Health · Gang Violence Prevention (18A:35-4.26) Sexual Assault Prevention (N.J.S.A. 18A:35-4.3)...

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Health

Grade 2:

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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.

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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)

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)



Studies

Personal Growth & Human

Development

November 2.1.2.PGD.1.2.3.4.5 Cancer Awareness (N.J.S.A.

18A:40-33)



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)



Studies

Nutrition January 2.2.2.N.1.2.3 Art, Language Arts, Physical


Studies

Safety and Environment February 2.3.2. SE.1.2.3.4 Accident and Fire Prevention

(N.J.S.A. 18A:6-2)



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)



Studies

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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)



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)



Studies

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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


• 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


• 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: 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





Pamphlets/posters

Kidshealth.org

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

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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.





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.





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 _____.





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.





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





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…”





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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.





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





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.





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.





Pamphlets/posters

Kidshealth.org

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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.





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)





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.





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




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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.


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





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





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.





Pamphlets/posters

Kidshealth.org

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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.



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





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





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.





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.





Pamphlets/posters

Kidshealth.org

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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.





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





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

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.





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





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 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





Pamphlets/posters

Kidshealth.org

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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.





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.





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





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.





Pamphlets/posters

Kidshealth.org

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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.

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/





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




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





Pamphlets/posters

Kidshealth.org

https://www.choosemyplate.gov/

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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.

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.





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.





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.





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.





Pamphlets/posters

Kidshealth.org

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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.

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.





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.





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





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





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





Pamphlets/posters

Kidshealth.org

https://www.cdc.gov/lyme/resources/toolkit/DontletTicksbitemeComicFS_508.pdf

https://www.cdc.gov/lyme/resources/toolkit/DontletTicksbitemeComicFS_508.pdf

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.





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.





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.





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





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





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

Date post:	17-Oct-2020
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