Health Education - 2nd Grade
Printable Version (pdf)
In second grade, Health Education builds on the knowledge and skill of students by learning and practicing behaviors in each strand:
- Health Foundations and Protective Factors of Healthy Self (HF) is intended to be the foundation of the Health Education Core. Protective factors are attributes such as skills, strengths, or coping strategies which increase the health and well-being of children. These attributes help people deal more effectively with stress, peer-pressure, and other potentially harmful situations. Students with strong protective factors are less likely to develop mental illness or substance use disorders. Students will practice specific skills and behaviors that build resiliency and develop strong protective factors.
- Mental and Emotional Health (MEH) teaches students how to advocate for the mental and emotional health of self and others. Students will learn and adopt behaviors which will also maintain and enhance physical and social health. Strategies to help students manage their thoughts, feelings, and behaviors are key components of this strand. Students will identify emotions and how to respond appropriately to different emotions.
- Safety and Disease Prevention (SDP) helps students understand their role in protecting themselves and others from unintentional danger, risk, injury, or disease. Students will learn and adopt behaviors which will maintain and enhance health. Students will learn how products contribute to good health and protect the body from injury. Technology safety will also be addressed to continue to encourage safe practices.
- Substance Abuse Prevention (SAP) improves health by teaching students the knowledge and skills to make choices to avoid substance abuse. Students will learn how to resist specific substances and understand health risks associated with substance use.
- Nutrition (N) helps students understand the vital role food preparation and consumption will have on their health throughout their life. A healthy diet supports the immune system and reduces the occurrence of many diseases. Proper nutrition is linked to learning readiness, academic achievement and decreased discipline and emotional problems. Students will learn how nutrition contributes to health, how food relates to energy, and factors that may influence eating behaviors.
- Human Development (HD) teaches students how their body changes throughout their lifespan, how to care for and protect their bodies in a way that is developmentally and age appropriate, and characteristics of a healthy relationship. Students will learn basic anatomy and refusal skills.
Core Standards of the Course
Strand 1: HEALTH FOUNDATIONS AND PROTECTIVE FACTORS OF HEALTHY SELF (HF)
Students will learn the importance of goal-setting, decision-making skills, and develop social and emotional competence.
Set a goal and discuss strategies for meeting the goal.
Recognize when assistance is needed in making decisions.
Identify ways to set, recognize, respect, and communicate personal boundaries.
Practice active-listening skills.
Describe characteristics of a good friend.
Strand 2: MENTAL AND EMOTIONAL HEALTH (MEH)
Students will identify and respond to various emotions in appropriate ways.
Identify the causes of different emotions and practice methods to express emotions appropriately.
Describe ways to respond to uncomfortable emotions or situations.
Identify trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) to talk with about emotions.
Strand 3: SAFETY AND DISEASE PREVENTION (SDP)
Students will learn how practices and behaviors contribute to good health.
Explain how products (for example, sun protection, hygiene products, sports equipment, seatbelts, booster seats) can contribute to personal health.
Identify personal behaviors that contribute to safe or unsafe use of technology.
Describe reasons why people visit a healthcare provider (for example, doctor, dentist, counselor).
Identify ways people can avoid coming in contact with another personís blood and bodily fluids.
Strand 4: SUBSTANCE ABUSE PREVENTION (SAP)
Students will learn how to refuse specific substances and understand the health risks associated with harmful substances.
Recognize the health implications of harmful substances and demonstrate how to refuse alcohol, tobacco, nicotine, and other substances.
Describe the role medications play in wellness and identify what is helpful or harmful.
Strand 5: NUTRITION (N)
Students will understand nutritional terms and learn internal and external influences on eating.
Identify food and beverage choices that contribute to good health.
Define calorie as a measurement of energy and describe how calories are necessary for good health.
Recognize the signals the body sends when hungry or full.
Identify how family, peers, culture, and media influence eating habits.
Strand 6: HUMAN DEVELOPMENT (HD)
Students will learn basic anatomy and universal precautions. Utah Code requires parental notification for instruction on child sexual abuse prevention.
Identify the proper names for body parts.
Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, afraid, or unsafe.
http://www.uen.org - in partnership with Utah State Board of Education
(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE Specialist -
and see the Health Education website. For
general questions about Utah's Core Standards contact the Director
These materials have been produced by and for the teachers of the
State of Utah. Copies of these materials may be freely reproduced
for teacher and classroom use. When distributing these materials,
credit should be given to Utah State Board of Education. These
materials may not be published, in whole or part, or in any other
format, without the written permission of the Utah State Board of
Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah