways of communicating   care and consideration of others (e.g., sharing, using “please” and “thank you”).


HE.K.5.3 differentiate between safe and unsafe situations involving touching.


HE.K.5.4  discuss ways to be a responsible listener.


HE.K.5.5 demonstrate respect for other’s bodies and personal space.


HE.1.5.1  discuss the concepts of responsibility, trust and respect for self and others.


HE.1.5.2  identify a variety of feelings and recognize the verbal and non-verbal cues associated with each.


HE.1.5.3  use refusal skills in potentially harmful or dangerous situations (e.g., riding a bike without a helmet, meeting strangers, using harmful substances).


HE.1.5.4  use “I can” statements when trying new activities.




HE.2.5.1  practice pro-social communication skills (e.g., please and thank you).


HE.2.5.2  discuss, define and demonstrate body language.


HE.2.5.3  identify appropriate uses of refusal skills.



Content Area







The student will . . .






Goal Setting and Decision Making

(HE. S.6)



HE.K.6.1  set a goal of eating a healthy snack every day.


HE.K.6.2  set a goal to exercise daily with adult guidance.


HE.K.6.3   determine the appropriate people to ask for help in a fire, sudden illness, child abuse situations, etc.


HE.1.6.1  set goals for task completion.


HE.1.6.2  decide when problems (e.g., child abuse) require the help of a trusted adult.


HE.1.6.3  use decision-making skills to select a healthful meal.




HE.2.6.1  use decision-making skills to avoid unhealthy risk taking behaviors (e.g., swimming alone, talking with strangers, taking medicines without adult supervision).

HE.2.6.2  record eating and exercise habits and discuss positive and negative health behaviors.


HE.2.6.3  work with a family member to plan a family meal.



Content Area







The student will . . .









(HE. S.7)



HE.K.7.1  explain his/her health needs (e.g., proper rest and exercise) to an adult.


HE.K.7.2  identify the  health related roles of people in their family, neighborhood, and school.


HE.1.7.1  cite ways of coping with stressful situations.


HE.1.7.2  convey accurate health information and ideas.

HE.1.7.3   identify ways to help others make positive health choices.

HE.1.7.4   identify ways to support positive inter-actions (e.g., listening to and follow ing directions, following rules, showing care and concern toward others).


HE.2.7.1  discuss how the community works to prevent and control diseases.


HE.2.7.2  discuss family free time activities and how they promote fitness and healthy behaviors.


HE.2.7.3  share with a trusted adult any symptoms that may lead to illness.


HE.2.7.4  identify community agencies that support healthy families, individuals, and communities.