Grade 2 Health New Mexico standards Standards

List ways to help others make healthy choices.

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

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

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

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

Express information and opinions about health issues:

Recognize methods to convey accurate health information and ideas.

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

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

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.

Set a personal health goal and track progress toward achievement:

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:

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

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

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.

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

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

Explain non-violent strategies to resolve conflict.

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

Demonstrate non-violent strategies to resolve conflicts:

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

Describe possible causes of conflict; and

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

Differentiate between negative and positive behaviors used in conflict situations:

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.

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

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

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

Demonstrate listening skills as a tool to enhance relationships;

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

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

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

Explain how to express feelings in a positive way.

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

Demonstrate positive ways to express needs, wants and feelings:

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

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

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

Describe how people communicate in different ways; and

Identify the differences between verbal and non-verbal communication;

Distinguish between verbal and non-verbal communication:

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

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

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).

Explain how information from school and family influences health:

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

Understand that technology affects how we live.

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

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

Describe ways technology can influence personal health:

Recognize how media influences feelings and thoughts.

Understand that not all media messages are true; and

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

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

Explain how media influences thoughts, feelings and health behaviors:

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.

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

Recognize similarities and differences in cultures within the community;

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

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

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

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

Apply skills to manage stress:

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

Demonstrate ways to avoid and reduce threatening situations:

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

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

Develop injury prevention and management strategies for personal health:

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).

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

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);

Demonstrate strategies to improve or maintain personal health:

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 when to report dangerous situations to an adult; and

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

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

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

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

Identify personal health needs:

Demonstrate conflict resolution skills.

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 responsible health behaviors:

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

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

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

Demonstrate the ability to locate school and community health helpers:

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

Recognize that media messages may be misleading;

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

Identify where to seek valid health information.

Recognize unsafe environments/situations; and

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

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

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

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

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

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

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

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

Describe the importance of taking personal responsibility for actions.

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

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

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

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

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

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

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

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

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

Identify common health issues of children:

Describe the influences of media and peer pressure on health.

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

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

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

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

Understand correct terminology for the human body.

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

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

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

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

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

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

Describe different emotions;

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

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

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

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);

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

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