By the end of grade 2

Other New Jersey Comprehensive Health and Physical Education sets

• By the end of grade 5
• By the end of grade 8
• By the end of grade 12

Define reproduction. 2.1.2.PP.1

Explain the ways in which parents may care for their offspring (e.g., animals, people, fish).2.1.2.PP.2

Explain the meaning of character and how it is reflected in the thoughts, feelings and actions of oneself and others. 2.1.2.EH.1

Identify what it means to be responsible and list personal responsibilities. 2.1.2.EH.2

Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).2.1.2.EH.3

Demonstrate strategies for managing one's own emotions, thoughts and behaviors. 2.1.2.EH.4

Explain healthy ways of coping with stressful situations.2.1.2.EH.5

Discuss how individuals make their own choices about how to express themselves.2.1.2.SSH.1

Discuss the range of ways people express their gender and how gender-role stereotypes may limit behavior. 2.1.2.SSH.2

Describe different kinds of families locally, nationally and globally and note similarities in the ways in which they keep their children safe. 2.1.2.SSH.3

Determine the factors that contribute to healthy relationships within a family. 2.1.2.SSH.4

Identify basic social needs of all people. 2.1.2.SSH.5

Determine the factors that contribute to healthy relationships. 2.1.2.SSH.6

Explain healthy ways for friends to express feelings for and to one another2.1.2.SSH.7

Demonstrate healthy ways to respond to disagreements or conflicts with others (e.g., leave, talk to trusted adults, tell a sibling or peer). 2.1.2.SSH.8

Define bullying and teasing and explain why they are wrong and harmful. 2.1.2.SSH.9

Identify community professionals and school personnel who address health emergencies and provide reliable health information to us. 2.1.2.CHSS.1

Determine where to access home, school and community health professionals2.1.2.CHSS.2

Demonstrate how to dial and text 911 in case of an emergency. 2.1.2.CHSS.3

 Describe how climate change affects the health of individuals, plants and animals. 2.1.2.CHSS.4

Identify situations that might result in individuals feeling sad, angry, frustrated, or scared.2.1.2.CHSS.5

Identify individuals who can assist with expressing one’s feelings (e.g., family members, teachers, counselors, medical professionals)2.1.2.CHSS.6

Perform a combination of sequences of locomotor movements and rhythmic activities (e.g., walking, balancing, hoping, skipping, running).2.2.2.MSC.1

Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).2.2.2.MSC.2

Demonstrate manipulative movements (e.g., throwing, catching, dribbling, running, kicking) while moving in personal and general space, time, directions, pathways and ranges.2.2.2.MSC.3

Differentiate manipulative movements (e.g., throwing, catching, dribbling).2.2.2.MSC.4

Adjust and correct movements and skill in response to feedback.2.2.2.MSC.5

Execute appropriate behaviors and etiquette while participating in and viewing activities, games, sports, and other events to contribute to a safe environment.2.2.2.MSC.6

Demonstrate kindness towards self and others during physical activity to create a safe and caring environment.2.2.2.MSC.7

Explain the difference between offense and defense.2.2.2.MSC.8

Explain the benefits of regular physical activity and what it means to be physically fit in relation to personal health. (e.g., healthy heart, strong bones, increased energy, strong muscles).2.2.2.PF.1

Explore how to move different body parts in a controlled manner.2.2.2.PF.2

Engage in moderate to vigorous age-appropriate physical movement and physical activities that promote movement (e.g., games, challenges, team building).2.2.2.PF.3

Demonstrate strategies and skills that enable team and group members to achieve goals.2.2.2.PF.4

Express one's feeling and emotions when involved in movement and physical activities to increase positive behaviors.2.2.2.LF.1

Perform movement skills that involve controlling and adapting posture and balance, to successfully negotiate different environments (e.g., mats, turf fields, grass fields, hard surfaces, gym floors, sand, water, snow) during physical activity.2.2.2.LF.2

Explore the body's range of motion through participating in flexibility and breathing exercises (e.g., stretching, mindfulness, yoga).2.2.2.LF.3

Identify physical activities available outside of school that are in the community.2.2.2.LF.4

Explore different types of foods and food groups.2.2.2.N.1

Explain why some foods are healthier to eat than others.2.2.2.N.2

Differentiate between healthy and unhealthy eating habits.2.2.2.N.3

Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.2.3.2.PS.1

Discuss healthy and safe choices both indoors and outdoors (e.g., using equipment, wearing bike helmets, vehicle, water, weather safety).2.3.2.PS.2

Recognize and demonstrate safety strategies to prevent injuries at home, school, in the community (e.g., traffic safety, bicycle/scooter safety, fire safety, poison safety, accident prevention).2.3.2.PS.3

Develop an awareness of warning symbols and their meaning (e.g., red light, stop sign, poison symbol).2.3.2.PS.4

Define bodily autonomy and personal boundaries.2.3.2.PS.5

Demonstrate how to communicate personal boundaries and show respect for someone else’s personal boundaries including friends and family.2.3.2.PS.6

Identify behaviors that would be considered child abuse (e.g., emotional, physical, sexual).2.3.2.PS.7

Identify trusted adults, including family members, caregivers, and school staff, that you can talk to about situations which may be uncomfortable or dangerous (e.g., bullying, teasing, child sexual abuse).2.3.2.PS.8

Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.2.3.2.HCDM.1

Demonstrate personal hygiene and the use of necessary and appropriate health-enhancing behaviors that can keep a person healthy (e.g., precautions to avoid illnesses, handle food hygienically, brush teeth, regular physical activity, adequate sleep, appropriate dress for various weather conditions).2.3.2.HCDM.2

Explain strategies and develop skills to prevent the spread of communicable diseases and health conditions (e.g., Lyme disease, influenza, cardiovascular diseases).2.3.2.HCDM.3

Explain what medicines are, how they are used, and the importance of utilizing medications properly.2.3.2.ATD.1

Identify ways in which drugs, including some medicines, can be harmful.2.3.2.ATD.2

Explain effects of tobacco use on personal hygiene, health, and safety.2.3.2.ATD.3

Recognize that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs.2.3.2.DSDT.1

Explain that individuals who abuse alcohol, tobacco, and other drugs can get help.2.3.2.DSDT.2