Common Planner
K–12 Standards

Grade 2

Other Louisiana Health Education sets

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

  • 1-E-1.

    Identify that healthy behaviors affect personal health.1-E-1

    1. 1.

      Describe what it means to be healthy.1-E-1.1

    2. 2.

      Compare healthy and unhealthy behaviors and how they affect one's health (e.g., disease prevention, healthy eating, fitness, safety).1-E-1.2

    3. 3.

      Identify healthy behaviors one can practice.1-E-1.3

    4. 4.

      List ways to prevent harmful effects of the sun.1-E-1.4

    5. 5.

      Create an individual fitness diary to record physical activity each day (time of day, duration, activity).1-E-1.5

    6. 6.

      Review MyPyramid and identify food groups.1-E-1.6

  • 1-E-2.

    Recognize that there are multiple dimensions of health (social, emotional, and physical).1-E-2

    1. 1.

      Identify each of the dimensions of health.1-E-2.1

    2. 2.

      Define the concepts of self-image and self-esteem.1-E-2.2

    3. 3.

      Analyze characteristics that impact self-image.1-E-2.3

    4. 4.

      Report the benefits of healthy relationships among family and friends.1-E-2.4

    5. 5.

      Explain ways to reduce or manage stress (e.g., study early for tests, go to bed on time).1-E-2.5

    6. 6.

      Identify negative influences on one's environment and how to avoid them.1-E-2.6

  • 1-E-3.

    Identify the prevention and treatment of communicable and non-communicable diseases.1-E-3

    1. 1.

      Define communicable and non-communicable diseases.1-E-3.1

    2. 2.

      List communicable and non-communicable diseases.1-E-3.2

    3. 3.

      Describe healthy behaviors to prevent the spread of germs (e.g., immunizations, vitamins, sanitary food practices, hand washing).1-E-3.3

  • 1-E-4.

    Identify risky behaviors and ways to avoid and reduce them.1-E-4

    1. 1.

      Describe how risky behaviors can affect one's personal health.1-E-4.1

    2. 2.

      Identify safety hazards at home, school and in the community.1-E-4.2

    3. 3.

      Apply fire safety rules to various situations.1-E-4.3

    4. 4.

      Explain the importance of using safety belts and car booster seats.1-E-4.4

    5. 5.

      Demonstrate basic traffic safety rules for pedestrians and bicyclists (include crossing a street safely, crossing an intersection, parking lot safety).1-E-4.5

    6. 6.

      Dramatize using good communication skills to defuse a bully or aggressive situation (e.g., listening, observing body language, using assertive communication, I messaging).1-E-4.6

    7. 7.

      Describe eating behaviors that contribute to maintaining healthy weight.1-E-4.7

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

  • 2-E-1.

    Identify how the family influences personal health practices and behaviors.2-E-1

    1. 1.

      Report how family health practices can influence personal health practices.2-E-1.1

    2. 2.

      Explain how family can influence food choices.2-E-1.2

    3. 3.

      Describe activities an individual's family can do to increase physical activity.2-E-1.3

  • 2-E-2.

    Describe how culture influences personal health behaviors.2-E-2

    1. 1.

      Document how cultural influences impact one's daily life.2-E-2.1

    2. 2.

      Identify how culture affects one's individual choices and behaviors.2-E-2.2

    3. 3.

      Relate how cultural influences impact one's health.2-E-2.3

  • 2-E-3.

    Explain how media influence thoughts, feelings and health behaviors.2-E-3

    1. 1.

      Identify television, print or web ads that may influence health.2-E-3.1

    2. 2.

      Summarize how media can influence choices related to health (positively or negatively).2-E-3.2

Students will demonstrate the ability to access valid information, products and services to enhance health.

  • 3-E-1.

    Identify sources of valid health information.3-E-1

    1. 1.

      Identify resources for health information in one's home, community and school.3-E-1.1

    2. 2.

      Select websites and other media that provide valid health information.3-E-1.2

  • 3-E-2.

    Demonstrate the ability to locate resources for health-promoting products and services.3-E-2

    1. 1.

      Identify trusted adults who can help one read and follow directions on medicine labels.3-E-2.1

    2. 2.

      Demonstrate how to dial 911 or other emergency numbers and provide appropriate information (knowing what to say).3-E-2.2

  • 3-E-3.

    Explain how media influence the selection of health information, products and services.3-E-3

    1. 1.

      Review the variety of health-related information available in the media (television, radio, web).3-E-3.1

    2. 2.

      Question how media messages influence one's health behaviors and the choice of products/services.3-E-3.2

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

  • 4-E-1.

    Develop effective communication skills.4-E-1

    1. 1.

      Define the steps to effective communication (e.g., listening, eye contact, body language).4-E-1.1

    2. 2.

      Practice using effective communication skills with peers.4-E-1.2

  • 4-E-2.

    Demonstrate healthy ways to communicate needs, wants and feelings through verbal and non-verbal communication.4-E-2

    1. 1.

      Demonstrate verbal and non-verbal ways to communicate clearly.4-E-2.1

    2. 2.

      Practice expressing feelings in a positive, non-confrontational way.4-E-2.2

Students will demonstrate the ability to use decision-making skills to enhance health.

  • 5-E-1.

    Discuss the steps of effective decision-making.5-E-1

    1. 1.

      Review steps in the decision-making process.5-E-1.1

    2. 2.

      Conclude that every decision has a consequence that may affect one's health.5-E-1.2

  • 5-E-2.

    Identify situations when a health-related decision is needed.5-E-2

    1. 1.

      Identify situations that could put one's health or safety at risk.5-E-2.1

    2. 2.

      Describe safe places to go in order to avoid danger.5-E-2.2

  • 5-E-3.

    Apply a decision-making process to address personal health issues and problems.5-E-3

    1. 1.

      Use a decision-making model.5-E-3.1

    2. 2.

      Analyze the outcome of using a decision-making model.5-E-3.2

    3. 3.

      Restate how using a decision-making model can improve one's health and safety.5-E-3.3

  • 5-E-4.

    Demonstrate refusal skills to enhance health.5-E-4

    1. 1.

      Practice skills to avoid unhealthy behaviors.5-E-4.1

    2. 2.

      Demonstrate refusal skills to avoid unhealthy or unsafe situations.5-E-4.2

Students will demonstrate the ability to use goal setting skills to enhance health.

  • 6-E-1.

    Explain how to set a goal and why it is important to enhance health.6-E-1

    1. 1.

      Analyze how others have set and reached personal goals (e.g., Olympic athletes set goal, work toward goal, reach Olympics).6-E-1.1

    2. 2.

      Create a list of personal health goals.6-E-1.2

    3. 3.

      Describe how the accomplishment of a personal goal enhances one's health.6-E-1.3

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

  • 7-E-1.

    Demonstrate healthy practices and behaviors to maintain or improve personal health.7-E-1

    1. 1.

      Demonstrate ways to show respect, consideration and caring for classmates.7-E-1.1

    2. 2.

      Demonstrate pride in personal qualities and accomplishments (e.g., self-esteem).7-E-1.2

    3. 3.

      Examine how one's personal choices can positively impact health.7-E-1.3

    4. 4.

      Develop a plan to eat a variety of nutritious foods each day.7-E-1.4

    5. 5.

      Demonstrate ways to be physically active.7-E-1.5

  • 7-E-2.

    Demonstrate behaviors that avoid or reduce health risks.7-E-2

    1. 1.

      Examine personal choices that can affect one's health.7-E-2.1

    2. 2.

      Demonstrate strategies to avoid risks (e.g., social/emotional; violence; intentional/unintentional injury).7-E-2.2

    3. 3.

      Identify behavior choices that can reduce health risks (e.g., physical activity, nutrition, fitness, avoiding tobacco).7-E-2.3

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

  • 8-E-1.

    Define advocacy.8-E-1

    1. 1.

      Dramatize advocating for a healthy behavior.8-E-1.1

    2. 2.

      Demonstrate ways to support friends and family who are trying to maintain or improve healthy practices.8-E-1.2

  • 8-E-2.

    Demonstrate the ability to communicate information that promotes positive health choices.8-E-2

    1. 1.

      Illustrate how one can communicate what one has learned about health to others (e.g., family, friends, peers).8-E-2.1

  • 8-E-3.

    Encourage peers and family to make positive health choices.8-E-3

    1. 1.

      Demonstrate the ability to influence health and safety practices of family members (e.g., smoking cessation).8-E-3.1

    2. 2.

      Explain the benefits of positive health choices to family and friends.8-E-3.2

Frequently asked questions

What grade levels do these standards cover?
Grade 2
When were these standards adopted?
2011
Where can I read the official document?
Louisiana Health Education Grade-Level Expectations

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