Kindergarten Learning Experiences Elementary School Services
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- 3.6: By the end of grade 5, students will describe personal hygiene and safety measures used in preparing foods.
- Reproduction/Sexuality
- Social and Emotional Health
Nutrition3.1: By the end of grade 5, students will identify the key nutrients in food that support healthy body systems (skeletal, circulatory) and recognize that the amount of food needed changes as the body grows.Kindergarten children will recognize different categories of food and that the amount of food needed changes as the body grows. Children can talk about the nutritional value of foods (e.g., milk’s calcium builds strong bones and teeth, vegetables provide vitamins, breads and cereals provide fiber); prepare healthy snacks; create a recipe book; or set up a “healthy food” restaurant with menus. Children can explore diet and activity levels at different stages of a child’s life by comparing portion sizes and creating representations (e.g., books, collages, posters, displays, models) of healthy/unhealthy foods for a baby, child, and adult. 3.2: By the end of grade 5, students will use the USDA Food Guide Pyramid and its three major concepts of balance, variety, and moderation to plan healthy meals and snacks.Kindergarten children will distinguish among some food categories (meat, vegetables, dairy, and grains) and illustrate that healthy meals include moderate portions and a variety/balance of elements. Children can represent (e.g., paintings, collages) healthy meals and snacks that have balance and variety, or can represent snacks from one section of the food pyramid (e.g., the dairy section with milk, various cheeses, yogurt). Children can discuss differences in eating habits (e.g., cultural differences, vegetarian diets, special diets followed because of food allergies or religious affiliations) and read/listen to books about common foods and customs across cultures (e.g., Everybody Cooks Rice and Everybody Bakes Bread, both by Norah Dooley; Bread, Bread, Bread by Ann Morris). Tips for Teachers: Teachers must be aware of and comply with the local district policy regarding food in the classroom. For instance, if children or adults bring in foods from home, teachers should be knowledgeable about individual children’s food allergies and make sure that each child has a snack or meal that is safe for him or her.3.3: By the end of grade 5, students will recognize hunger and satiety cues and how to make food decisions based upon these cues.Kindergarten children will describe how they recognize their own hunger and fullness, and will illustrate various sizes of meals/snacks. Children can discuss the feelings of full and hungry. Children can compare the effects of set times versus personally chosen times for eating snacks ; then make a book documenting their observations about hunger sensations (e.g., “at 9:00 I wasn’t really hungry,” “at 11:00 my stomach was growling”). 3.6: By the end of grade 5, students will describe personal hygiene and safety measures used in preparing foods.Kindergarten children will describe rules for hygiene and safety in preparing foods. Children can observe signs of fruit decay (e.g., changes in scent, appearance) to learn the action of bacteria, in order to know why personal hygiene and safety measures while preparing foods are important. Children can explain and practice consistent daily hygiene (e.g., washing hands for 20 seconds to the tune of “Row, Row, Row Your Boat,” or “Mary Had A Little Lamb” before and after preparing food and eating). Reproduction/Sexuality4.1: By the end of grade 5, students will identify the components, functions, and processes of the reproductive system.4.2: By the end of grade 5, students will identify the physical changes as related to the reproductive system during puberty.Kindergarten children will use some appropriate terminology for body parts and functions of males and females. At this level, children should have a basic awareness of gender, reproduction, and sexuality. Children can receive accurate, age-appropriate answers to questions about reproduction in animals and humans. Answers should relate to children’s immediate experiences (e.g., when a teacher or relative is pregnant; when classroom animals produce offspring). Children can observe physical changes throughout the growth and life cycles of plants and living creatures, including humans, through observation and/or books. Tips for Teachers: Prior to developing activities for young children, teachers must be aware of local district policies concerning reproductive education. Family preferences are also a key consideration in planning learning activities. Some districts may require signed parental consent regarding language or content.Social and Emotional HealthMental Health5.1: By the end of grade 5, students will identify the various feelings that most people experience and describe the physical and emotional reactions of the body to intense positive and negative feelings.Kindergarten children will demonstrate, represent, or label various emotions, especially primary emotions (e.g., happiness, sadness, anger, fear). Children can discuss their personal experiences with emotions and discuss the importance of knowing that it is healthy to have feelings; they can create individual books of photographs of themselves or others showing emotions, or act out emotions. Children can smile or clench their fists to see if and how they are affected by these physical expressions of feelings. 5.2: By the end of grade 5, students will apply methods to accommodate a variety of feelings in a constructive manner in order to promote well being.Kindergarten children will use coping/problem-solving strategies to take or regain control of negative emotions. Children can discuss a conflict; describe their emotions, behavior, and the choices they made; the consequences of their choices; and choices that might have resulted in different outcomes. Children can list strategies for how to express/deal with feelings, and then create a special area in the classroom where students can go to deal with emotions (e.g., include in the area something like soft pillows or stuffed toys to hug or to “squoosh” to relieve stress). Children can discuss who they can talk to about their feelings and who is a trusted adult, as a way to reiterate the importance of talking about feelings. Directory: frameworks frameworks -> Business Technology (vbus) frameworks -> 2016 Massachusetts Digital Literacy and Computer Science (dlcs) Curriculum Framework frameworks -> Automotive Collision Repair & Refinishing (vcoll) frameworks -> Massachusetts English Language Arts frameworks -> Essentials of Computer Programming Computer Science Curriculum Framework 2015 frameworks -> Arkansas Computer Science Standards Coding Block for Grades 7 or 8 Introduction frameworks -> Arkansas Computer Science Standards for Grades 9-12 frameworks -> Curriculum framework frameworks -> Arkansas Computer Science Standards for Grades 9-12 Download 412.43 Kb. Share with your friends:
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