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PreK-2 Health Standards

Page history last edited by Virginia Mitchell 3 months ago

PreK-2 Health Framework

 

In PreK-2nd grades, students are introduced to the health skills: analyze influence, access valid and reliable information, interpersonal communication, goal-setting, decision making, self-management, and advocacy for self and others. Students explore these skills through the lens of health topics (e.g., nutrition, physical activity, mental health, substance use and abuse, healthy relationships, and injury prevention & personal health) and begin to understand healthy habits.

 

Teachers may find their students are below grade band depending on the number of class meetings per week, amount of time per class meeting, consistency of previous instruction, etc. Teachers should evaluate their student's knowledge and abilities and use the standards that best fit their learning needs, while working to move the students to the appropriate grade band standards. 

 

The order of the standards at any grade band is not meant to imply a sequence of topics and should be considered flexible for the organization of any course.

 

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PreK-2 Health Education Standards & Objective Analysis

 

Welcome to the PreK-2nd Grade Health Education standards! To see the objective analysis for any objective below, click on the blue text or use the navigator bar on the right side of the screen to move to an objective analysis.

 

Standard 1 Abbreviation Key

NU: Nutrition   SU: Substance Use and Abuse
PA: Physical Activity  HR: Healthy Relationships
MH: Mental Health and Wellness IP: Injury Prevention and Personal Health

 

Standard 1: Comprehend concepts related to health promotion and disease prevention to enhance health. 

1.NU.2.1 Explain what foods are in a healthy breakfast. 
1.NU.2.2 Identify a variety of healthy foods and snacks in the five food groups.
1.NU.2.3 Identify the benefits of drinking water and limiting sugary beverages.

1.PA.2.1 Identify the recommended amount of physical activity for children.
1.PA.2.2 Describe a variety of ways to be physically active.
1.PA.2.3 Describe the benefits of being physically active.

1.MH.2.1 Identify healthy ways to express and cope with needs, wants, feelings, and/or difficult experiences. 
1.MH.2.2 Recognize the relationship between feelings and behavior.
1.MH.2.3 Explain the importance of respecting the boundaries of self and others (e.g., self-awareness).

1.SU.2.1 Identify safe and unsafe use of medicines and prescriptions.
1.SU.2.2 Identify school rules and the use of medicines and prescriptions.
1.SU.2.3 Identify a variety of tobacco products (e.g., cigarettes, cigars, electronic cigarettes [e-cigarettes], vaping products, hookah, heated tobacco products, smokeless tobacco) that have negative health effects.

1.HR.2.1 Identify a trusted adult (e.g., parent, guardian, health professional) and describe characteristics of a trusted adult.
1.HR.2.2 Identify the characteristics of healthy family and peer relationships.
1.HR.2.3 Distinguish between wanted and unwanted touch (e.g., high-five, handshake, hug).

1.IP.2.1 Identify the benefits of personal health care practices (e.g., protection from germs, healthy teeth).
1.IP.2.2 Identify situations that can lead to risk of injuries at home, school, and in the community (e.g., pedestrian, motor/recreational vehicles, playground, fire, firearms, bike, all bodies of water).
1.IP.2.3 Identify people who can help when someone is injured or suddenly ill.

Standard 2: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. 

2.AN.2.1 Identify how family influences personal health practices and behaviors. 

2.AN.2.2 Identify how school culture can support personal health practices and behaviors.
2.AN.2.3 Identify peers who can influence healthy and unhealthy behaviors.

2.AN.2.4 Identify how media and technology (e.g., television/film, video games, advertisements, social media, and other screen time) influence health practices and behaviors. 

Standard 3: Demonstrate the ability to access valid information, products, and serves to enhance health. 
3.AC.2.1 Identify trusted adults and professionals who can help promote health information and services.
3.AC.2.2 Locate school and community health helpers.

Standard 4: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 
4.IC.2.1 Identify healthy ways to express and communicate needs, wants, and feelings.
4.IC.2.2 Identify personal space and boundaries of self and others to reduce health risks.
4.IC.2.3 Identify safe and effective ways to respond when dealing with conflict (e.g., unwanted, threatening, or dangerous situation).
4.IC.2.4 Identify ways to tell a trusted adult when help is needed.

Standard 5: Demonstrate the ability to use decision-making skills to enhance health.
5.DM.2.1 Identify situations that require a health-related decision (e.g., managing conflict, anger, nutrition, or hygiene) and describe if help is needed or not needed to make a healthy choice.
5.DM.2.2 Identify how family, peers, culture, technology, and/or media influence a health-related decision.

Standard 6: Demonstrate the ability to use goal-setting skills to enhance health. 
6.GS.2.1 Identify a short-term personal health goal and who can help when assistance is needed to achieve a personal health goal.
6.GS.2.2 Describe what steps to take in order to achieve a personal health goal.

Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
7.SM.2.1 Identify practices that prevent or reduce health risks.
7.SM.2.2 Demonstrate healthy practices and behaviors to maintain or improve personal health.

Standard 8: Demonstrate the ability to advocate for personal, family, and community health. 
8.AD.2.1 Identify ways to promote personal health (e.g., requesting healthy foods and drinks, avoiding second-hand smoke, practicing proper hygiene).
8.AD.2.2 Identify strategies to encourage peers to make positive health choices.

 

 

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