Kindergarten Health & Physical Education

Trenton Public Schools

2009-2010

STANDARD2.1: WELLNESS
All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.
Goals
By the end of Kindergarten, students will:

Learn personal health & hygiene.
Learn how the body grows and develops.
Students will know the importance of proper nutrition.
Understand the spread of disease and prevention.
Be able to stay safe in a variety of environments.
Know how to achieve social and emotional wellness.

Strand
A. Personal Health
Enduring Understandings

Healthy people live longer lives because of the choices they make toward wellness.
Personal Hygiene is important for health reasons and socialization.

Essential Questions

Why is it important to keep ourselves clean?
How can being healthy improve my lifestyle?
How do you make and keep a friend?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPI) / Objectives: Students will be able to… / Content
2.1.K.A.1 Define wellness and explain how making healthy choices and having healthy relationships contribute to wellness. /

explain what it means to be physically well.
define social wellness.
draw and describe a healthy person.

Wellness
Physical
Social
Relationships

2.1.K.A.2 Describe and demonstrate self-care practices that support wellness, such as brushing and flossing teeth, washing hands, and wearing appropriate attire for weather or sports. /

demonstrate how to wash their hands.
learn how long they should brush their teeth.
apply personal hygiene practices in everyday life.
dress appropriately based on the weather.
dress appropriately based on sports and activity.

Cleanliness
Hand Washing
Teeth Brushing
Hygiene
Clothing with Weather
Clothing for sports
Safety
Sports
Hot
Cold

Strand
B. Growth and Development
Enduring Understandings

Students live in an extremely diverse population here in the United States and need to understand all people are created equal.
Acceptance has been an issue nationwide for hundreds of years, keeping children from segregating based on any differences will create a well rounded environment.
Knowing the names of the body will help students identify medical problems and assist a medical worker.

Essential Questions

Why are people different?
If someone is different is their something wrong with them?
Can you identify all the body parts?
Where is your heart located?

label body parts.
identify the heart and brain.

Heart
Body parts
Brain
Lungs

2.1.K.B.2 Describe how children are alike and how they are different /

recognize how people are similar.
recognize how people are different.

Similarities
Differences

Strand
C. Nutrition
Enduring Understandings

Proper nutrition needs to start at an early age for a building block for all students
Students need to eat a variety of foods to match the need of the food pyramid.

Essential Questions

Why is it important to eat from all the food groups everyday?
Why do we need to eat food?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPI) / Objectives: Students will be able to… / Content
2.1.K.C.1 Explain why some foods are healthier to eat than others. /

arrange healthy food vs. non- healthy food.

Healthy food
Unhealthy food

2.1.K.C.2 Sort foods according to food groups and food sources. /

identify foods and how they can be matched to food groups.

Food groups
Servings

2.1.K.C.3 Explain what information can be found on food and product labels. /

define food label.
recognize why there is a food label.

Food Label
Nutritional value

Strand
D. Diseases and Health Conditions
Enduring Understandings

Germs and Bacteria are spread through a number of different ways.
To prevent illness we need to stop the spread of germs in the best ways possible.
Doctors and Nurses are health professionals that can help us once we are sick, but also aid us in preventing illness by regular check-ups.

Essential Questions

How can germs be spread from person to person?
How can germs be spread in school?
Why is it important to see a doctor regularly?
What should we expect when we go to the doctor for a physical?
What should we expect when we go to the doctor when we are already sick?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPI) / Objectives: Students will be able to… / Content
2.1.K.D.1 Explain why diseases and health conditions need to be detected and treated early. /

define prevention through pictures and drawings.

Disease
Sickness
Preventions

2.1.K.D.2 The student will explain the difference between communicable and non-communicable diseases. /

define communicable disease.
define non-communicable disease.
list examples of each disease.

Communicable
Non-Communicable

2.1.K.D.3 Discuss common symptoms of diseases and health conditions. /

describe how germs are spread.
list ways to prevent the spread of germs.

Germs
Bacteria

2.1.K.D.4 Explain ways to prevent the spread of diseases such as hand washing, immunizations, covering coughs, and not sharing cups, hats, or combs. /

demonstrate the technique for proper hand washing.
demonstrate how to cover a cough with their arm.
list personal items they should not share with others.

Handwashing
Coughing
Sneezing
Personal Belongings

Strand
E. Safety
Enduring Understandings

Knowing how to call 911 can help any person in an emergency situation.
Car seats are mandatory in the state of NJ until a child weighs eighty pounds, thus keeping children safe in case of a vehicle accident.
Most students walk home from school. Making sure they know how and where to cross the street will help prevent serious injury or death in a pedestrian accident.

Essential Questions

How can I stay safe when riding in a moving vehicle?
How can I stay safe when crossing the road?
If there is a fire I first need to get out of the building, Why do I need to stay out no matter what happens?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPI) / Objectives: Students will be able to… / Content
2.1.K.E.1 Explain and demonstrate ways to prevent injuries, including seat belts and child safety seats in motor vehicles, protective gear, and fire, bus, and traffic safety procedures. /

demonstrate how to cross at an intersection safely.
demonstrate how to ride in a moving vehicle by buckling a seat belt.
demonstrate what to do if there is a fire (get out, stay out, get help).

Traffic Safety
Crossing Guards
Traffic lights
Seat belts
Car seat
Fire Safety

2.1.K.E.2 Explain and demonstrate simple first aid procedures, including getting help and calling 911, knowing personal information such as address and phone number, avoiding contact with blood and other body fluids, and caring for small cuts. /

identify the numbers 9-1-1 as a call for help when they or someone else is in danger.
memorize their address and phone number.
explain why they should not touch others body fluids.
identify body fluids.

Basic Aid Training
911
Address
Phone Number
Blood
Urine

2.1.K.E.3 Distinguish among "good/safe touch," "bad/unsafe touch," and "confusing touch" and explain what to do if touching causes uncomfortable feelings. /

identify good/safe touch.
identify bad/unsafe touch.

Good touch
Bad touch
Feelings
Private areas

2.1.K.E.4 Identify safe and appropriate behavior for use when interacting with strangers, acquaintances, and trusted adults. /

identify a stranger.
demonstrate proper behavior for interacting with a strange person.

Stranger danger

2.1.K.E.5 Identify warning labels found on medicines and household products. /

identify over the counter medicine.
identify prescription drugs.
describe the importance of only using a prescription if it has your name.
label house hold items as poisonous.

Household products
Prescriptions
Over the counter drugs

Strand
F . Social and Emotional Health
Enduring Understandings

Students will need to understand the difference between needs and wants to aid in survival.
Rates of elementary conflicts have been rising, teaching students how to deal with a conflict situation appropriately will create a better learning environment, and outside of school help to keep them out of trouble.

Essential Questions

What needs to all human beings have everyday?
How are all the ways I can prevent conflicts?
Can you demonstrate different emotions?
What does it mean to be sympathetic?
What does it meant to be empathetic?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPI) / Objectives: Students will be able to… / Content
2.1.K.F.1 Explain that all human beings have basic needs including food, water, sleep, shelter, clothing, and love. /

describe basic human needs.
define a need.

Food
Shelter
Water
Sleep
Clothing
Affection

2.1.K.F.2 Recognize various emotions and demonstrate sympathy and empathy. /

dramatize different emotions.
interpret sympathy.
interpret empathy.

Emotions
Sympathy
Empathy

2.1.K.F.3 Describe and demonstrate appropriate ways to express wants, needs, and emotions. /

dramatize wants.
demonstrate needs.
identify different emotions.

Wants
Needs
Emotions

2.1.K.F.4 Identify the possible causes of conflict and discuss appropriate ways to prevent and resolve conflicts. /

discuss causes of conflicts.
state ways to prevent a conflict.
state ways to solve a conflict.

Prevention
Arguments
Conflict
Problem Solving

STANDARD 2.2 INTEGRATED SKILLS
All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle.
Strand
A. Communication
Goals
By the end of Kindergarten, students will:

Know how to use proper communication skills.
Know how to weigh our options to make knowledgeable choices.
Understand goal setting toward a healthy future.
Understand characteristics and values in people.
Understand teamwork and its roles.
Know health care professionals in schools and communities.

Enduring Understandings

Refusal skills are a set of skills designed to help children avoid participating in high-risk behaviors like helping students resist peer pressure while maintaining self-respect.

Essential Questions

How can communication help me in everyday life?
When is the right time to use refusal skills?
What should you say when you are using refusal skills?
Why is listening just as important to communication?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPI) / Objectives: Students will be able to… / Content
2.2.K.A.1 Identify sources of health information. /

identify sources for health information.
explain how to access information at a library regarding health.
describe how to access health information using a computer.

Book
Internet
Doctor
Nurse
Teacher

2.2.K.A.2 Express ideas and opinions about wellness issues. /

describe what it means to be a healthy person.
decide whether or not they live a healthy life.
explain how they can be more healthy.

Wellness

2.2.K.A.3 Explain when and how to use refusal skills in health and safety situations. /

recognize a refusal skill.
identify when to use a refusal skill.
exhibit good refusal skills during a skit situation.

Refusal Skill
High Risk Behavior

2.2.K.A.4 Demonstrate effective communication and listening skills. /

demonstrate good speaking skills when discussing health concerns and topics. (eye contact, posture, etc)
exhibit good listening skills when others are speaking.(eye contact, etc)
understand turn-taking when engaged in a conversation.

Listening
Raising hand
Body language
Talking
Communication

Strand
B. Decision Making
Enduring Understanding

Decision making is choosing an outcome. When we make decision about our health they can last a lifetime. Teaching students to understand the outcomes of their decisions will help to aid in better choices.

Essential Questions

How can others influence your choices?
How will you know what are the right choices to make when it comes to your health?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPI) / Objectives: Students will be able to… / Content
2.2.K.B.1 Explain the steps to making an effective health decision. /

identify positive healthy choices.
state the benefits of healthy choices.
demonstrate good decision making skills when involved in a skit or real-life situation.

Decision Making
Choices
Effects

2.2.K.B.2 Discuss how parents, peers, and the media influence health decisions. /

identify how parents effect their choices.
identify how outside influences effect their health choices.
explain why others interfere with their health choices.

Parents
Influences
Health person

Strand
C. Planning and Goal Setting
Enduring Understandings

Goal setting is important in all aspects of life.
Pick a future goal and then develop all the steps you need to accomplish your healthy goal.

Essential Questions

Why is setting a future goal for health so important?
What are the steps needed to reach a wellness goal?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPI) / Objectives: Students will be able to… / Content
2.2.K.C.1 Develop a wellness goal and explain why setting a goal is important. /

develop a goal they can obtain by the end of kindergarten.
explain the reasons for goal setting.
describe a past goal they have set and how they accomplished it.
explain what it takes to accomplish goals.(persistence, effort, hard-work, etc)

Goal setting
Wellness
Measurable outcomes
Benefits of goal setting

Strand
D. Character Development
Enduring Understandings

Recognizing values and traits of another person will help to choose healthy relationships.

Essential Questions

What is a value?
How can you tell about another person’s values and character traits?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPI) / Objectives: Students will be able to… / Content
2.2.K.D.1 Explain that a person’s character and values are reflected in the way the person thinks, feels, and acts. /

explain how a person acts reflects their character.
define personal values.

Actions
Character
Value
Qualities
Personality

Strand
E. Leadership, Advocacy, and Service
Enduring Understandings

There are many roles in groups that will all contribute to being successful.
Learning how to be a member of a group where all can work together to solve a problem will be an essential life skill.

Essential Questions

What does it mean to be a leader?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPI) / Objectives: Students will be able to… / Content
2.2.K.E.1 Act as a leader and a follower. /

identify the group leaders.
play follow the leader as a follower and a leader.

Leaders
Followers

2.2.K.E.2 Identify factors that lead to group success and help solve group problems. /

work as a group to solve problems.

Problem Solving
Communication
Cooperation

2.2.K.E.3 Motivate group members to work together and provide constructive feedback. /

identify positive feedback phrases or words.

Feedback
Constructive criticism

2.2.K.E.4 Demonstrate respect for varying ideas and opinions. /

explain acceptance of other ideas and opinions.

Opinions
Ideas
Socialization

2.2.K.E.5 Participate in a class or school service activity and explain how volunteering enhances self-esteem. /

participate in a volunteer experience in the school.
explain the benefits of volunteering.

Volunteering
Benefits
Emotions
Feelings

Strand
F. Health Services and Careers
Enduring Understandings

More and more children do not know where they can go with their emotions. Giving students helpful outlets to express emotion will help create a healthy and emotional stable individual.

Essential Questions

Where can you go if you are feeling scared or afraid of something in your life?
Where can you go for help if you are sick?
Where can you go for help if you or a friend is being bullied?
What are the people in your community who are helpers?