Healthful Living
Grades K - 2

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Games and Activities

 

Healthful Living

Grades K-2

Healthful Living: Grades K-2

 

Personal Health and Wellness

 

Domain Description: Personal Health and Wellness is influenced by individual heredity and involves a lifelong process of choices and behaviors that lead to healthful living and disease prevention.

 

Standard 1: The student will understand the role of personal hygiene practices as related to healthful living.

 

Learning Expectations:

The student will:

1.1 demonstrate appropriate personal hygiene practices;   http://www.kidshealth.org/kid/talk/qa/wash_hands.html

1.2 identify the effects of poor personal hygiene practices.

http://www.kidshealth.org/kid/talk/qa/germs.html

 

Performance Indicators:

At Level 1, the student will be able to:

  • Identify proper hygiene skills (e.g. handwashing, shampooing, flossing, toothbrushing, and bathing);
  • Identify basic signs and symptoms of head lice.

At Level 2, the student will be able to:

  • Apply proper hygiene practices (e.g. handwashing, shampooing, flossing, toothbrushing, bathing);
  • Identify consequences of poor oral hygiene (e.g. cavities, gum disease, and tooth loss);
  • Identify consequences of poor personal hygiene (e.g. body odor, illness, and poor self image);
  • Practice prevention of head lice.

At Level 3, the student will be able to:

  • Demonstrate proper hygiene practices;
  • Explain the importance of proper hygiene practices;
  • Identify signs and symptoms of head lice.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • apply cooking oil and ground cinnamon to the students’ hands. Students rub their own hands together, see the sediment and think it is dirt, wash hands as normally do. Observe that oil and cinnamon are still evident. Students then apply soap and use proper handwashing techniques as taught by the teacher;
  • provide a dental mold for students to demonstrate proper toothbrushing techniques (invite dental professional if needed);
  • have the students demonstrate the practices of prevention of head lice (e.g. not sharing mats, hats, combs, and headphones).

 

Curriculum Integration:

N/A

 

 Standard 2: The student will understand the role of body systems as related to healthful living.

 

Learning Expectations:

The student will:

2.1 identify the basic body structure;

http://www.bbc.co.uk/northernireland/schools/4_11/tykids/index.shtml

http://www.bbc.co.uk/schools/podsmission/bones/

2.2 identify the functions of the human body systems;

http://www.brainpop.com/health/cellsandbodybasics/humanbody/

http://www.kidshealth.org/kid/closet/movies/how_the_body_works_interim.html

2.3 explain the importance of the basic body systems.

http://www.kidshealth.org/kid/closet/movies/how_the_body_works_interim.html

 

Performance Indicators:

At Level 1, the student will be able to:

  • name the basic body parts;
  • identify the location of basic body parts.

At Level 2, the student will be able to:

  • describe the functions of the basic body organs (e.g. heart, lungs, brain, stomach, ribs);
  • name the basic body systems (e.g. cardiovascular, respiratory, digestive, nerves, muscular, circulatory and skin);
  • identify and discuss the location of basic body systems.

At Level 3, the student will be able to:

  • arrange basic body parts in proper location;
  • explain the functions of basic body systems.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • have the students trace each other’s body on butcher paper and label the body parts;
  • draw the digestive system with sidewalk chalk on concrete and simulate digestive process. Using an apple, have the students walk through digestive system and talk about what each part of the system does to the apple;
  • provide a puzzle for students to assemble depicting body parts.

 

 

 

Curriculum Integration:

Life Science 1.1, 1.2, 4.1, 4.2, 4.3; Physical Education 4.1, 4.2; Visual Arts 1.0; Earth Science 14.2.

 

Standard 3: The student will understand the relationship of physical activity as it relates to healthful living.

 

Learning Expectations:

The student will:

3.1 describe the importance of daily physical activity and rest;

http://www.kidshealth.org/kid/exercise/fit/work_it_out.html

http://www.brainpop.com/health/personalhealth/fitness/

3.2 identify physical activities used in daily life that promote healthful living.

http://www.getfittn.com/docs/kidsexercisepyramid.jpg

http://www.getfittn.com/docs/adultexercisepyramid.jpg

 

Performance Indicators:

At Level 1, the student will be able to:

  • name different types of daily physical activities (e.g. walking, running, jumping, rollerblading, swimming, biking, dancing, climbing, sports);
  • describe the importance of adequate rest to healthful living.

At Level 2, the student will be able to:

  • describe the importance of daily physical activity;
  • describe how adequate rest contributes to healthy living;
  • list various types of physically active leisure time activities (e.g. walking, swimming, golfing, tennis, dancing, hiking, climbing, and biking).

At Level 3, the student will be able to:

  • compare active and non-active leisure time activities (e.g. benefits of choosing to walk with family instead of watching television).

 

Teacher Assessment Indicators (examples):

The teacher may:

  • assist the students in counting their heartbeat at rest for 10 seconds. Then have the students perform 10 jumping jacks and count their heartbeat for 10 seconds. Notice the increase in heartbeat;
  • have students keep a weekly log of physical activity;
  • provide pictures from magazines for students to cut out and create a classroom poster to compare active and non-active leisure time activities.

 

Curriculum Integration:

Physical Education 1.1-1.11, 2.1-2.6, 4.2, 4.3, 4.4, 5.2; Social Studies 1.01, 1.03

 

 

 

 

Nutrition

 

Domain Description: Proper nutrition is essential for maintaining a healthy lifestyle. Healthful nutrition helps to prevent chronic diseases such as diabetes, cancer, and cardiovascular disease. Using the Food Guide Pyramid can provide guidelines for healthy eating. It is important to balance food intake and physical activity to promote healthful living.

 

Standard 4: The student will understand the relationship of nutrition to healthful living.

 

Learning Expectations:

The student will:

4.1 identify the basic food groups and foods;

http://teamnutrition.usda.gov/Resources/mpk_poster.pdf

http://www.brainpop.com/health/personalhealth/nutrition/

4.2 identify food as a source of energy and growth;

http://www.kidshealth.org/kid/nutrition/food/sports.html

4.3 describe the importance of healthy meals and snacks.

http://www.kidshealth.org/kid/nutrition/food/snack_attack.html

 

Performance Indicators:

At Level 1, the student will be able to:

  • name various foods;
  • name the five basic food groups.

At Level 2, the student will be able to:

  • describe the food pyramid;
  • describe where various foods come from (e.g. food sources: cows, plants);
  • identify healthy food choices;
  • describe the importance of eating a variety of healthy foods;
  • discuss the importance of food as fuel for the body;
  • explain why eating breakfast is important to healthy living;
  • identify the benefits of eating "Five-A-Day";
  • identify the proper serving size.

At Level 3, the student will be able to:

  • categorize various foods into the five basic food groups;
  • describe the use of the food guide pyramid for healthy eating practices;
  • taste and compare various types of ethnic foods.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • provide an enlarged food pyramid and various foods for each food group. Have the students take pictures and Velcro to appropriate area on food pyramid;
  • assist students in clipping out pictures of foods and pasting them onto a paper plate to create a balanced meal;
  • use grocery store flyers to encourage students to identify (circle) nutritious meals.

 

Curriculum Integration:

Life Science 3.1, 3.2; Math 3.1.1-3.1.9; English/Language Arts K.2.08; Social Studies 1.01.

Family Life

 

Domain Description: The dynamic process of growth and development encompasses physical, mental, emotional, and social maturation. Positive personal and family relationships provide a foundation that promotes healthy development. (Refer to TCA 49-6-1303 with regard to children excused from family life instruction by parent or guardian).

 

Standard 5: The student will understand the contributions of family relationships to healthful living.

 

Learning Expectations:

The student will:

5.1 describe the various types of family structures; 

           http://www.kidshealth.org/kid/feeling/home_family/blended.html
           http://www.kidshealth.org/kid/feeling/home_family/adoption.html
           http://www.kidshealth.org/kid/feeling/home_family/new_baby.html
           http://www.kidshealth.org/kid/feeling/home_family/foster_families.html

5.2 explain that family structures vary and can change;

A Kid's Guide to Divorce

http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=282&id=2398

5.3 identify common goals and values found in family structures;

http://life.familyeducation.com/values/morality/29482.html?detoured=1

5.4 identify ways children can contribute to healthy family life. 

       Helping at Home
 

Performance Indicators:

At Level 1, the student will be able to:

  • describe his/her family.

At Level 2, the student will be able to:

  • distinguish between the different types of families (e.g. two parent, single parent, blended, extended, foster, and adoptive);
  • identify how family structures can change (e.g. birth, death, divorce, and re-marriage);
  • describe the various basic family values (e.g. integrity, love, trust, and nurturing);
  • explain basic care given by caregivers (e.g. safety, nourishment, shelter, and clothing);
  • identify ways that all family members are responsible for contributing to healthy family living.

At Level 3, the student will be able to:

  • explain how the different types of families meet the needs of its members.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • aid students in drawing or cutting out pictures to represent family members and have him/her discuss family members;
  • have students tell about their special chores that they do around the house and how this helps meet needs in their family;
  • encourage students to orally describe how a family member cares for him/her.

 

Curriculum Integration:

Physical Education 3.4, 3.6; English/Language Arts K.1.10a, 1.1.10a, 2.1.10a; Visual Art 1.3.

 

Standard 6: The student will understand the stages of human growth and development.

 

Learning Expectations:

The student will:

6.1 identify human growth and development stages throughout the life cycle;

http://www.brainpop.com/health/growthdevelopmentandgenetics/growth/

http://www.brainpop.com/health/growthdevelopmentandgenetics/adolescence/

6.2 describe the important differences in the stages of human growth and development.

http://www.brainpop.com/health/growthdevelopmentandgenetics/

http://www.brainpop.com/health/growthdevelopmentandgenetics/infancy/

http://www.kidshealth.org/kid/grow/body_stuff/growing_up_normal.html

 

Performance Indicators:

At Level 1, the student will be able to:

  • name different stages of development (e.g. babies, children, teenagers, adults, and elderly).

At Level 2, the student will be able to:

  • describe how babies are different from children;
  • describe how children are different from teenagers;
  • describe how children are different from adults;
  • describe how children are different from the elderly.

At Level 3, the student will be able to:

  • illustrate how an individual will grow and develop throughout his/her life.

 

 

Teacher Assessment Indicators (examples):

The teacher may:

  • create a role play situation for students to act out different stages of life;
  • provide various pictures or items for students to match to the appropriate stage of life;
  • have students create a pictorial timeline from birth to present and draw a picture of what they think he/she might look like as a teenager.

 

Curriculum Integration:

Life Science 4.1, 4.2, 4.3, 5.1, 5.2; Math 2.1, 2.5, 3.2.3, 3.2.7, 3.2.8; Visual Art 1.3.

 

Standard 7: The student will understand the need and process of setting personal goals and standards for healthful living.

 

Learning Expectations:

The student will:

7.1 identify personal goals and standards;

 

7.2 describe the importance of personal decision making to healthful living.

 

Performance Indicators:

At Level 1, the student will be able to:

  • define goals and standards;
  • identify appropriate healthy living behavior that would affect his/her future.

At Level 2, the student will be able to:

  • define goal setting as related to healthy living;
  • select standards for healthy living that help them reach personal goals;
  • describe how appropriate decision making can lead to healthy living;
  • describe the difference between wants and needs.

At Level 3, the student will be able to:

  • create personal goals and standards;
  • classify wants and needs.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • have the students state a personal goal;
  • have the students develop a short and/or long-term goal (e.g. behavior, schoolwork, chores, and fitness);
  • use a classroom chart to have students compare basic wants and needs.

 

Curriculum Integration:

Physical Education 3.1, 3.2, 3.3, 3.6; Social Studies 4.03, 4.04.

 

 

 

Emotional, Social, and Mental Health

 

Domain Description: Emotional, social, and mental health is dependent upon a healthy self-concept and communicating needs, wants, and feelings in a healthy manner. Conflict resolution, anger management, and stress management provide skills for healthful living.

 

Standard 8: The student will understand the importance of positive self-concept and interpersonal relationships for healthful living.

 

Learning Expectations:

The student will:

8.1 explain that feelings can be expressed in different ways;

http://www.kidshealth.org/kid/feeling/index.html

8.2 name and describe qualities and characteristics that make all individuals unique;

Kids, It's OK to be Different

8.3 identify the importance of developing and maintaining healthy relationships.

Healthy Relationships

 

Performance Indicators:

At Level 1, the student will be able to:

  • identify feelings;
  • identify methods of expression (e.g. laughing, crying, smiling, hugging and yelling);
  • identify appropriate ways to associate with individuals who have disabilities;
  • describe verbal and non-verbal communication skills.

At Level 2, the student will be able to:

  • demonstrate methods of expression;
  • demonstrate appropriate manners;
  • demonstrate verbal and nonverbal communication;
  • define self-concept;
  • describe appropriate ways to manage emotions;
  • identify health impairments and physical disabilities;
  • demonstrate respect for individuals who have disabilities;
  • define a value;
  • identify qualities of a good friend.

At Level 3, the student will beKids, It's OK to be Different able to:

  • describe how positive self-concept makes an individual unique;
  • describe the challenges of living with a health impairment or physical disability;
  • explain the importance of having personal values.

 

 

Teacher Assessment Indicators (examples):

The teacher may:

  • have the students list positive things about themselves and/or classmates;
  • provide a game for students to match emotions to facial expressions;
  • use role play scenarios to simulate obstacles a special needs child might face (e.g. blind fold, wheelchair, etc.) and have students identify their feelings.

 

Curriculum Integration:

Physical Education 3.1-3.6, 4.5, 5.1, 5.3, 5.4, 5.5, Visual Art 2.4.

 

Standard 9: The student will understand how positive social, emotional, and mental health practices promote healthful living.

 

Learning Expectations:

The student will:

9.1 identify how attitudes and behaviors relate to social health;

http://life.familyeducation.com/social-and-emotional-problems/health/34459.html

9.2 describe healthy ways to deal with pleasant and unpleasant situations for emotional well-being;

Bullying - Resources for Kids

9.3 describe how feelings and behaviors relate to personal mental health.

Positive Power Kids™

 

Performance Indicators:

At Level 1, the student will be able to:

  • define a rule for positive social living;
  • identify the characteristics of a bully;
  • describe divorce and the ending of relationships;
  • define death.

At Level 2, the student will be able to:

  • list and explain the importance of rules for positive social living (e.g. school, home, and classroom);
  • describe the importance of group needs in relation to individual needs;
  • describe appropriate actions to take when confronted by a bully;
  • describe the feelings related to divorce and the ending of a relationship;
  • identify the difference between death and dying;
  • identify the feelings related to death;
  • identify the various ways that people grieve;
  • describe the appropriate way to relate to someone who is going through the grieving process;
  • describe ways to manage emotions responsibly;
  • express the importance of not feeling sad for long periods of time;
  • identify responsible people to report and discuss feelings of sadness;
  • identify healthy ways of dealing with anger.

 

At Level 3, the student will be able to:

  • describe and demonstrate how following rules helps to promote fairness;
  • create and explain a role play of a bullying situation.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • have the students begin the day by sharing an example of one positive thing that can be said about another person every day for one week;
  • aid the students in drawing a picture illustrating how individuals may look as they experience different feelings (e.g. when feeling happy, someone looks like...);
  • assist students in creating and explaining a role play situation where bullying is involved.

 

Curriculum Integration:

Physical Education 2.4, 3.1-3.7, 5.5; Visual Art 2.6; English/Language Art K.2.07b K.2.09b, 1.2.09b, 2.2.09c,d, Computer Technology 2.1.

 

Disease Prevention and Control

 

Domain Description: Disease prevention is greatly influenced by health enhancing knowledge and behaviors practiced throughout life.

 

Standard 10: The student will understand attitudes and behaviors for preventing and controlling disease.

 

Learning Expectations:

The student will:

10.1 identify how germs are spread;

http://www.kidshealth.org/kid/talk/qa/germs.html

10.2 identify habits that will promote disease prevention;

http://www.brainpop.com/health/immunesystem/immunesystem/

10.3 identify chronic health problems. 

       http://www.kidshealth.org/kid/health_problems/index.html

 

Performance Indicators:

At Level 1, the student will be able to:

  • define germs.

At Level 2, the student will be able to:

  • describe how germs are transmitted;
  • illustrate proper handwashing techniques;
  • explain why proper handwashing is important;
  • describe the value of good health habits such as adequate sleep, exercise, water, and proper nutrition as related to disease control;
  • identify the importance of regular health screenings (e.g. medical, vision, hearing, and dental) as related to disease prevention;
  • explain the importance of immunizations;
  • identify and describe common communicable diseases (e.g. HIV, hepatitis, flu, pink eye and head lice);
  • list universal precautions related to common communicable diseases (e.g. hand washing and avoiding direct contact with blood);
  • identify chronic diseases (e.g. asthma and diabetes).

At Level 3, the student will be able to:

  • demonstrate universal precautions related to common communicable diseases;
  • identify health care practices that prevent illness and maintain health/wellness.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • provide a paper plate for students to draw a face and tape a tissue over the nose to illustrate a good way to prevent spreading germs. Teach this saying to the students "If you sneeze, use me please";
  • schedule a dental hygienist guest speaker to demonstrate proper oral care techniques and administer fluoride treatments;
  • aid the students in drawing a picture of themselves practicing a proper health care technique.

 

Curriculum Integration:

Life Science 1.1, 1.2, 2.1, 2.2, 2.3, 4.1, 4.2; Physical Education 4.1, 4.2, 4.3; Math 3.5.1-3.5.8

 

Injury Prevention and Safety

 

Domain Description: According to All About Risk Watch "Every time a child is injured or killed by something that could have been prevented, everyone suffers - the child, his or her family, classmates and friends, and the entire community. For children ages 14 and under, the #1 health risk isn’t drugs or disease: its injury."

 

Standard 11: The learner will understand attitudes and behaviors for preventing accidents and injuries.

 

Learning Expectations:

The student will:

14.1 identify common causes of childhood accidents and injuries and methods of prevention; 

           http://www.kidshealth.org/kid/watch/out/car_safety.html
           http://www.kidshealth.org/kid/watch/out/bike_safety.html
           http://www.kidshealth.org/kid/watch/out/sport_safety.html
           http://www.kidshealth.org/kid/feel_better/things/kidmedic.html
           http://www.kidshealth.org/kid/grow/drugs_alcohol/know_drugs.html

 

 

14.2 describe the importance of safety rules.

Welcome to McGruff.org

FAQ: Child Safety

 

Performance Indicators:

At Level 1, the student will be able to:

  • name the five senses and how they can contribute to personal safety (e.g. hearing smoke alarm, smelling smoke, seeing fire, etc);
  • identify behaviors that can lead to injury;
  • define the term poison.

At Level 2, the student will be able to:

  • identify safety rules related to leisure time activities (e.g. helmet and pad safety, seat belt safety, bus safety, sun safety, water safety, personal safety, etc);
  • describe various vehicle safety procedures (e.g. car, bus, and 4-wheelers).
  • identify poisonous household and nature products;
  • demonstrate ability to report possible poisoning;
  • state ways to prevent falls when playing (e.g. shoe tying, identifying safe and unsafe places to play);
  • tell a grown up when you find or see a gun.

At Level 3, the student will be able to:

  • demonstrate various vehicle safety procedures;
  • explain why safety rules are needed.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • have the students draw or list body parts that relate to the five senses and describe how they alert an individual to danger;
  • using a blindfold and tape recorder, have the students classify sounds as safe or unsafe;
  • have students demonstrate a role-play where a student will report a possible poisoning.

 

Curriculum Integration:

Physical Education 3.1, 3.2, 3.3, 3.5, 3.6; Earth and Space Science 7.1, 14.1; Math 3.6.3, 3.6.6-3.6.9.

 

Standard 12: The student will understand appropriate care for injuries and sudden illness.

 

Learning Expectations:

The student will:

12.1 name and describe situations that should be reported to a responsible caregiver;

http://www.kidshealth.org/kid/feeling/emotion/handle_abuse.html

 

12.2 demonstrate basic first aid techniques.

http://www.brainpop.com/health/personalhealth/cpr/

http://www.brainpop.com/health/personalhealth/burns/

 

Performance Indicators:

At Level 1, the student will be able to:

  • identify situations that should be reported to responsible caregivers.

At Level 2, the student will be able to:

  • explain the purpose of the 911 telephone number;
  • demonstrate how to dial 911;
  • list situations that require 911 assistance;
  • describe first aid techniques for cuts, scrapes, nose bleeds, stings, animal bites, burns, and poisoning;
  • describe first aid techniques for recreational injuries (e.g. sprains, broken bones, head injuries);
  • identify situations where the use of universal precautions is needed;
  • describe the Heimlich maneuver.

At Level 3, the student will be able to:

  • create role play situations where 911 emergency assistance is required;
  • demonstrate the Heimlich maneuver.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • provide a situation where students demonstrate dialing 911;
  • create a role play situation for students to act out what to do if his/her friend is bleeding (using ketchup) and have them respond with appropriate care;
  • schedule an Emergency Medical Technician guest speaker to demonstrate the Heimlich maneuver then have the students practice the technique on a pillow.

 

Curriculum Integration:

English/Language Arts K.1.03a

 

Standard 13: The student will understand the appropriate action to take when personal safety is threatened.

 

Learning Expectations:

The student will:

13.1 identify situations that should be reported to a trusted adult;

http://www.kidshealth.org/kid/feeling/emotion/handle_abuse.html

13.2 demonstrate self-protection skills and identify appropriate resources for help. 

           http://www.kidshealth.org/kid/watch/er/fire_safety.html
 
 Performance Indicators:

At Level 1, the student will be able to:

  • identify trusted individuals.

At Level 2, the student will be able to:

  • name persons to whom threatening situations need to be reported;
  • describe the difference between good touch and bad touch;
  • identify situations of abuse and neglect (e.g. physical and mental harm, being left home alone, and lack of food);
  • identify appropriate self-protection skills;
  • describe appropriate procedures to take during a fire, tornado and earthquake;
  • demonstrate proper techniques of stop, drop, and roll.

At Level 3, the student will be able to:

  • demonstrate appropriate self-protection skills;
  • demonstrate appropriate procedures to take during a fire, tornado, and earthquake.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • have the students recite their full name, parents’ or caregivers’ full names, address, and phone number;
  • have the students demonstrate the "stop, drop, and roll" procedure;
  • assist the students in developing a fire escape plan for their home and present it to the class.

 

Curriculum Integration:

Physical Education 3.6; Computer Technology 2.1, 2.2.

 

Substance Use and Abuse

 

Domain Description: The use of chemical substances can have both benefits and risks. Knowledge, attitudes, and personal choices can determine responsible behaviors towards the use of chemical substances, including the avoidance of alcohol and tobacco.

 

Standard 14: The student will understand appropriate and inappropriate uses of chemical substances for healthful living.

 

Learning Expectations:

The student will:

14.1 describe the role of drugs and medicines in keeping people healthy;

Keep Kids Healthy - free pediatric parenting advice

14.2 describe inappropriate use of drugs and medicines.

http://www.brainpop.com/health/personalhealth/steroids/

http://www.brainpop.com/health/personalhealth/addiction/

http://www.brainpop.com/health/personalhealth/alcohol/

http://www.brainpop.com/health/personalhealth/drugabuse/

http://www.brainpop.com/health/personalhealth/smoking/

 

Performance Indicators:

At Level 1, the student will be able to:

  • define medications;
  • identify types of medications;
  • explain why medications should only be taken when administered by an adult.

At Level 2, the student will be able to:

  • describe the role of medications and how they contribute to healthful living;
  • identify the importance of not taking someone else’s medications (e.g. asthma inhaler, pills, and ointments).

At Level 3, the student will be able to:

  • identify medicines that bear a resemblance to candy.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • have the students role play situations where they refuse candy and/or medications from a stranger or friend versus accepting candy and/or medications from a trusted adult;
  • conduct an art project by folding the ends of a piece of paper to the center to make a medicine cabinet. Have the students draw medicine containers on the inside of the medicine cabinet. When flaps are folded down, teacher provides a paper lock to secure with tape to outside of medicine cabinet to demonstrate lock up of all medicines. Teacher may write the words "Lock up all medications" on the outside of the medicine cabinet;
  • bring in pictures of various medicines and candies and have the students classify them correctly as either "Medicines" or "Candies" (e.g.Sweettarts to children’s vitamins, and Hershey’s candy bar to Ex-lax).

 

Curriculum Integration:

N/A

 

Standard 15: The student will understand the effects of substance use and abuse.

 

Learning Expectations:

The student will:

15.1identify the consequences of using tobacco products, alcohol, and drugs;

http://www.brainpop.com/health/personalhealth/smoking/

http://www.brainpop.com/health/personalhealth/alcohol/

http://www.brainpop.com/health/personalhealth/drugabuse/

           http://www.kidshealth.org/kid/watch/house/smoking.html
           http://www.kidshealth.org/kid/stay_healthy/body/alcohol.html

15.2 practice refusal skills to avoid harmful substances.

McGruff.org -- What You Need To Know About Drugs and Alcohol

 

Performance Indicators:

At Level 1, the student will be able to:

  • describe the consequences of using tobacco, alcohol and drugs.

At Level 2, the student will be able to:

  • describe how alcohol and drugs alter your mental state;
  • describe how the use of tobacco can affect healthful living;
  • describe how the use and abuse of alcohol and drugs can affect healthful living;
  • identify names of illegal drugs;
  • define appropriate refusal skills to avoid harmful substances;
  • describe how substance abuse can cause physical and mental disabilities.

At Level 3, the student will be able to:

  • demonstrate appropriate refusal skills to avoid harmful substances;
  • assess the life of a substance abuser.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • provide a sponge to represent the lung and a dark (mud or dirty oil) concoction to spread over the lung to represent the effects of tar and nicotine on the lungs and have students describe what they see;
  • provide plastic drink cups or distortion glasses for students to look through to simulate the affects of alcohol on vision and have the students describe how their vision is affected;
  • bring in a knowledgeable guest speaker to discuss the consequences of substance abuse.

 

Curriculum Integration:

Physical Education 3.6.

 

Environmental and Community Health

 

Domain Description: The health of the environment and community is directly impacted by responsible individual behavior. Public health and community services are essential to promote a healthy community.

 

Standard 16: The student will recognize environmental practices and products that affect personal and community health.

 

Learning Expectations:

The student will:

16.1 describe different types of pollution and it’s environmental affects;

NRDC's Green Squad: The Squad

 

16.2 identify the importance of "reduce, reuse, recycle" practices.

Kids Recycle!.

 

Performance Indicators:

At Level 1, the student will be able to:

  • identify different types of environmental pollution (e.g. ground, noise, water, air).

At Level 2, the student will be able to:

  • describe how environmental pollution affects healthful living;
  • identify the affects of litter on the environment;
  • define the terms "reduce, reuse, and recycle";
  • list items that are produced by the "reduce, reuse, and recycle" process;
  • define what a landfill is and describe its purpose.

At Level 3, the student will be able to:

  • select appropriate items for recycling (e.g. aluminum cans, plastic containers, cardboard, newspapers, and glass);
  • design a recycle center at your school.

 

Teacher Assessment Indicators (examples):

The teacher may:

  • display a bottle of tap water next to a container of river water and have the students identify the differences between the two and watch them change over time;
  • have students bring in one recyclable item;
  • have students implement and manage a recycle center at school that they have previously designed.

 

Curriculum Integration:

Social Studies 2.01; Life Science 2.4, 6.1; Earth Science 10.2; Math 3.2.9.

 

Standard 17: The student will be aware of and appropriately use community services that promote healthful living.

 

Learning Expectations:

The student will:

17.1 identify community health workers and the activities and programs they provide;

It's time to GET FIT Tennessee!

17.2 describe the importance of community organizations to healthful living.

It's time to GET FIT Tennessee!

It's time to GET FIT Tennessee!

 

Performance Indicators:

At Level 1, the student will be able to:

  • identify community health workers (e.g. nurses, doctors, dentists).

 

At Level 2, the student will be able to:

  • identify programs and places where health workers work (e.g. health department, hospitals);
  • explain the purpose of non-profit organizations that promote healthful living (e.g. American Heart Association, American Cancer Society, American Lung Association).