Subject: Health
Grade Level: Grade Two
Department/School: Physical Education/Health-Linden/Forest
Duration: Full Year
Number of Credits: N/A
Prerequisite: N/A
Elective or required N/A
Authors: Mary Giblin, R.N.
Janice Loschiavo, R.N.
Date Submitted: Summer 2004
This course will prepare students to be health literate and physically educated allowing them to seek to improve personal, family, and public health. Using health promotion and disease prevention principles, nutritional concepts, and injury prevention strategies, students modify personal behaviors based on risk factors and adopt health practices to reduce or eliminate preventable health problems. Health–literate and physically educated students recognize the importance of prevention, early detection, and treatment in enhancing personal wellness.
Health-literate
and physically educated students communicate effectively. These students set goals, solve
health-related problems, and resolve conflicts. They use health-enhancing personal,
interpersonal, and life skills to initiate and maintain healthy relationships
that contribute to wellness.
Health-literate
and physically educated students know the short and long-term effects of
alcohol, tobacco, and other drugs on the body, behavior, performance, and
personal relationships. These students
use medicines correctly and refrain from the harmful or illicit use of chemical
substances. Health-literate and
physically educated students identify and use resources for information about
chemical dependency and know how to seek support, assistance, and treatment for
problems associated with the abuse of alcohol, tobacco, and other drugs.
Health-literate
and physically educated students consider the biological, social,
psychological, and cultural implications of sexual behavior when making
health-enhancing choices.
Health-literate and physically educated individuals take personal
responsibility for their sexual health and the health of their relationships,
and recognize the impact that sexual decisions may have on the well being of
others.
We the members of the
Glen Ridge School System are committed to the advancement of the total health
and well being of the students of
The goals of our health
education program are to:
1. Help each student develop self-confidence, personal
and social awareness, wholesome attitudes, sexual understanding and functioning
as part of the family unit.
2. Prepare students to accept and assume responsibility
for their own health.
3. Make health education more relevant in their lives by
linking with other subject areas.
4. Place emphasis on the total approach to health: physical, mental and social aspects.
5. Develop a healthy attitude toward life.
6. Maximize all students’ potential for success in an
ever-changing world.
7. Empower the students of
Health
STANDARD
2.1 ALL STUDENTS WILL LEARN HEALTH
PROMOTION AND DISEASE PREVENTION CONCEPTS AND HEALTH-ENHANCING BEHAVIORS.
STANDARD
2.2 ALL STUDENTS WILL LEARN
HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS.
STANDARD
2.3 ALL STUDENTS WILL LEARN THE
PHYSICAL, MENTAL, EMOTIONAL, AND SOCIAL EFFECTS OF THE USE AND ABUSE OF
ALCOHOL, TOBACCO, AND OTHER DRUGS.
STANDARD
2.4 ALL STUDENTS WILL LEARN THE
BIOLOGICAL, SOCIAL, CULTURAL, AND PSYCHOLOGICAL ASPECTS OF HUMAN SEXUALITY AND
FAMILY LIFE.
UNIT
1 - WELLNESS
Standards 2.1
Goal: All students will learn and apply
health promotion and concepts and skills to support a healthy, active
lifestyle.
A.
Personal Health
1.
Define
wellness and explain how making healthy choices and having healthy
relationships contribute to wellness.
2.
Describe
and demonstrate self-care practices that support wellness, such as brushing and
flossing teeth, washing hands, and wearing appropriate attire for weather or
sports.
Objectives:
Each student will be able to:
1.
Define
wellness as opposed to illness.
2.
Identify
three healthy choices.
3.
Describe
how having healthy relationships contributes to wellness.
4.
Recognize
good as opposed to not-so-good health habits.
5.
Demonstrate
proper tooth brushing, flossing and fluoride application.
6.
Identify
four times when it is important to wash hands and demonstrate proper technique.
7.
Understand
how clothing can be layered to accommodate temperature changes.
Duration
to Teach: 5 Lessons
Wellness – 2
lessons
Dental – 2
lessons
Hand washing
– 1 lesson
Activities:
-
Brainstorm
favorite foods, activities and cleaning habits.
Categorize according to good for keeping healthy and not-so-good. Place on flip card to compare and contrast.
-
Children
are directed to make a “Stay Well Card.”
They can cut-out or draw pictures of people playing outside, sleeping,
eating healthy food, etc.
· “Staying Clean and Healthy” – Creative Activities for Teaching basic Personal Hygiene Habits
·
Magazines,
construction paper and crayons
·
Explore
and Discover “Healthy Habits” Creative Teaching Press
·
“An Early Start to Good Health” American Cancer Society
·
“Wash Those Hands” video – Marsh Media
·
“Geena’s Tremendous Tooth Adventure” Crest School Health Program
·
Decorated
box with personal items, toothbrush, soap, washcloth, etc.
B.
Growth and
Development
1.
Recognize
how our five senses protect us.
2.
Name
and locate body organs and parts.
3.
Describe
how children are alike and how they are different.
Objectives:
Each
student will be able to:
1.
Understand
basic anatomy and physiology of the ear, nose, skin, tongue and eye.
2.
Identify
five major body parts: heart, lungs,
stomach, brain and liver.
3.
Describe
how these organs function alone and together.
4.
Place
them correctly on a paper bag vest and headband and identify where they are on
their own body.
5.
Describe
how bones and joints help us move around.
6.
Identify
the responsibilities that come with each stage in life.
Duration
to Teach: 10 Lessons
One introductory lesson and one lesson for each sense.-.6
lessons
One introductory lesson and one to make vests – 2 lessons
Life states lesson – 1 lesson
Skeletal System – 1 lesson
Activities:
-
Vision
– Using a felt board, have students label the parts of the inner and outer eye.
-
Hearing
– Play an audio tape allowing students to identify sounds.
-
Taste
– Blindfolded, have students identify sweet, sour, and salty tastes.
-
Smell
–Ask students to name the smell and tell if it is from something edible.
-
Touch
– Allow students to identify objects by touch and state what they are used for.
-
Using
a large, brown paper bag, cut out an opening for the head and slits up both
sides for the arms. Have the students cut out and glue the different body parts
in the correct place. Place the brain on
a headband for them to wear.
-
Demonstrate
how difficult it is to sit straight and move using a puppet. Have students try to walk, sit, etc. without
bending their arms or legs.
-
Have
students draw or cut out pictures to make a timeline baby to senior.
List
text, resources and/or literature:
1. “My Five Senses”
by Margaret Miller
2. “Five Senses”
Explore and Discover
3. “Keeping Healthy”
Step-by Step Science Series
4. Cut-outs of brain, lungs, heart,
stomach and liver. Brown paper bags.
5. “An Early Start to Good Health” American Cancer Society
6. Magazine pictures, colored paper
7. “Being Healthy”
Harcourt Brace
8. “Love You Forever” Robert Munsch
C. Nutrition
1.
Explain
why some foods are healthier to eat than others
2.
Sort
foods according to food groups and food sources.
Objectives:
Each
student will be able to:
1.
Recognize
why certain foods are healthier than others.
2.
Select
healthy food for an entire day.
Duration
of time: 2 Lessons
Snack foods – 1 lesson
Food groups – 1 lesson
Activities:
School-wide Programs
“Healthy Lunch Day” – Kindergarten and grade one students
bring a healthy lunch and are rewarded with a sticker from the second grade.
“Health Food
“Healthy Breakfast Day” - Students dine on “Green Eggs and
Ham” to celebrate Dr. Seuss’ birthday.
“Salad Day” - Students are treated to a healthy lunch consisting of a
salad containing all food groups.
-
Students
are asked to identify five good snacks and five not-so-good snacks. Pretend that you are going to a friend’s
house for breakfast, lunch or dinner.
Have your friend explain what he/she will serve that will include all
the food groups.
List
text, resources and /or literature:
·
“Being Healthy” – Harcourt Brace
·
“Too Much Junk Food” Stan and Jan Berenstain
·
“Gregory, the Terrible Eater” – Scholastic
·
“Mystery
Boxes” decorated shoe boxes with hole cut on side large enough for hand to fit
in. One item from each food group hidden
inside.
D. Diseases
and Health Conditions
1.
Explain
the difference between communicable and non-communicable diseases.
2.
Discuss
common symptoms of disease and health conditions.
3.
Explain
ways to prevent the spread of diseases such as hand washing, immunizations,
covering coughs, and not sharing cups, hats or combs.
Objectives:
Each
student will be able to:
1.
Identify
two diseases that are caught from someone else.
2.
Identify
two diseases that you are born with.
3.
Discuss
what happens inside our body when germs enter.
4.
Understand
basic immune response of body to fight disease.
5.
Recognize
the importance of preventive health care.
Duration
to Teach: 2 Lessons
Hand washing – 1 lesson
Preventive Health Habits – 1 lesson
Activities:
-
Place
glitter on a pencil. Allow students to
handle, demonstrating how germs can be passed on hands.
List
text, resources and/or literature:
·
“The Cow Buzzed” Andrea Zimmerman
·
“Wash those Hands” Marsh Media
· “