Correlation to Michigan
Grade Level Content Expectations (GLCE)
| GRADE TWO | |||||
| Strand 1 | Strand 2 | Strand 3 | Strand 4 | Strand 5 | Return to correlation menu | |||||
| Michigan Grade Level Content Expectations | Michigan Model for Health Learning Objectives | ||||
| STRAND 1: NUTRITION AND PHYSICAL ACTIVITY | |||||
| Standard 1: Core Concepts | Michigan Model for Health Objectives | Lesson | |||
| 1.1 |
Explain the importance of eating a variety of foods from all of the food groups. |
(CC) | Explain the importance of eating a variety of foods from all of the food groups. | NPA-1 | |
| 1.2 |
Classify foods into the food groups. |
(CC) | Classify foods into food groups | NPA-2 | |
| 1.3 |
Describe the characteristics of combination foods. |
(CC) | Identify characteristics of combination foods. | NPA-2 | |
| 1.4 |
Describe the characteristics of foods and beverages that should be limited. |
(CC) | Identify characteristics of foods that should be limited | NPA-2 | |
| Standard 3: Health Behaviors | Michigan Model for Health Objectives | Lesson | |||
| 1.5 |
Provide examples of combination foods. |
(CC) | Name examples of combination foods | NPA-2 | |
| 1.6 |
Provide examples of foods and beverages that should be limited. |
(SM) | Name examples of foods that should be limited | NPA-2 | |
| 1.7 |
Generate examples of a variety of physical activities that can be enjoyed when in or near the water. |
(SM) | Suggest a food from each of the food groups that could be eaten as a healthy snack. | NPA-2 | |
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| STRAND 2: ALCOHOL, TOBACCO, AND OTHER DRUGS | |||||
| Standard 1: Core Concepts | Michigan Model for Health Objectives | Lesson | |||
| 2.1 |
Explain that all forms of tobacco products contain harmful chemicals, including the drug nicotine. |
(CC) | Identify household products that are harmful if touched, ingested, or inhaled | ATOD-2 | |
| 2.2 |
Describe the impact of using tobacco, including that it is addictive. |
(CC) | Describe ways that over-the-counter and prescription medications can be helpful or harmful. | ATOD-1 | |
| 2.3 |
Describe the impact of consuming food or beverages that contain caffeine. |
(CC) | Explain the differences between over-the-counter and prescription medicines and illicit drugs. | ATOD-1 | |
| 2.4 |
Describe the impact of using alcohol, including that it changes how a person feels, thinks, and acts. |
(CC) | State that all forms of tobacco products contain harmful chemicals, including the drug nicotine. | ATOD-3 | |
| Standard 3: Health Behaviors | Michigan Model for Health Objectives | Lesson | |||
| 2.5 |
Suggest alternative foods and beverages that are caffeine free. |
(AI) | Identify trustworthy adults who are sources of accurate information about potentially poisonous household products. | ATOD-2 | |
| 2.6 |
Demonstrate strategies to avoid exposure to secondhand smoke. |
(AI) | Apply knowledge of product label warnings to gain accurate information about potentially poisonous household products. | ATOD-2 | |
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| STRAND 3: SAFETY | |||||
| Standard 1: Core Concepts | Michigan Model for Health Objectives | Lesson | |||
| 3.1 |
Describe safety precautions when in or near water. |
(CC) | Describe fire and burn hazards. | Safety-2 | |
| 3.2 |
Identify appropriate and inappropriate touch. |
(CC) | Describe wheeled recreation hazards. | Safety-1 | |
| 3.3 |
Explain that a child is not at fault if someone touches him or her in an inappropriate way. |
(CC) | Describe the characteristics of appropriate and inappropriate touch. | Safety-7 | |
| (CC) | Explain that a child is not at fault if someone touches him or her in an inappropriate way. | Safety-7 | |||
| Standard 2: Access Information | Michigan Model for Health Objectives | Lesson | |||
| 3.4 | Demonstrate how to ask a trusted adult for help. | (AI) | Demonstrate the procedure for calling 911 to get help in emergencies. | Safety-4 | |
| (AI) | Demonstrated how to ask a trusted adult for help. | Safety-7 | |||
| Standard 3: Health Behaviors | Michigan Model for Health Objectives | Lesson | |||
| 3.5 |
Apply wheeled recreation rules. |
(SM) | Demonstrate actions to take in a fire emergency. | Safety-4 | |
| 3.6 |
Demonstrate the use of wheeled recreation safety gear. |
(SM) | Describe situations that are dangerous, destructive, and disturbing and that need to be reported to an adult. | Safety-5 | |
| 3.7 |
Apply strategies to avoid personally unsafe situations. |
(SM) | Practice escaping unsafe situations by getting away, leaving, and telling an adult. | Safety-5 | |
| 3.8 |
Demonstrate strategies to get away in cases of inappropriate touching or abduction. |
(SM) | Apply strategies and rules for safe wheeled recreation, including the proper use of safety gear. | Safety-1 | |
| (SM) | Describe safety rules to prevent fires and burns. | Safety-2 | |||
| (SM) | Apply strategies to avoid personally unsafe situations. | Safety-7 | |||
| (SM) | Apply strategies to get away in cases of inappropriate touching or abduction. | Safety-7 | |||
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| STRAND 4: SOCIAL AND EMOTIONAL HEALTH | |||||
| Standard 1: Core Concepts | Michigan Model for Health Objectives | Lesson | |||
| 4.1 |
Describe the characteristics of touch which is caring and important to positive relationships. |
(CC) | Describe ways family members and friends help each other. |
SE-5
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| 4.2 |
Analyze the importance of identifying and expressing feelings to maintain personal health and healthy relationships. |
(CC) | Explain the role of listening and paying attention in building and maintaining friendships. | SE-6 | |
| 4.3 |
Describe situations that may elicit mixed emotions. |
(SM) | Apply skills to find out how others are feeling. | SE-2 | |
| Standard 2: Access Information | Michigan Model for Health Objectives | Lesson | |||
| 4.4 |
Identify people who can help make decisions and solve problems. |
(SM) | Apply skills to predict the potential feelings of others. | SE-1 | |
| Standard 6: Decision Making | Michigan Model for Health Objectives | Lesson | |||
| 4.5 |
Explain the decision making and problem solving steps. |
(AI) (INF) (DM) | Describe and demonstrate ways to be responsible at home and school. | SE-7 | |
| 4.6 |
Demonstrate the ability to make a decision or solve a problem using the steps. |
(CC) | Explain the decision making and problem solving steps. |
SE-7 & SE-8 |
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| Standard 7: Social Skills | Michigan Model for Health Objectives | Lesson | |||
| 4.7 |
Demonstrate ways to show respect for feelings, rights, and property of others. |
(DM) | Apply the steps to making a decision or solving a problem. | SE-8 | |
| 4.8 |
Demonstrate effective listening and attending skills. |
(COM) | Apply effective listening and attending skills. | SE-6 | |
| 4.9 |
Recognize and express appropriately a variety of personal feelings. |
(COM) | Demonstrate giving and accepting a compliment or statement of appreciation. | SE-4 | |
| 4.10 |
Demonstrate the ability to manage strong feelings, including anger. |
(COM) | Apply "please," "thank you," "excuse me," and "I am sorry" to appropriate situations. | SE-3 | |
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| STRAND 5: PERSONAL HEALTH AND WELLNESS | |||||
| Standard 3: Health Behaviors | Michigan Model for Health Objectives | Lesson | |||
| 5.1 |
Demonstrate skills throughout the day to reduce the spread of germs. |
(CC) | Explain the importance of taking care of teeth. | PHW-3 | |
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| Strand 1 | Strand 2 | Strand 3 | Strand 4 | Strand 5 | Return to correlation menu | |||||