Grade 2 Health New Mexico Standards

Recall positive health choices and activities that promote health and help prevent diseases.

Describe common environmental health issues that affect children in same age group (e.g., second-hand smoke, litter, noise).

Identify characteristics of healthy and unhealthy relationships (e.g., describe the unique differences of self and others); and

Describe common physical health issues of children in same age group (e.g., intentional and unintentional injury, personal hygiene);

Set a personal health goal and track progress toward achievement:

Describe when it is appropriate to interrupt for health needs; and

List places and people in the school and community you can go to for health information (e.g., school nurse, doctor's office).

Demonstrate the ability to appropriately use "I" statements in communication.

Demonstrate non-violent strategies to resolve conflicts:

Know how to access help (e.g., dial 911 in an emergency, trusted adult); and

Recognize how media influences feelings and thoughts.

Identify common conflict situations that occur among friends, family members and others; and

Differentiate between negative and positive behaviors used in conflict situations:

Recognize methods to convey accurate health information and ideas.

Understand correct terminology for the human body.

Describe how cultures within the local community influence personal health behaviors:

Demonstrate the ability to influence and support others in making health-enhancing choices:

Identify/describe/understand the relationships between personal health behaviors and individual well-being:

List different types of families (e.g., two parents, single parents, extended families).

Identify the purposes for media (e.g., entertain, sell products, promote services);

Compare behaviors that are safe to those that are risky or harmful:

Recognize safety officials (e.g., police, fire, security, crossing guard); and

Recognize how the media and culture portray gender roles (e.g., pink=girls, blue=boys, short hair vs. long hair, different toys); and

Understand how to use emergency phone numbers (e.g., 911, poison control);

Recognize media messages that may contain both healthy and unhealthy messages in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Recognize what is meant by good personal hygiene (e.g., describe the importance of hand washing in disease prevention).

Describe how decisions affect health in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., eating right and exercising leads to healthy development).

Predict outcomes of positive health decisions:

Develop injury prevention and management strategies for personal health:

Describe ways technology can influence personal health:

Know the effects of lifestyle choices on body systems (e.g., alcohol, tobacco, other drugs, second-hand smoke, food, physical activity);

Describe a variety of methods to convey accurate health information and ideas:

Identify characteristics of valid health information and health promoting products and services:

Identify examples of mental, emotional, social and physical health during childhood:

Students will demonstrate the ability to use interpersonal communication skills to enhance health. Students will:

Describe safety rules for different situations (e.g., playground safety, bus safety, classroom rules); and

Describe possible causes of conflict; and

Explain how to express feelings in a positive way.

Demonstrate ways to avoid and reduce threatening situations:

Identify trusted adults to go to when faced with a threatening situation.

Describe how physical, social and emotional environments influence personal health:

Demonstrate safety rules at home, in school and in the community.

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

Identify health-promoting products and services (e.g., food choices, community services, physical activity); and

Describe the benefits of following the directions of health care providers;

Demonstrate attentive listening skills to build and maintain health-enhancing relationships:

Demonstrate strategies to improve or maintain personal health:

Explain how media influences thoughts, feelings and health behaviors:

Demonstrate positive ways to express needs, wants and feelings:

Describe the behaviors that could affect other people (e.g., smoking, drinking, physical activity, nutrition);

Identify common conflict situations that occur among friends, family members and others;

Identify behaviors that are safe and unsafe in the areas related to sexuality; nutrition; alcohol; tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Identify situations that cause stress and recognize that stress is not always negative (e.g., bullies, going to a birthday party, reading out loud); and

Identify a personal health goal in one of the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

List individuals that can help with detecting and treating childhood injuries and illnesses (e.g., parent, grandparent, teacher, counselor, nurse, doctor);

Recognize unsafe environments/situations; and

Explain the differences between negative and positive behaviors used in conflict situations.

Identify how personal choices relate to health and how the consequences of those choices affect self and others (e.g., smoking, lack of physical activity, nutrition, personal hygiene, personal safety);

Describe compassionate behavior and its relationship to diversity (e.g., bullying, disabilities, other special needs);

Demonstrate the ability to locate resources from home, school and community that provide valid health information:

Describe the influences of media and peer pressure on health.

Explain feelings associated with different situations (e.g., conflict - frustration/satisfaction; birthday - happy/excited); and

Describe symptoms of illness (e.g., runny nose, coughing, fever, stomach ache, sadness);

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

Understand that technology affects how we live.

Identify community agencies/resources that advocate for healthy individuals, families, peers and communities:

Apply skills to manage stress:

Describe the basic structure and functions of the human body systems:

Understand that not all media messages are true; and

Identify where to seek valid health information.

List health messages that families give in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., what types of snacks you eat at home, stranger danger, family activities).

Identify when it is appropriate to ask for help in making health-related decisions (e.g., when you are lost, when being bullied).

Describe common emotional health issues of children in same age group (e.g., effects of bullying, when family member is sick, sadness, domestic violence); and

Distinguish between verbal and non-verbal communication:

Explain when to ask for assistance in making health-related decisions and setting health goals:

Identify responsible health behaviors:

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

Recognize similarities and differences in cultures within the community;

Identify when to report dangerous situations to an adult; and

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

Identify common health issues of children:

Express information and opinions about health issues:

Identify the purposes for technology (e.g., convenience, entertainment, selling products, promoting services); and

Recognize responsible health behaviors in self and others (e.g., personal hygiene, not drinking and driving, daily physical activity, eating fruits and vegetables); and

Identify where to seek valid health information (e.g., doctor, dentist, nurse, counselor, appropriate adult).

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. Students will:

Recognize different feelings and the verbal and non-verbal forms of communication associated with them.

List activities that help reduce stress (e.g., physical activity, reading).

Recognize the purposes for technology in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., medical, conveniences, communication); and

Demonstrate the ability to locate school and community health helpers:

Identify safe and unsafe products in the home and community (e.g., bleach vs. milk, used needles);

Explain how information from school and family influences health:

Explain non-violent strategies to resolve conflict.

Describe characteristics needed to be a responsible friend and family member:

Demonstrate the ability to apply a decision-making process to health issues and problems:

Describe the importance of taking personal responsibility for actions.

Demonstrate refusal skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

Recognize personal safety rules (e.g., don't push others, playground safety, don't go with strangers).

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

List ways that a person can show responsibility for his/her own health behaviors.

Describe different emotions;

Explain how the media influences the selection of health information, products and services:

Recognize when someone is telling you to do something that is wrong.

Identify different forms of media (e.g., television, newspaper, magazines, radio);

Describe refusal skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

Identify and list how stress and emotions affect the body systems; and

Demonstrate refusal skills and explain why they are important to enhance health:

Demonstrate conflict resolution skills.

Identify how school and community values relate to health, safety and personal choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Demonstrate listening skills as a tool to enhance relationships;

Describe ways to improve or maintain personal health in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., eat fruits and vegetables, exercise, don't smoke);

Identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult);

Identify healthy choices in the areas related to sexuality; nutrition, alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., walk away from a fight, participate in physical activity, identify healthier foods from a list of foods).

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

Recognize the goals of media (e.g., sell, entertain); and

Explain refusal skills in the areas related to sexuality (e.g., good touch/bad touch); nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well being.

Recognize that media messages may be misleading;

Identify health problems that should be detected and treated early and explain how childhood injuries and illnesses can be prevented or treated:

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco and other drugs, food contamination, poisonous substances);

Identify different forms of technology (e.g., computers, video games, microwaves, cell phones);

Identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult).

Discuss when it is appropriate to express opinions about health issues.

List ways to help others make healthy choices.

Describe how people communicate in different ways; and

Demonstrate the importance of hygiene (e.g., washing hands to avoid colds); and

Describe common social health issues of children in same age group (e.g., peer pressure, relationships);

Identify personal health needs:

Identify the differences between verbal and non-verbal communication;

Identify actions to make healthy decisions in the areas related to sexuality (e.g., good touch/bad touch); nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination); and

Describe where to go when you don't feel good (e.g., parent, teacher, school nurse);