Grade 2: New 2015 Sex-Ed Curriculum

Here is the link to the Ontario Curriculum doc from which this section was pulled from: http://www.edu.gov.on.ca/eng/curriculum/elementary/health1to8.pdf

grade2-healthy-living

Human Development and Sexual Health

C1.4 outline the basic stages of human development (e.g., infant, child, adolescent, adult, older adult) and related bodily changes, and identify factors that are important for healthy growth and living throughout life [PS]

  • Teacher prompt: “How does your body change as you grow? What helps you to grow and be healthy?”
  • Student: “As you grow, you get taller and bigger. Your bones grow. Your muscles grow. You grow faster at some stages than at others and not everyone grows the same amount at the same time. When you’re an adult, your body doesn’t grow anymore, but it still changes – for example, your skin gets more wrinkled and your hair might turn grey. Things that help make you healthy all through your life are eating well, being active, getting enough sleep, and having people to care for you.”
  • Teacher prompt: “When we look at growth and change throughout life, we can consider teachings from different cultures, including First Nation, Métis, and Inuit cultures, about the cycles of birth, life, and death. Different First Nations have different teachings and ceremonies for each life stage, and about growing and changes in roles and responsibilities at each stage. For example, the Anishinabe People teach about seven stages of life, and believe that at each stage, learning traditional teachings, such as the seven grandfather teachings, from family, community, and elders contributes to healthy growth and living.”

C2.4 demonstrate an understanding of and apply practices that contribute to the maintenance of good oral health (e.g., brushing, flossing, going to the dentist regularly for a checkup) [PS]

  • Teacher prompt: “How should you care for your teeth when you lose a tooth?”
  • Student: “I should make sure my hands are clean when I touch my teeth and remember to brush the gap between the teeth.”
  • Teacher: “It is important to brush your teeth after eating, but if you can’t, what else can you do?”
  • Student: “I can rinse my mouth with water.”

Personal Safety and Injury Prevention

C1.1 demonstrate an understanding of practices that enhance personal safety in the home (e.g., observing precautions for answering the phone and door, establishing home fire escape strategies, respecting electrical outlet covers, following precautions for preparing and storing foods, washing hands) and outdoors (e.g., using UV protection; observing safety rules when riding the bus, riding a bicycle, walking to school, approaching railway tracks and crossings; carrying medication for allergic reactions; being cautious when approaching animals) [PS]

  • Teacher prompt: “What are some things you should do to stay safe when you are at home, outside, or riding on the school bus?”
  • Students:
    • “At home, you should make sure that an adult always knows where you are when you’re playing outside. You should not touch any household product that has a symbol on it that means danger or poison. You should have a plan and know what to do in an emergency.”
    • “When you’re outside, you should wear a hat to protect you from the sun and a helmet when you’re riding your bike, tobogganing, or snowboarding.”
    • “You should sit facing the front of the school bus, and always cross the road in front of the bus when you get off. Don’t get so close to the bus that you can touch it. Get help from the driver or another adult if you drop something in the ‘danger zone’ – the area around the bus where the driver can’t see you.”
    • “If you have a nut allergy, tell your friends and their parents about it when you’re playing at their house. Make sure your snacks do not have nuts, and always carry an autoinjector.”
    • “If you want to come up to an animal or touch it, you have to ask permission from an adult and learn how to do it safely.”

C1.2 identify common food allergies and sensitivities (e.g., to peanuts, tree nuts, milk, eggs, fish) and the reactions they might cause (e.g., swelling, skin rash, difficulty breathing, abdominal cramps, vomiting, diarrhea, coma, death)

  • Teacher prompt: “Anaphylaxis is a serious allergic reaction that can be life threatening. Food is the most common cause of anaphylaxis, but insect stings, medicine, latex, or exercise can also cause a reaction. What is the reason for our school policy that asks students not to bring nut products to school?”
  • Student: “A lot of people have allergies to nuts. If you have a nut allergy, you can have a very dangerous reaction if you eat or come into contact with nuts or something that is made with nuts.”

C2.3 explain the importance of standing up for themselves, and demonstrate the ability to apply behaviours that enhance their personal safety in threatening situations (e.g., speaking confidently; stating boundaries; saying no; respecting the right of a person to say no and encouraging others to respect that right also; reporting exploitive behaviours, such as improper touching of their bodies or others’ bodies) [PS, IS]

  • Teacher prompt: “What can standing up for yourself look like?”
  • Student: “You can hold your head up high, make eye contact, and speak strongly.” Teacher: “In some cultures, making eye contact is considered disrespectful. What can you do then?” Student: “You can stand up for yourself in other ways, by saying no in a polite but firm way, and not doing anything that makes you uncomfortable. You can also try to stay away from people or places where there may be trouble.”
  • Teacher: “Why is standing up for yourself and showing respect for others important in a friendship?”
  • Student: “It helps you when you can say what you think or what you need. Friends should listen to each other and show respect. When someone tells a person to stop, that person should stop. For example, if someone teases me about my allergy to nuts, I can tell them to stop and let them know that contact with nuts could make me stop breathing.”
  • Teacher: “If someone does something that you do not like, touches you in an inappropriate way, or asks to touch you in a way that makes you feel uncomfortable or confused, how can you stand up for yourself?”
  • Student: “I can say no and move away. My body is mine. I can tell someone – like a parent, a teacher, an elder, a doctor – that I need help. I can keep telling until I get help.”

C3.1 describe how to relate positively to others (e.g., cooperate, show respect, smile, manage anger, pay attention to what people say and to their facial expressions and body language), and describe behaviours that can be harmful in relating to others (e.g., verbal abuse, including both online and face-to-face name calling, insults, and mocking; deliberately ignoring someone, or ignoring the feelings they express; physical violence, including pushing, kicking, and hitting) [IS]

  • Teacher prompt: “What does being a good friend look like? How can you show that you’re a friend while working in groups?”
  • Student: “I can make sure to include everyone, be nice to anyone who wants to be my partner, share toys and equipment, be encouraging, keep my hands to myself, and speak nicely.”
  • Teacher: “Calling someone a name or leaving them out of a group because of how they learn, speak, or look are examples of abusing or mistreating someone with your words or behaviour. We are learning how to prevent and change this behaviour and also how to respond to this behaviour if it happens. What could you do to help in this kind of situation?”
  • Student: “I could make sure I don’t behave that way. If I saw someone else doing it, I could tell the person to stop, or get help from an adult. I could also be friendly to the person who is being treated badly.”

Substance Use, Addictions, and Related Behaviours

C1.3 describe the difference between prescription medicines and non-prescription medicines, giving examples of each, and identify rules for the proper use of all medicines

  • Teacher prompt: “Prescription medicines, such as penicillin and other antibiotics, are prescribed by a doctor and are available only at a pharmacy. How can you recognize a prescription medicine?”
  • Student: “On the label of the bottle, it has the name of the patient, instructions for using the medicine, and a prescription number.”
  • Teacher: “How are commonly used non-prescription medicines and health care supplements – for example, cough syrup; vitamins; herbal, homeopathic, and naturopathic remedies; and First Nation, Métis, and Inuit traditional medicines – different from prescription medicines?”
  • Student: “You don’t need a prescription from a doctor to get them. You can get them in places like health food stores and not just in pharmacies. Traditional First Nation, Métis, and Inuit medicines are usually made from things like plants that grow in the forest.”
  • Teacher: “What should we do to ensure that medicines are used safely and correctly?”
  • Student: “You should only take medicine that an adult who is caring for you gives you. You should never share prescription medicines. All instructions, like how much you should take and when you should take it, for all medicines should be followed carefully.”

C3.2 describe methods that may be used instead of or in combination with medication to maintain good health and prevent or treat various health problems (e.g., getting more sleep to help get rid of a cold; getting more fresh air and physical activity to relieve headaches; eating healthier meals as recommended in Canada’s Food Guide; using natural healing practices) [CT]

Healthy Eating

C2.1 use Canada’s Food Guide to assess the nutritional value of meals (e.g., in terms of food groups and number and size of servings), and identify food and beverage choices that enhance healthy growth and development

  • Teacher prompt: “Here is a picture of a school lunch. What food groups do you see in this lunch? Is this a healthy lunch? What might make it healthier?”
  • Student: “A healthy lunch has foods from different parts of the food guide. This lunch has rice from the grain products group, a piece of chicken from the meat and alternatives group, and carrots from the vegetables and fruit group. There are cookies for dessert. This is a healthy lunch. If there were also a piece of fruit, or yogurt from the milk and alternatives group, it would be even healthier.”

C2.2 demonstrate an understanding of how to make healthy food choices for meals and snacks, considering the factors they can and cannot control (e.g., the food that’s available in the home; the food that’s available when eating out; energy needed at different times of day; allergies; food guidelines associated with medical conditions such as diabetes or celiac disease; food safety related to food preparation, storage, handling, and cleanliness) [CT]

  • Teacher prompt: “What are some things to consider when choosing a snack?”
  • Student: “A snack should give me energy and it should be safe and easy to eat. Snacks with less sugar – like fruit and vegetables – are better for my teeth. Also, some foods need to be kept cold to be safe to eat.”
  • Teacher: “What can you do if you are going to be somewhere where there are only a few healthy choices or none at all?”
  • Student: “I should try to make the healthiest choice I can, like having a salad instead of fries at a fast-food restaurant. Or I can go ahead and eat what is available, as long as I don’t do it regularly or too often. If I’m not too hungry, I can wait to eat something healthier later. I can try to bring a healthy snack from home next time, or if my school has a healthy snack program, I can have a snack at school.”
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