Subject: Health
Grade Level: Kindergarten
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.
2.
Explain
why making healthy choices is better.
3.
Understand
why having healthy relationships contribute to wellness.
4.
Identify
two good health habits.
5.
Demonstrate
proper tooth brushing technique.
6.
Demonstrate
proper hand washing procedure.
7.
Identify
appropriate attire for weather changes.
Duration
to Teach: 5 Lessons
Wellness – 2
lessons
Dental – 2
lessons
Hand washing
– 1 lesson
Activities:
-
Allow
students to wear a “
-
Practice
brushing by pretending to brush for a designated time.
-
Demonstrate
proper hand washing technique and have students return demonstration at the
sink.
-
Display
a “Health Tool Box” and play guessing game to identify different personal care
items. “I am used for washing hair,” 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.
Identify
the five senses and the corresponding body part.
2.
Describe
how our senses protect us.
3.
Identify
three major body parts; heart, lungs and
stomach.
4.
Describe
how these organs function.
5.
Place
them correctly on a paper bag vest and point where they are on their own
bodies.
6.
Identify
two reasons we need bones.
7.
Recognize
the stages of life; baby, child, teen, adult and senior.
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
– Identify the major parts of the outer eye using a felt board.
-
Hearing
– Using an otoscope, show the major parts of the outer ear on a poster.
-
Taste
– Hold salted pretzel on different parts of the tongue to distinguish saltiest
location.
-
Smell
–Soak cotton balls in different solutions and allow student to identify smell.
-
Touch
– Place objects of different textures in boxes.
Allow students to feel and identify.
-
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.
-
Display
pictures of babies, adults, teens, adults and seniors. Allow students to categorize according to
stage of life.
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.
Identify
what a snack is.
2.
Recognize
the difference between “always good” snacks and “sometimes good” snacks.
3.
Recognize
that there are many different kinds of foods.
4.
Identify
all the food groups.
Duration
of time: 2 Lessons
Snack foods – 1 lesson
Food groups – 1 lesson
Activities:
School-wide Programs
“Healthy Lunch Day” - Kindergarten 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.
-
Brainstorm
different snacks. Each is put on list,
“Always Good or “Sometimes Good.”
-
Students
are asked to place their hand inside one of the five “Mystery Boxes” to
identify the food and which food group it belongs to.
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
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.
Demonstrate
proper technique for washing hands.
2.
List
four times it is important to wash hands.
3.
Demonstrate
covering coughs and sneezes.
Duration
to Teach: 2 Lessons
Hand washing – 1 lesson
Preventive Health Habits – 1 lesson
Activities:
-
Have
students demonstrate proper hand washing technique, one at a time, at their
classroom sink.
-
Have
students make a “Cover That Sneeze” poster.
List
text, resources and/or literature:
·
“The Cow Buzzed” Andrea Zimmerman
·
“Wash those Hands” Marsh Media
·
“Keeping Healthy” Step-by-Step Science Series
E. Safety
1.
Explain
and demonstrate ways to prevent injuries, including seat belts and child safety
seats in motor vehicles, protective gear, and fire, bus, and traffic safety
procedures.
2.
Explain
and demonstrate simple first aid procedures, including getting help and calling
3.
Distinguish
among “good/safe touch, bad/unsafe touch,” and “confusing touch” and explain
what to do if touching causes uncomfortable feelings. (2.4)
Objectives:
Each student will be able to:
1.
Recognize
when a seat belt or booster seat is needed.
2.
Demonstrate
proper way to exit the building for a fire drill.
3.
Demonstrate
how to walk safely in the building.
4.
Explain
the importance of cleaning skin following an injury.
5.
Know
their name, address and phone number.
6.
Know
not to touch another person’s blood or saliva.
7.
Identify
their feelings of discomfort.
8.
Demonstrate
how they can say “no” when someone touches them inappropriately.
9.
Discuss
that they must tell a trusted adult if this should happen.
10.
Identify
the people that can help them.
11.
Recognize
their right to tell if they are being hurt.
Duration to Teach: 5
Lessons
Safety - 3 lessons (bike, car and fire)
First aid/911 – 1 lesson
Good touch/Bad touch - 1 lesson
Activities:
-
Students
are to color in block letters “EXIT” and walk through the building to count the
number in the building.
-
Students
are rewarded with a donated, free ice cream certificate if they are caught
sitting in their car booster seat.
-