Grade 2

Other Oregon Health sets

• Kindergarten
• Grade 1
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• High School

Demonstrate the importance of wearing helmets, pads, mouth guards, personal flotation devices, and other safety equipment during athletic and outdoor activities.2.SFA.1

List examples of dangerous behaviors that might lead to injuries.2.SFA.2

Identify trusted adults that help keep people safe at home, at school, and in the community.2.SFA.3

Identify why it is important that people of all abilities can safely access school and other buildings.2.SFA.4

Discuss threats of safety or harm and protective procedures, including those related to dangerous objects and firearms.2.SFA.5

Explain why it is important to ask a trusted adult before using online devices.2.SFA.6

Identify the difference between medicine to help people who are sick and other types of substances that can be harmful to the body.2.SUB.1

Describe how tobacco and secondhand smoke harms the body.2.SUB.2

Describe safety rules for over-the-counter and prescription drug use. 2.SUB.3

List steps to take when offered substances.2.SUB.4

Identify a variety of places and sources that food can come from and how it gets to people.2.FNP.1

Identify the five major food groups and give an example of foods in each group.2.FNP.2

Describe the importance of eating a variety of fruits and vegetables and identify foods that provide the nutrients required to help the body grow, learn, and develop.2.FNP.3

Develop a plan and set a goal to keep hydrated and limit sugary beverages.2.FNP.4

Explain how physical activity and eating patterns can affect a person’s health.2.FNP.5

Recognize how the foods that people eat can reflect cultural backgrounds and the area in which people live.2.FNP.6

Recognize some people have intolerances and allergies to foods including nuts, wheat, eggs, shellfish, and dairy products.2.FNP.7

Identify how people have different levels of access to foods. 2.FNP.8

TSEL Practice 1B Understand the stress response system (regulation and dysregulation) and what environments and experiences activate those responses.2.SEM.1

TSEL Practice 1C Reflect on and evaluate how one’s emotions, thoughts, and perspectives (including values, biases, and prejudices) can influence behavior.2.SEM.2

Describe the different ways that people can experience or exhibit stress, anxiety, social isolation, and sadness. 2.SEM.3

TSEL Practice 4C Recognize and acknowledge when there is harm to self and others and identify when support, agency, and practices to repair and restore are needed.2.HRVP.1

Demonstrate how to effectively identify and communicate needs, wants, and feelings in healthy ways.2.HRVP.2

Discuss how diversity in race, gender, and ability enrich relationships and communities.2.HRVP.3

Define bodily autonomy, personal boundaries, and consent.2.HRVP.4

Recognize that friends, family, teachers, and community members can help each other. 2.HRVP.5

Recognize bullying, cyberbullying, and teasing in multiple types of relationships and the need to tell a trusted source that can help.2.HRVP.6

Define and identify different forms of violence and abuse, including physical, verbal, sexual, and emotional. 2.HRVP.7

Identify that abuse is never a child’s fault and describe how to communicate personal boundaries and report unsafe or or unwanted touch.2.HRVP.8

Recognize that humans grow and mature at different ages and in different ways.2.GD.1

Recognize that there are many different types of families that may or may not be genetically related, including blended, adopted, and foster families.2.GD.2