Health - Grade 1 (#5008030) 

Clarification 1: Instruction includes following rules.

Clarification 2: Instruction includes selecting healthy foods.

Clarification 3: Instruction includes participating in physical activities.

Example: Hazardous products may include medication bottles, alcohol, and other substances; hazardous places may include no-entry zones or hot stoves.

Example: Warning labels and signs include poison symbol, universal symbols for “No” and “Do not touch,” and crosswalk signals.

Clarification 1: Instruction includes wearing a helmet.

Clarification 2: Instruction includes limiting screen time and choosing physical activity.

Clarification 1: Instruction includes asking to speak to a trusted adult when help is needed.

Clarification 2: Instruction includes seeking out the school nurse to help with a health-related problem.

Clarification 1: Instruction includes safety practices such as water safety, pedestrian safety, bicycle safety and playground rules.

Clarification 2: Instruction includes school safety.

Clarification 1: Instruction focuses on following rules and personal hygiene.

Clarification 2: Instruction includes limiting screen time to less than one hour per day to increase physical and mental wellbeing.

Clarification 3: Instruction includes reporting unsafe behavior, in person and on the internet, to a trusted adult.

Clarification 1: Instruction includes family and parents encouraging healthy behaviors such as eating healthy dinners together, physical activities together, setting bedtimes, and screen time rules.

Clarification 2: Instruction includes friends exhibiting positive behaviors such as sharing and kindness.

Clarification 1: Instruction includes safety practices such as wearing a bicycle helmet or water flotation devices.

Clarification 2: Instruction includes reporting danger or unsafe activities to a trusted adult.

Clarification 1: Instruction includes spreading germs that can cause illness in oneself or others.

Clarification 2: Instruction includes being physically hurt or hurting others on the playground, on the bus, in the classroom, at home, and in the community.

Clarification 1: Instruction includes talking to a trusted adult and/or parent.

Clarification 2: Instruction includes seeking safety and running for help.

Clarification 3: Instruction includes asking for help with safety items.

• Cultivate a community of growth mindset learners. 
• Foster perseverance in students by choosing tasks that are challenging. 
• Develop students’ ability to analyze and problem solve. 
• Recognize students’ effort when solving challenging problems.

• Help students make connections between concepts and representations.
• Provide opportunities for students to use manipulatives when investigating concepts.
• Guide students from concrete to pictorial to abstract representations as understanding progresses.
• Show students that various representations can have different purposes and can be useful in different situations. 

• Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
• Offer multiple opportunities for students to practice efficient and generalizable methods.
• Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 

• Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
• Create opportunities for students to discuss their thinking with peers.
• Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
• Develop students’ ability to justify methods and compare their responses to the responses of their peers. 

• Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
• Support students to develop generalizations based on the similarities found among problems.
• Provide opportunities for students to create plans and procedures to solve problems.
• Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.

• Have students estimate or predict solutions prior to solving.
• Prompt students to continually ask, “Does this solution make sense? How do you know?”
• Reinforce that students check their work as they progress within and after a task.
• Strengthen students’ ability to verify solutions through justifications. 

• Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
• Challenge students to question the accuracy of their models and methods.
• Support students as they validate conclusions by comparing them to the given situation.
• Indicate how various concepts can be applied to other disciplines.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.