2nd Grade Health
[Constructing and Reflecting] [Life Science] [Physical Science] [Earth Science] [Health]
What do you want students to:
know, do, be like?
How will you know if benchmarks have been achieved?
What possible instructional resources
could be used?
I (introduce), P (practice), M (master)
Health Michigan Model


  • Multimedia Here

Print Material:

  • Print Material Here

Field Trips:

  • Field Trip Here

IRC Activities:

  • IRC Activity Here

Units of Practice:
Each UOP, located on the Utica Learning Interchange (ULI), is developed by one of your colleagues, an experienced teacher, and exemplifies an approach to integrating technology into the teaching and learning process. Search the UOPs by Subject and Level or by Keyword.

  • UOP Links Here

Web Links

Identify the basic functions, parts, and care of the eye and ear. Students will label the parts of the ear and eye. Students will be able to identify the function of each part of the ear and eye.
Recognize proper safety procedures (i.e., fire, bike, water, food, drugs). Fire Safety; Students will create a home fire evacuation plan.

Bike Safety: Students will identify the equipment needed to safely operate a bike, skateboard, and/or roller blades. The students could dress a paper model of a child. They could simply draw the safety equipment or they could create paper models of each piece of equipment. They would then place the safety equipment into the proper place.

After reading Officer Buckle and Gloria (from the Reading Series), the students will create a class safety book that demonstrates a variety of safety precautions. You could narrow your focus of the book to relate to water safety, food safety, or drugs.

List ways in which one grows other than physically. Students could keep a year long reflective journal. The students could put entries in the journal that include information that they have learned from each of the content areas. These journals would show the students how they have changed throughout the year. They would be able to see how they have grown emotionally and educationally.

Committee Members:
Danielle Bernier, Deanne Fisher, Pat Kelly, Sarah Pacifico, Rachel Vincler, Jane Winn, and Pat Massimino

Last Revised: Wed, Mar 10, 2004