Grade 2 Health Missouri standards Standards

Recognize that littering is against the law and promotes the spreading of pathogens.

Recognize the harmful effects of poor air quality or extreme temperature to the body (e.g., asthma, allergies, hypothermia).

Individual Responsibility

Environmental Health

Describe the effects of TAOD on the body (e.g., lungs, brain, liver).

Substance Use vs. Non-Use

Recognize importance of safely storing medicine in its proper place.

Purpose and Guidelines for Prescription, OTC Drugs and Natural Substances

Explain what constitutes a drug free and safe community.

Identify various types of drugs (e.g., nicotine, alcohol and street drugs).

Safe and Unsafe Substances

Substance Education

Explain the use and purpose of safety equipment.

Activity Related Injuries and Environmental Conditions

Recognize what to do for minor injuries under adult supervision (e.g., scrape, cut, nosebleed).

First Aid Procedures

List common emergencies and steps to take in each situation.

Describe common safety rules and laws (e.g., playground, bicycle, pedestrian, vehicle).

Safety for Home, School, and Communities

Injury Prevention and Safety

Identify safe practices for reducing a person's risk for disease (e.g., syringes and needles, sneezing, coughing, hand washing).

HIV/AIDS Prevention Education

Identify how germs are spread and apply practices which help reduce germs in our community (e.g., cover mouth when sneezing, wash hands).

Define communicable and non-communicable diseases.

Communicable vs. Non-Communicable Diseases

Disease Prevention and Control

Risk Assessment and Reduction

Identify resources in the community that can provide safety (e.g., police, safe houses, school, counselor, mall security).

Harassment/Bullying and Violence Prevention

Identify healthy activities that can relieve uncomfortable feelings and emotions.

Stress Management and Coping Skills

Identify positive influences in a person's life (e.g., school, community, family).

Goal Setting and Asset Development

Identify positive ways to solve or prevent problems (e.g., verbal communication skills, non-verbal, and "I" messages).

Decision Making and Problem Solving

Life Management Skills

Identify advertising techniques that target children (e.g., toys in cereal, fast food meals, cartoon characters).

Media Influence on Health Habits and Decisions

Consumer Health and Safety

Select foods that are nutrient-dense to provide the body with long-lasting energy for thinking and physical activity (e.g., eating fruits/vegetables versus candy/chips).

Food Energy and Physical Activity

Recognize the four basic rules of food handling (i.e., clean, cook, chill, separate).

Food Handling and Safety

Identify the basic parts of the Nutrition Facts label (e.g., serving size, fat, sugar, ingredients).

Food Labels

Recognize that eating healthy and being active will help maintain a healthy body composition.

Identify a healthy snack from each food group (see MyPyramid.gov).

Balance, Variety and Moderation

Compare and contrast the effects of nutrient-dense and empty-calorie foods on the body (e.g., soda/skim milk, chips/apple; cookies/carrots).

Identify healthy food choices (see MyPyramid.gov) in each of the five food groups (sorting play food or pictures into food groups).

Essential Nutrients and Food Groupings

Nutrition

Describe how physical activity makes a person's body stronger (e.g., helps develop strength, endurance, flexibility, and body composition).

Health and Skill Related Fitness

Describe how people grow and change throughout life (physically, mentally, emotionally, and socially).

Growth and Development

Identify and show good oral hygiene (e.g., brushing, flossing, dental exams).

Personal Health

Personal and Family Health

Health Maintenance and Enhancement

Identify appropriate ways to express needs, wants, and feelings (e.g., dealing with anger, model attentive listening skills).

Communication Skills

Identify the cause and effect of one's actions on others.

Responsibilities in Society

Recognize the influence peers have on people ( shared interest, goals, and values).

Influence of Family and Peers

Social, Emotional and Mental Health

Identify additional components of the respiratory system (e.g., trachea, bronchial tubes, diaphragm, alveoli).

Respiratory System

Name the major functions of the cardio-respiratory system.

Identify the major components (i.e., blood vessels, heart) and functions (e.g., transport blood throughout the body) of the cardio-respiratory system.

Cardio-respiratory/Circulatory System

Describe the function of the skin (e.g., protection).

Integumentary System (skin)

Describe the functions of the skeletal system (e.g., protects body parts, supports the framework, works with muscles).

Skeletal System

Describe the functions of the muscular systems and provide examples (e.g., muscles pull on bones to move the joints, move food through the body).

Muscular System

Structure and Functions of the Body

Functions and Interrelationships of Systems

Students will demonstrate the ability to advocate for personal, family, and community health.

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Students will demonstrate the ability to use goal-setting skills to enhance health.

Students will demonstrate the ability to use decision-making skills to enhance health.

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Students will demonstrate the ability to access valid information and products and services to enhance health.

Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Students will comprehend concepts related to health promotion and disease prevention to enhance health.