Healthy habits at school
Students learn the daily habits that keep their bodies feeling good. They practice handwashing, brushing teeth, eating different foods, sleeping enough, and moving their bodies during the day.
What does a student learn in
These are the years students learn that small daily habits add up to feeling well. Students name body parts, practice handwashing and safety rules, and notice how food, sleep, and movement change how they feel. Students also learn who to ask for help, how to say no, and how to set a simple goal like drinking more water. By spring, students can describe one healthy habit they practice and explain why it matters.
- Healthy habits
- Safety rules
- Feelings
- Asking for help
- Goal setting
- Saying no
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 how they feel and learn how to listen, share, and ask for help. They practice talking through small problems with classmates and using kind words.
- 3
Safety at home and school
Students learn what to do in everyday safety moments, like crossing a street, riding in a car, or hearing a fire alarm. They also practice telling a trusted adult when something feels wrong.
- 4
Choices and small goals
Students start making simple healthy choices on their own, like picking water at lunch or going outside to play. They set tiny goals, such as trying a new food or being a kind friend this week.
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 why sleep matters or how germs spread, 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 what they see on TV. They start to notice that some influences help them stay healthy and others don't.
- Grades K-2
Access valid and reliable resources to support health and well-being of self…
Students learn where to find trustworthy information about staying healthy, like a doctor, a school nurse, or a parent, and how to use those sources to help themselves or someone else.
- Grades K-2
Use interpersonal communication skills to support health and well-being of self…
Students practice how to talk and listen with others in ways that keep everyone feeling safe and well. That includes asking for help, saying no, and sharing feelings clearly.
- Grades K-2
Use a decision-making process to support health and well-being of self and…
Students practice a simple step-by-step process for making choices, like deciding what to eat or how to respond when a friend is hurt. The goal is choices that are good for themselves and the people around them.
- Grades K-2
Use a goal-setting process to support health and well-being of self and others
Students pick a health goal, such as drinking more water or getting to bed on time, and follow simple steps to reach it. They learn that setting goals helps them and the people around them stay healthy.
- Grades K-2
Demonstrate practices and behaviors to support health and well-being of self…
Students practice habits that keep themselves and the people around them healthy, like washing hands, getting enough sleep, and being kind.
- 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 why handwashing matters. They learn that their voice can help keep themselves and the people around them healthier.
| 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 why sleep matters or how germs spread, and practice using that knowledge to make simple choices that keep themselves and the people around them healthy. | PA-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 what they see on TV. They start to notice that some influences help them stay healthy and others don't. | PA-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 information about staying healthy, like a doctor, a school nurse, or a parent, and how to use those sources to help themselves or someone else. | PA-HE.3.k-2 |
| Use interpersonal communication skills to support health and well-being of self… Grades K-2 | Students practice how to talk and listen with others in ways that keep everyone feeling safe and well. That includes asking for help, saying no, and sharing feelings clearly. | PA-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 step-by-step process for making choices, like deciding what to eat or how to respond when a friend is hurt. The goal is choices that are good for themselves and the people around them. | PA-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 health goal, such as drinking more water or getting to bed on time, and follow simple steps to reach it. They learn that setting goals helps them and the people around them stay healthy. | PA-HE.6.k-2 |
| Demonstrate practices and behaviors to support health and well-being of self… Grades K-2 | Students practice habits that keep themselves and the people around them healthy, like washing hands, getting enough sleep, and being kind. | PA-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 why handwashing matters. They learn that their voice can help keep themselves and the people around them healthier. | PA-HE.8.k-2 |
Common Questions
What does health class look like in the early grades?
Students learn the basics of taking care of themselves and being kind to others. That means washing hands, eating a mix of foods, getting enough sleep, naming feelings, and asking a trusted adult for help. Most lessons are short and tied to everyday routines.
How can families practice these ideas at home?
Talk through small daily choices out loud. At breakfast, ask what foods give energy. At bedtime, ask why sleep matters. When a child is upset, help name the feeling and pick one thing to do next. Five minutes of this kind of talk goes a long way.
What should students be able to do by the end of second grade?
Students should name healthy habits, tell a safe adult when something feels wrong, and walk through a simple choice like what to eat or how to calm down. They should also be able to set a small goal, such as drinking more water or going to bed on time.
How should health be sequenced across the year?
Start with personal care and safety routines in the fall, then move into feelings and friendships, then nutrition and movement, then decision-making and goal-setting in the spring. Revisit each topic in short cycles instead of teaching one unit and dropping it.
Which skills usually need the most reteaching?
Decision-making and goal-setting take the longest to stick at this age. Students can name a healthy choice but freeze when asked to walk through the steps. Build in short role-plays where students practice the steps out loud with a partner.
How much time does health need each week?
Two or three short blocks a week is plenty, often 15 to 20 minutes. Tie lessons to morning meeting, snack time, recess, or a read-aloud. Health sticks better when it shows up in daily routines instead of one long weekly lesson.
What if a child is shy about talking about feelings or bodies?
That is normal at this age. Keep the language simple and matter-of-fact, and use books or puppets as a buffer. Praise any small attempt to name a feeling or ask a question, and never force a child to share in front of others.
How do I know students are ready for third grade health?
Students should handle basic hygiene without prompting, name a few trusted adults they can go to for help, and explain why habits like sleep, water, and movement matter. They should also be able to set a one-week goal and check whether they met it.