Content Area: Comprehensive Health


Grade Level Expectations: Second Grade


Standard: 2. Physical and Personal Wellness in Health


Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 1. Identify eating and drinking behaviors that contribute to maintaining good health
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Explain the importance of choosing healthy foods and beverages (DOK 1-2)
  2. Identify the benefits of drinking plenty of water (DOK 1)
  3. Describe the benefits of eating breakfast every day (DOK 1-2)
  4. Identify a variety of healthy snacks (DOK 1)
  5. Understand that the body exhibits signals that tell people when they are hungry and when they are full (DOK 1)
Inquiry Questions:
  1. Why do many people claim that breakfast is the most important meal of the day?
  2. Why is it important to pay attention to your body when it feels hungry or full?
Relevance & Application:
  1. Water is essential for optimal body functioning.
  2. A healthy diet, which includes eating breakfast, helps provide the energy you need to move, think clearly, and solve problems, throughout the day.
Nature Of:
  1. A healthy, balanced diet includes eating appropriate portion sizes from multiple food groups throughout the the day.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Recognize basic childhood chronic diseases
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify problems associated with common childhood chronic diseases or conditions, including but not limited to asthma, allergies, type-1 diabetes, and epilepsy (DOK 1-3)
  2. Communicate concern to an appropriate adult when a person is having an allergic reaction or difficulty breathing (DOK 1-3)
Inquiry Questions:
  1. How can you tell if someone is having an allergic reaction?
  2. What actions might you take if you saw a person who was having trouble breathing?
Relevance & Application:
  1. Food allergies are common and it is important to understand how to decrease exposure to allergens..
  2. If someone is having difficulty breathing or is not responding, it is important to know how to seek help.
Nature Of:
  1. Chronic diseases and allergies can be effectively managed.

Content Area: Comprehensive Health


Grade Level Expectations: Second Grade


Standard: 4. Prevention and Risk Management in Health


Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 1. Identify the dangers of using tobacco products and being exposed to second-hand smoke
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Describe the benefits of not using tobacco (DOK 1-2)
  2. Identify the short- and long-term physical effects of using tobacco and being exposed to tobacco smoke (DOK 1-2)
  3. State reasons why one should avoid second-hand smoke (DOK 1-2)
  4. Demonstrate the ability to assertively refuse an unwanted item or pressure from a peer (DOK 1-3)
Inquiry Questions:
  1. Why do people choose to smoke when they know it is bad for them?
  2. Why is it important to be able to refuse something that you do not want?
  3. What might happen if I saw a friend pick up a cigarette and I didn't say anything...I just walked away?
Relevance & Application:
  1. Researchers explore the impact of tobacco on the body's ability to function normally.
  2. Second-hand smoke impacts air quality .
Nature Of:
  1. Effective communication skills enhance a person's ability to express wants and defend their beliefs.
  2. Research has clearly established that tobacco has a variety of harmful effects on the human body.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Identify safe and proper use of household products
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify and distinguish between substances that are safe and unsafe to be taken orally (DOK 1-2)
  2. Explain that taking medications incorrectly can be harmful, including vitamins (DOK 1-2)
  3. Articulate the proper and safe use of household products (DOK 1-2)
Inquiry Questions:
  1. What could happen if there were not any labels on medicines, foods, vitamins or other household products?
  2. What is safe or unsafe to eat?
Relevance & Application:
  1. Pharmacists work to explain and protect individuals from unsafe substances or mistaken consumption of medication.
  2. New technologies are being developed to prevent unintentional poisoning.
Nature Of:
  1. Medicines must be used correctly in order to be safe and have maximum benefit.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 3. Explain why bullying is harmful and how to respond appropriately
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Understand why it is wrong to tease others (DOK 1-3)
  2. Identify why making fun of others is harmful to self and others (DOK 1-3)
  3. Describe the difference between bullying and teasing (DOK 1-2)
  4. Explain what to do if you or someone else is being bullied (DOK 1-2)
Inquiry Questions:
  1. How does the old saying, "walk a mile in the other person's shoes" apply to teasing and bullying?
  2. If it's just "making fun" then how can it be harmful?
Relevance & Application:
  1. A number of professionals can help when someone is being bullied or teased, including but not limited to counselors, psychologists, police, or trusted adults.
Nature Of:
  1. Tolerance, appreciation, and understanding of diversity are important skills to learn and practice.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 5. Demonstrate interpersonal communication skills to prevent injury or to ask for help in an emergency or unsafe situation
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate how to make a decision to call 911 or other emergency numbers for help
  2. Demonstrate verbal and nonverbal ways to ask an adult for help about an emergency
  3. Demonstrate effective refusal skills to avoid unsafe situations
  4. Describe the use of safety equipment for specific activities and sports such as biking, skateboard, riding a scooter and inline skating (DOK 1-2)
  5. Identify ways to reduce or prevent the risk of injuries around water (DOK 1-2)
Inquiry Questions:
  1. How do I know when to call 911?
  2. What do individuals do when they need to communicate and they cannot speak?
  3. What are the decisions made by emergency workers?
  4. What happens if a player does not wear a helmet or kneepads?
  5. Why is it important to be careful around water?
  6. Why do lifeguards say "walk don't run" at swimming pools?
Relevance & Application:
  1. Ambulance personnel are skilled at considering situations from a variety of aspects.
  2. Young people often get trained to perform CPR or other forms of resuscitation.
  3. Injury prevention requires preparation and communication.
  4. Coast Guard and lifeguards are equipped to prevent and provide help in a water safety situation.
  5. A 911 operator is trained to send help in an emergency and provide help over the phone.
  6. Safety equipment, such as helmets, knee pads, and life jackets, exist to help prevent unintentional injuries.
Nature Of:
  1. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations.