Healthy habits at home and school
Students learn the basics of taking care of their bodies. They practice washing hands, brushing teeth, eating a mix of foods, sleeping enough, and moving every day.
What does a student learn in
These early years are when students learn that small daily choices keep their bodies and feelings healthy. Students name the basics like handwashing, sleep, safe food, and how to ask a trusted adult for help. They practice using kind words, calming down when upset, and making simple choices about what their body needs. By spring, a student can name a healthy goal, like drinking more water or being a good friend, and explain one step to reach it.
- Healthy habits
- Trusted adults
- Feelings and friendships
- Safety basics
- Goal setting
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Feelings and getting along
Students put words to feelings like happy, frustrated, or worried. They practice kind ways to talk to classmates, ask for help, and calm down when upset.
- 3
Safety at home, school, and play
Students learn rules that keep them safe near streets, water, strangers, and medicine. They practice what to do in a fire drill and how to call for help in an emergency.
- 4
Trusted adults and good choices
Students figure out which grown-ups they can go to with a problem. They practice small decisions, like what to do if a friend pushes them or offers something that feels wrong.
- 5
Setting goals and speaking up
Students pick a small health goal, like drinking more water or going to bed on time, and track how it goes. They also practice speaking up for themselves and others.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Health Education
Health Education
- Grades K-2
Use functional knowledge of health concepts to support health and well-being of…
Students learn basic health facts (like washing hands or getting sleep) and practice using that knowledge to make simple choices that keep themselves and the people around them healthy.
- Grades K-2
Analyze influences that affect health and well-being of self and others
Students look at what shapes their health choices, like family habits, friends, ads, or their neighborhood. They start to see that outside forces can push them toward healthier or less healthy decisions.
- Grades K-2
Access valid and reliable resources to support health and well-being of self…
Students learn where to find trustworthy health information, like a doctor, a school nurse, or a parent, and how to use those sources to stay healthy and help others.
- Grades K-2
Use interpersonal communication skills to support health and well-being of self…
Students practice saying things like "I feel sad" or "Can you help me?" to let others know what they need and to check in on how a friend is doing.
- Grades K-2
Use a decision-making process to support health and well-being of self and…
Students practice a simple set of steps for making healthy choices, like deciding what to eat, how to handle a conflict, or when to ask a grown-up for help.
- Grades K-2
Use a goal-setting process to support health and well-being of self and others
Students pick a simple health goal, like drinking more water or getting to bed on time, and practice the steps to reach it. They also think about how their choices can help the people around them.
- Grades K-2
Demonstrate practices and behaviors to support health and well-being of self…
Students practice basic health habits like washing hands, getting sleep, and staying active. These choices help keep themselves and the people around them healthy.
- Grades K-2
Advocate to promote health and well-being of self and others
Students practice speaking up for healthy choices, like asking for a snack break or telling a friend to wear a helmet. They learn that saying something out loud can help keep themselves and people around them safer.
| Standard | Definition | Code |
|---|---|---|
| Use functional knowledge of health concepts to support health and well-being of… Grades K-2 | Students learn basic health facts (like washing hands or getting sleep) and practice using that knowledge to make simple choices that keep themselves and the people around them healthy. | OH-HE.1.k-2 |
| Analyze influences that affect health and well-being of self and others Grades K-2 | Students look at what shapes their health choices, like family habits, friends, ads, or their neighborhood. They start to see that outside forces can push them toward healthier or less healthy decisions. | OH-HE.2.k-2 |
| Access valid and reliable resources to support health and well-being of self… Grades K-2 | Students learn where to find trustworthy health information, like a doctor, a school nurse, or a parent, and how to use those sources to stay healthy and help others. | OH-HE.3.k-2 |
| Use interpersonal communication skills to support health and well-being of self… Grades K-2 | Students practice saying things like "I feel sad" or "Can you help me?" to let others know what they need and to check in on how a friend is doing. | OH-HE.4.k-2 |
| Use a decision-making process to support health and well-being of self and… Grades K-2 | Students practice a simple set of steps for making healthy choices, like deciding what to eat, how to handle a conflict, or when to ask a grown-up for help. | OH-HE.5.k-2 |
| Use a goal-setting process to support health and well-being of self and others Grades K-2 | Students pick a simple health goal, like drinking more water or getting to bed on time, and practice the steps to reach it. They also think about how their choices can help the people around them. | OH-HE.6.k-2 |
| Demonstrate practices and behaviors to support health and well-being of self… Grades K-2 | Students practice basic health habits like washing hands, getting sleep, and staying active. These choices help keep themselves and the people around them healthy. | OH-HE.7.k-2 |
| Advocate to promote health and well-being of self and others Grades K-2 | Students practice speaking up for healthy choices, like asking for a snack break or telling a friend to wear a helmet. They learn that saying something out loud can help keep themselves and people around them safer. | OH-HE.8.k-2 |
Common Questions
What does health class actually cover in the early grades?
Students learn the basics of taking care of their bodies and minds. That includes handwashing, brushing teeth, eating a mix of foods, getting enough sleep, being safe around streets and strangers, and naming feelings like sad or angry. It is more about daily habits than about facts to memorize.
How can a parent help with healthy habits at home?
Build small routines and talk about them out loud. Wash hands before snack and say why. Pick a bedtime and stick to it. Let students help plan a meal and notice the fruits or vegetables on the plate. Short conversations during normal moments stick better than a sit-down lesson.
How should health be sequenced across the year?
Start with personal care and feelings in the fall, since those routines support everything else. Move into nutrition, movement, and sleep in the winter. Save safety topics like fire, traffic, and trusted adults for the spring, when field trips and outdoor time make the lessons concrete.
What should students be able to do by the end of second grade?
Students should name basic health habits, ask a trusted adult for help, and make simple choices like picking water over soda or wearing a helmet. They should also be able to set a small goal, such as eating a fruit each day for a week, and notice if they met it.
How do students learn to handle big feelings at this age?
Students practice putting words to feelings before reacting. A simple script helps: name the feeling, take a breath, then ask for help or take a break. At home, model this out loud when frustrated. Hearing an adult say I am tired and I need a minute teaches more than any worksheet.
Which topics usually need the most reteaching?
Decision-making and asking for help take the longest to land. Students can recite the steps but freeze in a real moment, like a scrape on the playground or a disagreement at the lunch table. Plan short role-plays throughout the year, not just one unit, so the skills get practice in context.
How is advocacy taught to such young students?
Advocacy at this age means speaking up for a healthy choice in a small group. A student might remind classmates to cover a cough or invite someone sitting alone to play. Posters, class promises, and short skits give students a low-pressure way to practice using their voice for someone else.
What counts as a trusted adult, and how is that taught?
A trusted adult is someone safe to go to with a problem, like a parent, teacher, coach, school nurse, or grandparent. At home, name them out loud together and list a few by name. Knowing who to tell is often more important than knowing what to say.
How can goal-setting be practiced with a young student?
Pick one tiny goal and track it for a week. Drink water at every meal. Brush teeth without a reminder. Use a sticker chart or a simple checklist on the fridge. The point is the habit of choosing a goal and noticing progress, not the goal itself.