Grade 2 Health Vermont Standards

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Use effective verbal and nonverbal communication skills to express ideas, needs, wants, and feelings (e.g., making friends; giving and accepting compliments or statements of appreciation).

Explain that tobacco comes in a variety of forms and contains harmful chemicals including nicotine that is harmful to health and addictive.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Identify safe behaviors around strangers (e.g., not getting in cars or taking treats from strangers).

Identify habits that are healthy and reduce the risk of disease (e.g., healthy food choices, regular physical activity, drinking water, adequate sleep and rest).

Apply strategies to avoid or get away from situations that threaten personal safety.

Create a list of foods that should be limited.

Demonstrate ways to show respect for feelings, rights, and property of others.

Demonstrate verbal and nonverbal ways to ask trusted adults for help, including how to report unsafe, scary, or hurtful situations in the home, school or community.

Select a variety of foods that can be eaten for healthy snacks.

Demonstrate ways to communicate care, consideration, and respect of self and others.

Identify trusted individuals in the home, school, and community who can provide help with safety issues.

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Alcohol, Tobacco, and Other Drugs (ATOD)

Demonstrate basic first aid and how to call 911 to get help in emergencies.

Demonstrate strategies to stay safe around medicines, drugs, and unknown substances, including how to avoid exposure to second-hand smoke.

Explain the importance of eating a variety of nutrient-rich foods.

Describe what respect is and why it is important.

Recognize the signs and symptoms of common illnesses (e.g., fever, rashes, coughs, congestion, wheezing).

Use effective verbal and nonverbal communication skills to express ideas, needs, wants, and feelings.

Demonstrate appropriate communication skills when asking adults/caretakers to offer healthy foods and time for physical activity.

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Describe dangerous and risky situations that need to be reported to an adult.

Demonstrate the ability to apply rules and actions to use in a situation when weapons or dangerous objects may be present.

Set a short-term personal health goal for healthy eating and physical activity.

Identify the roles and responsibilities of family members.

Identify healthy behaviors and choices (e.g., rules for safe use of medicines at home and school).

Identify trusted individuals in the home, school, and community, who can provide help with health issues.

Identify community health service providers (e.g., dentists, nurses, physicians, paramedics, who can provide help with personal health issues).

Identify ways to show respect for diversity (e.g., individual differences, diverse family structures).

Violence and Injury Prevention (VIP)

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Demonstrate ways to refuse or report inappropriate touch.

Identify safety practices for home and school (e.g., rules for pedestrian and traffic safety, fire, weather, water, recreation safety).

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Identify trusted individuals in the home, school, and community who can provide help with troublesome feelings and solving problems.

Explain the difference between tattling and reporting bullying or aggression.

Identify the stages of the life cycle from infancy to old age.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Identify safety hazards that may exist in home/school (e.g., medicines, household products, unknown substances) and potentially dangerous objects/weapons (e.g., matches, broken glass, knives, guns).

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Predict outcomes of positive health decisions.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Identify a variety of ways to be physically active and raise heart rate.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Identify people who can help make decisions and solve problems.

Demonstrate safety skills for a variety of situations, including safe pedestrian behaviors, fire or other emergency, use of safety/protective gear in recreation, precautions around water and dangerous objects/weapons.

Distinguish between appropriate and inappropriate touch.

Explain when assistance is needed in making health-related decisions (e.g., family members and other adults help students make healthy food choices).

Describe routines to follow in emergency situations (e.g., fire, lockdown drills, calling 911).

Mental and Emotional Health (MEH)

Identify household products that are harmful if touched, ingested or inhaled.

Apply effective ways to handle emotions (e.g., fear, anger, happiness, sadness, frustration).

Describe a variety of feelings and the importance of expressing them in appropriate ways.

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Demonstrate ways to communicate care, consideration, and respect for self and others (e.g., making friends, giving and receiving compliments).

Identify habits that affect health (e.g., impact of tobacco on their health, both using tobacco and being exposed to second-hand smoke).

Explain when assistance is needed in making health-related decisions.

Identify a variety of nutritious food choices.

Nutrition and Physical Activity (NPA)

Identify basic personal hygiene habits required to maintain health (e.g., caring for teeth, gums, eyes, ears, nails).

Goal Setting - Students will demonstrate the ability to set personal goals to enhance health.

Use effective verbal and nonverbal communication skills to express needs, wants, and feelings (e.g., asking for help, saying no).

Personal Health and Wellness (PHW)

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Use effective communication skills to encourage others to make positive choices for personal health and wellness.

Differentiate between safe and risky behaviors.

Analyzing Influences - Students will show understanding of how culture, media, peers, family, and other factors influence healthy behaviors.

Family, Social and Sexual Health (FSSH)

Explain how culture, media, peers, family and other factors influence eating behaviors and physical activity.

Describe ways to be responsible in school and at home, as a family member, classmate or friend.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Demonstrate what to say and do when witnessing bullying or other potentially violent situations.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Demonstrate healthy ways to cope with change that may occur in families (e.g., pregnancy, birth, marriage, divorce, relocation, death).

Identify trusted individuals in the home, school, and community who can provide help and/or accurate information about medicines, tobacco, alcohol or other unknown substances.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Explain when assistance is needed in making health-related decisions (e.g., tattling vs. getting help).

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Demonstrate the skills to promote health and reduce the spread of germs (e.g., proper hand washing, proper tooth brushing techniques).

Express information and opinions to encourage others to make positive health choices to be alcohol and tobacco free.

Identify a variety of physical activities that are personally enjoyable.