GRADE LEVEL CONTENT EXPECTATIONS TION A EDUC TH

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HEALTH EDUCATIONGRADE LEVEL CONTENT EXPECTATIONSKindergarten

Welcome to Michigan’s Health Education Content Standardsand Expectations for KindergartenWhy Develop Content Expectations for Health?Good health is necessary for academic success. Like adults at work, students at school have difficulty being successfulif they are depressed, tired, bullied, stressed, sick, using alcohol or other drugs, undernourished, or abused. Research showsthat effective health education helps students increase their health knowledge and improve their health skills and behaviors,especially those behaviors that have the greatest effect on health.The Centers for Disease Control and Prevention (CDC) has identified the risk behavior areas that have the greatest effecton the short-term and long-term health of young people. Patterns of unhealthy eating, physical inactivity, and tobacco useare often established in childhood and adolescence, and are by far the leading causes of death among adults. Injury andviolence, including suicide and alcohol-related traffic crashes, are the leading causes of death among children and youth.Each year approximately one in four Michigan high school students reports having consumed five or more drinks in arow during the previous month. These behavioral areas should be emphasized in an effective elementary health educationprogram: healthy eating, physical activity, alcohol, tobacco, and other drug prevention, and injury and violence prevention.In its Policy on Comprehensive School Health Education, the State Board addresses these risks by making certainrecommendations. The following are those intended for Kindergarten through Grade Three. Provide at least 50 hours of health at each grade, Prekindergarten through Grade Twelve, to give studentsadequate time to learn and practice health habits and skills for a lifetime. Focus on helping young people develop and practice personal and social skills, such as communicationand decision making, in order to deal effectively with health-risk situations. Address social and media influences on student behaviors and help students identify healthy alternativesto specific high-risk behaviors. Emphasize critical knowledge and skills that students need in order to obtain, understand, and use basichealth information and services in ways that enhance healthy living. Focus on behaviors that have the greatest effect on health, especially those related to nutrition; physicalactivity; violence and injury; alcohol and other drug use; and tobacco use. Build functional knowledge and skills, from year to year, that are developmentally appropriate. Include accurate and up-to-date information, and be appropriate to students’ developmental levels,personal behaviors, and cultural backgrounds.The content expectations contained in this document are intended to help schools address these recommendations.KINDERGARTEN HEALTH CONTENT EXPECTATIONS 12/062 OF 6MICHIGAN DEPARTMENT OF EDUCATION

Overview of the Content ExpectationsThe Health Education Content Expectations reflect legal requirements, best practices, and current research in the teachingand learning of health education. They build from the Michigan Health Education Standards and Benchmarks (1996) andthe State Board of Education’s Policy on Comprehensive School Health Education (2004). These content expectationsrepresent a vision for a relevant health education curriculum that addresses critical health knowledge and skills forsuccessfully maintaining a healthy lifestyle during a child’s school years and beyond.The Health Education Content Standards and Expectations were developed with the input of work groups made up ofhealth content experts and faculty from teacher preparation programs, focus groups of teachers and parents, and onlinereviews by grade level teachers. They are aligned with the 2006 National Health Education Standards; assessment itemsdeveloped by the State Collaborative for Assessment and Student Standards, Health Education Project of the Councilof Chief State School Officers; and the Michigan Model for Health Curriculum. Students whose work is guided by thesestandards and expectations will be prepared for responsible and healthful living, at school, at home, and in the workplace.Michigan Health Education Content Standards (2006)1. Core ConceptsAll students will apply health promotion and disease preventionconcepts and principles to personal, family, and community health issues.2. Access InformationAll students will access valid health information and appropriate healthpromoting products and services.3. Health BehaviorsAll students will practice health enhancing behaviors and avoid or reducehealth risks.4. InfluencesAll students will analyze the influence of family, peers, culture, media, andtechnology on health.5. Goal SettingAll students will use goal setting skills to enhance health.6. Decision MakingAll students will use decision-making skills to enhance health.7. Social SkillsAll students will demonstrate effective interpersonal communication andother social skills which enhance health.8. AdvocacyAll students will demonstrate advocacy skills for enhanced personal,family, and community health.Please note that, while all the Content Standards are addressed in these Grade Level Content Expectations forHealth Education as a whole, not all standards will be addressed in each strand.KINDERGARTEN HEALTH CONTENT EXPECTATIONS 12/063 OF 6MICHIGAN DEPARTMENT OF EDUCATION

Health Education ExpectationsKindergartenStrand 1: Nutrition and Physical ActivityStandard 1: Core Concepts1.11.21.3Describe how consuming a variety of healthy foods and beverages helps a person stay healthy.Describe how being physically active helps a person stay healthy.Describe how drinking water helps a person stay healthy.Standard 3: Health Behaviors1.41.5Generate examples of physical activities that are personally enjoyable.Select a variety of foods that can be eaten for healthy snacks.Strand 2: Alcohol,Tobacco, and Other DrugsStandard 1: Core Concepts2.12.2Identify household products that are harmful if touched, ingested, or inhaled.Describe ways that over-the-counter and prescription medicines can be helpful or harmful.Standard 2: Access Information2.3Identify trustworthy sources of accurate information about potentially poisonous household products.Standard 3: Health Behaviors2.42.5Explain rules for handling household products and avoiding poisons.Describe how to safely use medicines.Strand 3: SafetyStandard 1: Core Concepts3.13.23.33.4Describe pedestrian hazards and safe pedestrian behaviors.Identify dangerous objects and weapons.Describe the characteristics of appropriate touch and inappropriate touch.Explain that a child is not at fault if someone touches him or her in an inappropriate way.Standard 2: Access Information3.53.6Demonstrate the procedure for calling 911 and explain when it is appropriate to do so.Demonstrate how to ask trusted adults for help.Standard 3: Health Behaviors3.73.83.93.103.113.12Demonstrate safe pedestrian behaviors.Describe dangerous and destructive situations that need to be reported to an adult.Apply a rule and demonstrate actions to use in hypothetical situations when weapons may be present.Generate examples of safe places one might go if feeling personally threatened.Apply strategies to avoid personally unsafe situations.Apply strategies to get away in hypothetical cases of inappropriate touching or abduction.KINDERGARTEN HEALTH CONTENT EXPECTATIONS 12/064 OF 6MICHIGAN DEPARTMENT OF EDUCATION

STRAND 4: Social AND Emotional Health(Note: Teaching these standards is central to the implementation of an effective Positive Behavior Support system.)Standard 1: Core Concepts4.1Identify and describe different kinds of feelings.Standard 2: Access Information4.2Identify and locate people who can help at home and school.Standard 3: Health Behaviors4.34.44.5Describe and demonstrate ways to be responsible at home and school.Demonstrate the ability to recognize and express a variety of feelings appropriately.Identify and demonstrate strategies to manage strong feelings.Standard 7: Social Skills4.64.74.84.9Identify and practice strategies to make friends.Demonstrate giving and accepting a compliment or statement of appreciation.Describe situations when it is appropriate to use “please,” “thank you,” “excuse me,” and “I am sorry.”Apply “please,” “thank you,” “excuse me,” and “I am sorry” to appropriate situations.STRAND 5: Personal Health and WellnessStandard 1: Core Concepts5.15.25.3Explain the importance of taking care of teeth and having one’s own toothbrush to prevent disease.Explain the importance of dental health cleanings and exams.Explain the importance of proper hand washing to prevent disease.Standard 3: Health Behaviors5.45.5Demonstrate proper tooth brushing techniques.Demonstrate proper hand washing to prevent the spread of germs.Standard 8: Advocacy5.6Encourage peers to make positive choices for personal health and wellness.KINDERGARTEN HEALTH CONTENT EXPECTATIONS 12/065 OF 6MICHIGAN DEPARTMENT OF EDUCATION

AcknowledgementsAcademic ReviewCheryl Blair, Kent ISDAl Craven, Genesee ISDMarty Doring, Bay-Arenac ISDMariane Fahlman, Wayne State UniversityMarianne Frauenknecht, Western Michigan UniversityKathy Gibson, Wayne County RESABeth Kaiser, Waverly Community SchoolsPauline Pruneau, Oakland SchoolsPamela Sook, Gratiot-Isabella RESDHealth Content Expert ReviewBeverly Baroni-Yeglic, Southgate Community School DistrictShannon Carney Oleksyk, Michigan Department of Community HealthDeborah Grischke, MSU Extension: Michigan TEAM NutritionJessica Grzywacz, Michigan Department of Community HealthMichiganState Boardof EducationKathleen N. StrausPresidentBloomfield TownshipJohn C. AustinVice PresidentAnn ArborCarolyn L. CurtinSecretaryEvartMarianne Yared McGuireTreasurerDetroitNancy DanhofNASBE DelegateEast LansingKaren Krabill Yoder, Michigan Department of Community HealthAlicia Sledge, Michigan Office of Highway Safety PlanningInternal ReviewNicholas Drzal, Michigan Department of EducationBarbara Flis, Parent Action for Healthy KidsKyle Guerrant, Michigan Department of EducationNancy Haney, Haney & AssociatesNancy Hudson, Council of Chief State School OfficersElizabeth W. BauerMemberBirminghamReginald M.TurnerMemberDetroitCasandra E. UlbrichMemberRochester HillsMartha Neilsen, Michigan Department of EducationChristine Reiff, Michigan Department of Labor & Economic GrowthGov. Jennifer M. GranholmEx OfficioMerry Stanford, Michigan Department of EducationMichael P. FlanaganChairmanSuperintendent ofPublic InstructionEx OfficioCarol WolenbergDeputy SuperintendentMichigan Department of EducationGrants Coordination and School SupportMary Ann Chartrand, Director(517) 373-4013 www.michigan.gov/mdeMary Ann ChartrandDirectorGrants Coordinationand School Support

HEALTH EDUCATIONGRADE LEVEL CONTENT EXPECTATIONSGrade One

Welcome to Michigan’s Health Education Content Standardsand Expectations for Grade OneWhy Develop Content Expectations for Health?Good health is necessary for academic success. Like adults at work, students at school have difficulty being successfulif they are depressed, tired, bullied, stressed, sick, using alcohol or other drugs, undernourished, or abused. Research showsthat effective health education helps students increase their health knowledge and improve their health skills and behaviors,especially those behaviors that have the greatest effect on health.The Centers for Disease Control and Prevention (CDC) has identified the risk behavior areas that have the greatest effecton the short-term and long-term health of young people. Patterns of unhealthy eating, physical inactivity, and tobacco useare often established in childhood and adolescence, and are by far the leading causes of death among adults. Injury andviolence, including suicide and alcohol-related traffic crashes, are the leading causes of death among children and youth.Each year approximately one in four Michigan high school students reports having consumed five or more drinks in arow during the previous month. These behavioral areas should be emphasized in an effective elementary health educationprogram: healthy eating, physical activity, alcohol, tobacco, and other drug prevention, and injury and violence prevention.In its Policy on Comprehensive School Health Education, the State Board addresses these risks by making certainrecommendations. The following are those intended for Kindergarten through Grade Three. Provide at least 50 hours of health at each grade, Prekindergarten through Grade Twelve, to give studentsadequate time to learn and practice health habits and skills for a lifetime. Focus on helping young people develop and practice personal and social skills, such as communicationand decision making, in order to deal effectively with health-risk situations. Address social and media influences on student behaviors and help students identify healthy alternativesto specific high-risk behaviors. Emphasize critical knowledge and skills that students need in order to obtain, understand, and use basichealth information and services in ways that enhance healthy living. Focus on behaviors that have the greatest effect on health, especially those related to nutrition; physicalactivity; violence and injury; alcohol and other drug use; and tobacco use. Build functional knowledge and skills, from year to year, that are developmentally appropriate. Include accurate and up-to-date information, and be appropriate to students’ developmental levels,personal behaviors, and cultural backgrounds.The content expectations contained in this document are intended to help schools address these recommendations.GRADE 1 HEALTH CONTENT EXPECTATIONS 1/07 v.22 OF 6MICHIGAN DEPARTMENT OF EDUCATION

Overview of the Content ExpectationsThe Health Education Content Expectations reflect legal requirements, best practices, and current research in the teachingand learning of health education. They build from the Michigan Health Education Standards and Benchmarks (1996) andthe State Board of Education’s Policy on Comprehensive School Health Education (2004). These content expectationsrepresent a vision for a relevant health education curriculum that addresses critical health knowledge and skills forsuccessfully maintaining a healthy lifestyle during a child’s school years and beyond.The Health Education Content Standards and Expectations were developed with the input of work groups made up ofhealth content experts and faculty from teacher preparation programs, focus groups of teachers and parents, and onlinereviews by grade level teachers. They are aligned with the 2006 National Health Education Standards; assessment itemsdeveloped by the State Collaborative for Assessment and Student Standards, Health Education Project of the Councilof Chief State School Officers; and the Michigan Model for Health Curriculum. Students whose work is guided by thesestandards and expectations will be prepared for responsible and healthful living, at school, at home, and in the workplace.Michigan Health Education Content Standards (2006)1. Core ConceptsAll students will apply health promotion and disease preventionconcepts and principles to personal, family, and community health issues.2. Access InformationAll students will access valid health information and appropriate healthpromoting products and services.3. Health BehaviorsAll students will practice health enhancing behaviors and avoid or reducehealth risks.4. InfluencesAll students will analyze the influence of family, peers, culture, media, andtechnology on health.5. Goal SettingAll students will use goal setting skills to enhance health.6. Decision MakingAll students will use decision-making skills to enhance health.7. Social SkillsAll students will demonstrate effective interpersonal communication andother social skills which enhance health.8. AdvocacyAll students will demonstrate advocacy skills for enhanced personal,family, and community health.Please note that, while all the Content Standards are addressed in these Grade Level Content Expectations forHealth Education as a whole, not all standards will be addressed in each strand.GRADE 1 HEALTH CONTENT EXPECTATIONS 1/07 v.23 OF 6MICHIGAN DEPARTMENT OF EDUCATION

Health Education ExpectationsGrade OneSTRAND 1: NUtrition and Physical ActivityStandard 1: Core Concepts1.11.21.31.41.5Describe the benefits of eating healthy snacks.Describe the benefits of being physically active.Describe the health benefits of drinking water, compared to other beverages.Classify foods according to the food groups.Describe how physical activity, rest, and sleep help a person stay healthy.Standard 3: Health Behaviors1.61.7Explain the importance of eating a variety of foods from all of the food groups.Suggest a food from each of the food groups that could be eaten as a healthy snack.STRAND 2: Alcohol,Tobacco, and Other DrugsStandard 1: Core Concepts2.12.22.32.4Identify household products that are harmful if touched, ingested, or inhaled.Describe ways that over-the-counter and prescription medicines can be helpful or harmful.Explain the differences between over-the-counter and prescription medicines and illicit drugs.State that all forms of tobacco products contain harmful chemicals, including the drug nicotine.Standard 2: Access Information2.52.6Identify trustworthy adults who are sources of accurate information about potentially poisonous householdproducts.Apply knowledge of product label warnings to gain accurate information about potentially poisonous householdproducts.Standard 3: Health Behaviors2.72.82.9Apply rules for handling household products and avoiding poisons.Describe how to safely use medicines.Apply strategies to hypothetical situations to avoid exposure to secondhand smoke.GRADE 1 HEALTH CONTENT EXPECTATIONS 1/07 v.24 OF 6MICHIGAN DEPARTMENT OF EDUCATION

STRAND 3: SafetyStandard 1: Core Concepts3.13.2Describe fire and burn hazards.Describe wheeled recreation hazards.Standard 2: Access Information3.3Demonstrate the procedure for using 911 to get help in emergencies.Standard 3: Health Behaviors3.43.53.63.73.8Apply strategies to prevent fires and burns to hypothetical situations.Demonstrate actions to take in a fire emergency.Describe situations that are dangerous, destructive, and disturbing and that need to be reported to an adult.Practice escaping unsafe situations by getting away, leaving, and telling an adult.Apply strategies and rules for safe wheeled recreation, including the proper use of safety gear.STRAND 4: Social and Emotional Health(Note: Teaching these standards is central to the implementation of an effective Positive Behavior Support system.)Standard 1: Core Concepts4.14.2Describe ways family members and friends help each other.Explain the role of listening and paying attention in building and maintaining friendships.Standard 3: Health Behaviors4.34.4Apply skills to find out how others are feeling.Apply skills to predict the potential feelings of others.Standard 6: Decision Making4.54.64.7Describe characteristics of people who can help make decisions and solve problems.Explain the decision making and problem solving steps.Apply the steps to making a decision or solving a problem.Standard 7: Social Skills4.84.94.10Apply effective listening and attending skills.Demonstrate giving and accepting a compliment or statement of appreciation.Apply “please,” “thank you,” “excuse me,” and “I am sorry” to appropriate situations.STRAND 5: Personal Health and WellnessStandard 1: Core Concepts5.1Explain the importance of taking care of teeth.Standard 3: Health Behaviors5.25.3Demonstrate proper tooth brushing techniques.Demonstrate skills to reduce the spread of germs.GRADE 1 HEALTH CONTENT EXPECTATIONS 1/07 v.25 OF 6MICHIGAN DEPARTMENT OF EDUCATION

AcknowledgementsAcademic ReviewCheryl Blair, Kent ISDAl Craven, Genesee ISDMarty Doring, Bay-Arenac ISDMariane Fahlman, Wayne State UniversityMarianne Frauenknecht, Western Michigan UniversityKathy Gibson, Wayne County RESAPauline Pruneau, Oakland SchoolsKailani Sarjeant, New Branches P.S.A.Pamela Sook, Gratiot-Isabella RESDHealth Content Expert ReviewBeverly Baroni-Yeglic, Southgate Community School DistrictShannon Carney Oleksyk, Michigan Department of Community HealthDeborah Grischke, MSU Extension: Michigan TEAM NutritionJessica Grzywacz, Michigan Department of Community HealthKaren Krabill Yoder, Michigan Department of Community HealthInternal ReviewMichiganState Boardof EducationKathleen N. StrausPresidentBloomfield TownshipJohn C. AustinVice PresidentAnn ArborCarolyn L. CurtinSecretaryEvartMarianne Yared McGuireTreasurerDetroitNancy DanhofNASBE DelegateEast LansingElizabeth W. BauerMemberBirminghamNicholas Drzal, Michigan Department of EducationBarbara Flis, Parent Action for Healthy KidsKyle Guerrant, Michigan Department of EducationNancy Haney, Haney & AssociatesNancy Hudson, Council of Chief State School OfficersMartha Neilsen, Michigan Department of EducationChristine Reiff, Michigan Department of Labor & Economic GrowthMerry Stanford, Michigan Department of EducationReginald M.TurnerMemberDetroitCasandra E. UlbrichMemberRochester HillsGov. Jennifer M. GranholmEx OfficioMichael P. FlanaganChairmanSuperintendent ofPublic InstructionEx OfficioCarol WolenbergDeputy SuperintendentMichigan Department of EducationGrants Coordination and School SupportMary Ann Chartrand, Director(517) 373-4013 www.michigan.gov/mdeMary Ann ChartrandDirectorGrants Coordinationand School Support

HEALTH EDUCATIONGRADE LEVEL CONTENT EXPECTATIONSGrade Two

Welcome to Michigan’s Health Education Content Standardsand Expectations for Grade TwoWhy Develop Content Expectations for Health?Good health is necessary for academic success. Like adults at work, students at school have difficulty being successfulif they are depressed, tired, bullied, stressed, sick, using alcohol or other drugs, undernourished, or abused. Research showsthat effective health education helps students increase their health knowledge and improve their health skills and behaviors,especially those behaviors that have the greatest effect on health.The Centers for Disease Control and Prevention (CDC) has identified the risk behavior areas that have the greatest effecton the short-term and long-term health of young people. Patterns of unhealthy eating, physical inactivity, and tobacco useare often established in childhood and adolescence, and are by far the leading causes of death among adults. Injury andviolence, including suicide and alcohol-related traffic crashes, are the leading causes of death among children and youth.Each year approximately one in four Michigan high school students reports having consumed five or more drinks in arow during the previous month. These behavioral areas should be emphasized in an effective elementary health educationprogram: healthy eating, physical activity, alcohol, tobacco, and other drug prevention, and injury and violence prevention.In its Policy on Comprehensive School Health Education, the State Board addresses these risks by making certainrecommendations. The following are those intended for Kindergarten through Grade Three. Provide at least 50 hours of health at each grade, Prekindergarten through Grade Twelve, to give studentsadequate time to learn and practice health habits and skills for a lifetime. Focus on helping young people develop and practice personal and social skills, such as communicationand decision making, in order to deal effectively with health-risk situations. Address social and media influences on student behaviors and help students identify healthy alternativesto specific high-risk behaviors. Emphasize critical knowledge and skills that students need in order to obtain, understand, and use basichealth information and services in ways that enhance healthy living. Focus on behaviors that have the greatest effect on health, especially those related to nutrition; physicalactivity; violence and injury; alcohol and other drug use; and tobacco use. Build functional knowledge and skills, from year to year, that are developmentally appropriate. Include accurate and up-to-date information, and be appropriate to students’ developmental levels,personal behaviors, and cultural backgrounds.The content expectations contained in this document are intended to help schools address these recommendations.GRADE 2 HEALTH CONTENT EXPECTATIONS 1/07 v.12 OF 6MICHIGAN DEPARTMENT OF EDUCATION

Overview of the Content ExpectationsThe Health Education Content Expectations reflect legal requirements, best practices, and current research in the teachingand learning of health education. They build from the Michigan Health Education Standards and Benchmarks (1996) andthe State Board of Education’s Policy on Comprehensive School Health Education (2004). These content expectationsrepresent a vision for a relevant health education curriculum that addresses critical health knowledge and skills forsuccessfully maintaining a healthy lifestyle during a child’s school years and beyond.The Health Education Content Standards and Expectations were developed with the input of work groups made up ofhealth content experts and faculty from teacher preparation programs, focus groups of teachers and parents, and onlinereviews by grade level teachers. They are aligned with the 2006 National Health Education Standards; assessment itemsdeveloped by the State Collaborative for Assessment and Student Standards, Health Education Project of the Councilof Chief State School Officers; and the Michigan Model for Health Curriculum. Students whose work is guided by thesestandards and expectations will be prepared for responsible and healthful living, at school, at home, and in the workplace.Michigan Health Education Content Standards (2006)1. Core ConceptsAll students will apply health promotion and disease preventionconcepts and principles to personal, family, and community health issues.2. Access InformationAll students will access valid health information and appropriate healthpromoting products and services.3. Health BehaviorsAll students will practice health enhancing behaviors and avoid or reducehealth risks.4. InfluencesAll students will analyze the influence of family, peers, culture, media, andtechnology on health.5. Goal SettingAll students will use goal setting skills to enhance health.6. Decision MakingAll students will use decision-making skills to enhance health.7. Social SkillsAll students will demonstrate effective interpersonal communication andother social skills which enhance health.8. AdvocacyAll students will demonstrate advocacy skills for enhanced personal,family, and community health.Please note that, while all the Content Standards are addressed in these Grade Level Content Expectations forHealth Education as a whole, not all standards will be addressed in each strand.GRADE 2 HEALTH CONTENT EXPECTATIONS 1/07 v.13 OF 6MICHIGAN DEPARTMENT OF EDUCATION

Health Education ExpectationsGrade TwoSTRAND 1: Nutrition and Physical ActivityStandard 1: Core Concepts1.11.21.31.4Explain the importance of eating a variety of foods from all of the food groups.Classify foods into the food groups.Describe the characteristics of combination foods.Describe the characteristics of foods and beverages that should be limited.Standard 3: Health Behaviors1.51.61.7Provide examples of combination foods.Provide examples of foods and beverages that should be limited.Generate examples of a variety of physical activities that can be enjoyed when in or near the water.STRAND 2: Alcohol,Tobacco, and Other DrugsStandard 1: Core Concepts2.12.22.32.4Explain that all forms of tobacco products contain harmful chemicals, including the drug nicotine.Describe the impact of using tobacco, including that it is addictive.Describe the impact of consuming food or beverages that contain caffeine.Describe the impact of using alcohol, including that it changes how a person feels, thinks, and acts.Standard 3: Health Behaviors2.52.6Suggest alternative foods and beverages that are caffeine free.Demonstrate strategies to avoid exposure to secondhand smoke.STRAND 3: SafetyStandard 1: Core Concepts3.13.23.3Describe safety precautions when in or near water.Identify appropriate and inappropriate touch.Explain that a child is not at fault if someone touches him or her in an inappropriate way.Standard 2: Access Information3.4Demonstrate how to ask a trusted adult for help.Standard 3: Health Behaviors3.53.63.73.8Apply wheeled recreation rules.Demonstrate the use of wheeled recreation safety gear.Apply strategies to avoid personally unsafe situations.Demonstrate strategies to get away in cases of inappropriate touching or abduction.GRADE 2 HEALTH CONTENT EXPECTATIONS 1/07 v.14 OF 6MICHIGAN DEPARTMENT OF EDUCATION

STRAND 4: Social and Emotional Health(Note: Teaching these standards is central to the implementation of an effective Positive Behavior Support system.)Standard 1: Core Concepts4.14.24.3Describe the characteristics of touch which is caring and important to positive relationships.Analyze the importance of identifying and expressing feelings to maintain personal healthand healthy relationships.Describe situations that may elicit mixed emotions.Standard 2: Access Information4.4Identify people who can help make decisions and solve problems.Standard 6: Decision Making4.54.6Explain the decision making and problem solving steps.Demonstrate the ability to make a decision or solve a problem using the steps.Standard 7: Social Skills4.74.84.94.10Demonstrate ways to show respect for feelings, rights, and property of others.Demonstrate effective listening and attending skills.Recognize and express appropriately a variety of personal feelings.Demonstrate the ability to manage strong feelings, including anger.STRAND 5: Personal Health and WellnessStandard 3: Health Behaviors5.1Demonstrate skills thro

5.1 Explain the importance of taking care of teeth and having one’s own toothbrush to prevent disease. 5.2 Explain the importance of dental health cleanings and exams. 5.3 Explain the importance of proper hand washing to prevent disease. Standard 3: Health Behaviors 5

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