Kindergarten Health

PA Academic Standards for Health, Safety, and Physical Education

• 10.2.3.A. Identify personal hygiene practices and community helpers that promote health and prevent the spread of disease
• 10.2.3.B. Identify health-related information. (signs and symbols, terminology, products and services)
• 10.1.3.E. Identify types and causes of common health problems of children. (infectious diseases (e.g., colds, flu, chickenpox), noninfectious diseases (e.g., asthma, hay fever, allergies, lyme disease), germs, pathogens, heredity)

• Germs exist and can make you sick.
• Washing hands decreases the spread of germs. 
• Using tissues when blowing your nose decreases the spread of germs. 
• Coughing and/or sneezing into your elbow decreases the spread of germs. 
• Know where the bathroom is.
• Know the steps to using the bathroom.
• Know where the nurse’s office is.

• Germs make people sick, they spread quickly, and they can be reduced by practicing good hygiene.
• Healthy habits like washing hands, using tissues, and coughing or sneezing into your elbow help prevent the spread of germs at school.
• Students learn how to take care of themselves at school by recognizing health signs and knowing where the bathroom and nurse’s office are located.
   

• Use materials (for example, glitter, GloGerm, etc.) to show how quickly germs spread by putting it on hands and touching surfaces.
• Wash your hands (use warm water, rub soap on all sides of hands and in between fingers, rinse with warm water, turn off the water with a paper towel, dry your hands).
• Blow your nose (use a tissue, throw it away, and clean your hands).
• Practice effective sanitary procedures to decrease the spread of germs. 
• Recognize signs/symbols throughout the hallway (girls and boys bathroom, directional signs). 
• Visit the nurse's office.
• Use the bathroom (find a stall/check the sign, close the door behind you, sit on the toilet, wipe when finished with toilet paper only, put the toilet paper in the toilet, flush, wash your hands).

• How do people practice good hygiene and stop the spread of germs?
• What is the importance of being able to locate health signs and symbols in our environment? 
   

• What are germs?
• How can I wash my hands properly?
• How can I blow my nose without spreading germs?
• How can I cough and sneeze without spreading germs? 
• Where is the bathroom?
• Where is the nurse's office?
• What are the steps to properly use the bathroom?
   

• Material for mimicking germs on hands (glitter, sand, GloGerm, etc.)
• Teaching poster (class discussion points, may post)   
• Optional Extension: Mystery Science Mini Lesson
   

• Germs
• Hygiene 
• Nurse

• Observe students as they practice good hygiene (washing hands, blowing nose, sneezing in sleeve).
• Observe whether the student goes to the restroom or nurse’s office appropriately when needed.
   

PA Academic Standards for Health, Safety, and Physical Education

• 10.3.3.A.  Recognize safe/unsafe practices in the home, school and community. (general (e.g., fire, electrical, animals), modes of transportation (e.g., pedestrian, bicycle, vehicular), outdoor(e.g., play, weather, water), safe around people (e.g., safe/unsafe touch, abuse, stranger, bully)
• 10.3.3.B. Recognize emergency situations and explain appropriate responses. (importance of remaining calm, how to call for help, simple assistance procedures, how to protect self)

• Call 911 during an emergency.
• Steps for how to safely cross the street.
• Playground rules keep us safe.
• Hallway procedures keep us safe.
• Classroom rules keep us safe. 

• Students learn how to stay safe in emergencies and daily situations, including knowing when and how to call 911 and how to cross the street safely.
• Rules, safe choices, and self-control such as walking, keeping hands to self, and using a quiet voice help keep everyone safe.
   

• Use a paper keypad to practice dialing 911.
• Role play crossing the street safely (stop, look both ways, listen). 
• Follow school playground rules (feet first down the slide, stay within the boundary lines, keep hands to self, line up right away, no monkey bars).
• Follow school hallway rules (walking feet, hands to self, silent line).
• Follow classroom rules (walking feet, quiet voice, body control).

• How can I be safe in my school and community?
• How can knowing the 911 number help you to be safe?
   

• How do I dial 911?
• How do I safely cross the street?
• How do I play on the playground in a safe way?
• How do I stay safe in the hallway?
• What are the classroom rules I need to follow? 
   

• Paper keypad
• Crosswalk lights (red light green light game)
• 911 song Discovery Ed
   

• Stop/Go
• Safety
• School Crossing
• Crosswalk
• Emergency
• 911

• Observe students throughout the year as they practice safety skills.
• Observe students pretending to call 911 for an emergency. 
   

PA Academic Standards for Health, Safety, and Physical Education

• 10.1.3.C. Explain the role of the food guide pyramid in helping people eat a healthy diet (food groups, number of servings, variety of food, nutrients)

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• Know where foods come from.
• Eating a variety of foods is necessary.
• Healthy foods help our bodies grow and give us energy.
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• Students understand and can identify foods that help their bodies grow and stay strong.
• Students learn where foods come from, recognizing that many foods come from nature.
• Students learn that eating a variety of foods is important for staying healthy.

• Sort different types of foods.
• Identify a variety of places in nature where foods originate from.
• Explain how eating a variety of foods is necessary (balancing healthy and unhealthy foods).

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• How does food impact humans?
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• What makes a food healthy or unhealthy, and how can we tell the difference?
• Where does the food we eat come from?
• Why is it important to eat a variety of different foods?
   

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• Food sort
• Wonders (Unit 9, Week 3)
   
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• healthy
• unhealthy
• vegetables 
• fruits
• dairy
• meat
• grains

• Observe students as they sort pictures of food into the categories of healthy or unhealthy.
• Observe students as they discuss where different foods come from.
• Observe students as they discuss how eating a variety of foods is essential for life.