Health, Wellness, and Physical Development – Learning About My Body

Other Pennsylvania Learning Standards for Early Childhood sets

• Approaches to Learning through Play – Constructing, Organizing, and Applying Knowledge
• Creative Thinking and Expression – Communicating through the Arts
• Language and Literacy Development – English Language Arts
• Mathematical Thinking and Expression – Exploring, Processing, and Problem-Solving
• Scientific Thinking and Technology – Exploring, Scientific Inquiry, and Discovery
• Scientific Thinking and Technology – Exploring, Scientific Inquiry, and Discovery
• Social and Emotional Development – Student Interpersonal Skills

Practice basic hygiene routines with adult reminders (e .g ., hand washing, tooth brushing, cover nose and mouth when sneezing) .10.2 PK.A.1

Explain that we need to eat well, get rest, and exercise to stay healthy .10.2 PK.A.2

Identify people that help keep us healthy (e .g ., doctor, nurse, or dentist; gym teacher) .10.2 PK.A.3

Identify specific practices that support body development and function (e .g ., exercise, good nutrition, rest) .10.2 PK.A.4

Discuss plants, insects, and animals that could be harmful; share personal experiences when relevant .10.2 PK.E.1

Identify harmful substances .10.2 PK.E.2

Discuss how we protect our bodies in different seasons (e .g ., use sunscreen in summer, wear warm clothing in winter) .10.2 PK.E.3

Identify and follow basic safety rules (e .g ., on playground, in classroom, on field trip, crossing street) .10.3 PK.A.1

Identify the consequence of an unsafe behavior .10.3 PK.A.2

Identify and avoid unsafe practices (e .g ., playing with matches, talking to strangers) .10.3 PK.A.3

Explain how community helpers (e .g ., firefighters, police officers) can keep us safe .10.3 PK.A.4

Identify procedures for a variety of emergencies (e .g ., fire, tornado, intruder, medical emergency) .10.3 PK.B.1

Participate in discussions that differentiate between emergencies and non-emergencies .10.3 PK.B.2

Practice emergency procedures .10.3 PK.B.3

Combine large motor movements with the use of equipment (e .g ., ride a tricycle, using feet to pedal; catch a ball; throw a beanbag or ball overhand with aim; kick a ball) .10.4 PK.A.1

Move and stop with control .10.4 PK.A.2

Use outdoor gross motor equipment .10.4 PK.A.3

Run with control and direction .10.4 PK.A.4

Engage in gross motor games (e .g ., Hokey Pokey, London Bridge, Simon Says) .10.4 PK.A.5

Perform a variety of movement alongside and with a partner .10.4 PK.A.6

Engage in large motor activities that require strength and balance (e .g ., marching, hopping, running, jumping, dancing, walking tip-toe) .10.4 PK.B.1

Walk on a balance beam .10.4 PK.B.2

Climb stairs using alternating feet .10.4 PK.B.3

Participate in an obstacle course going through tunnels, over or under equipment .10.4 PK.B.4

Practice manual self-help skills (e .g ., zipping, snapping, buttoning) .10.5 PK.A.1

Practice using scissors .10.5 PK.A.2

Use tongs or tweezers to pick up objects .10.5 PK.A.3

Manipulate smaller objects (e .g ., pegs into a pegboard, puzzle pieces, stringing beads) .10.5 PK.A.4

Act out finger plays with hands and fingers .10.5 PK.B.1

Use scissors to cut on a straight line .10.5 PK.B.2

Complete self-help skills such as zip, snap, or button .10.5 PK.B.3

Manipulate smaller objects (e .g ., pegs into a pegboard, puzzle pieces, stringing beads) .10.5 PK.B.4

Use tools to pour (e .g ., funnels, basters, and pitchers) .10.5 PK.B.5

Use writing and drawing implements with functional grasp (pincer grasp) .10.5 PK.C.1

Use a variety of art tools (e .g ., glue sticks, paintbrushes, scissors) for a specific purpose .10.5 PK.C.2

Use tools (e .g ., broom, dust pan brush, gardening tools) to complete classroom jobs .10.5 PK.C.3

Use utensils for eating appropriately .10.5 PK.C.4

Use cup or glass for drinking .10.5 PK.C.5