Grade 1 Curriculum Tracking Template (Page 24 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Health

C2.4 apply their knowledge of essential safety practices to take an active role in their own safety at school (e.g., inform teacher of allergies, be aware of food safety issues,

play in supervised areas, follow safe routines for travelling to and from school) [PS]

Student: “They may be allergic to nuts and other foods, bee stings, or medicine.”

Teacher: “What can we do to make the classroom as safe as possible?”

Student: “We should not bring anything that might have nuts in it to school. People with allergies who need to use medicine if they have a reaction should carry their

medicine [epinephrine autoinjector] with them. We should know who has an allergy and what the signs of an allergic reaction are, and we should get an adult to help if

someone is having a reaction.”

C3. Making Connections for Healthy Living

By the end of Grade 1, students will:

Personal Safety and Injury Prevention

C3.1 demonstrate an understanding of how to stay safe and avoid injuries to themselves and others in a variety of situations, using knowledge about potential risks at home,

in the community, and outdoors (e.g., items or situations that could lead to poisoning, slips, falls, fire, or injury, including injuries from household products, medicines, kitchen

tools and equipment, insecure furniture, candles, toys; road, water, and playground hazards; weather and sun hazards) [PS, CT]

Student: “I wear a helmet when I ride my bike. I wear sunscreen and a hat in the summer. I never swim alone. I only take medicine if my parents/caregivers give it to me.”

Teacher: “How do you cross the road safely?”

Student: “I cross where there is a traffic light or a crosswalk, or at a corner. I look carefully both ways to make sure no cars are coming before crossing. I make sure that the

drivers can see me, and that I am not hidden by bushes or cars.”

Teacher: “What can you do to stay safe in the kitchen?”

Student: “I make sure an adult is with me when I’m doing things in the kitchen. I do not use a knife or other sharp tools on my own, and I don’t touch cleaners and products

that are marked with danger symbols.”

Substance Use, Addictions, and Related Behaviours

C3.2 identify habits and behaviours (e.g., excessive screen time or video game usage, smoking) that can be detrimental to health, and explain how people can be encouraged

to adopt healthier alternatives [PS]

Student: “Spending too much time watching television or playing computer games keeps us from getting all the physical activity we need. We can play outside after school

instead. Smoking is bad for you, and so is breathing smoke that is in the air when other people are smoking. We can ask people not to smoke around us. It is against the law

for people to smoke in cars when there are children in the car.”

GROWTH AND DEVELOPMENT (1998) (Table from page 83)

OVERALL EXPECTATION

By the end of Grade 1, students will:

• identify the stages in development of humans (e.g., comparing physical changes from birth to childhood) and of other living things.

SPECIFIC EXPECTATIONS

By the end of Grade 1, students will:

• describe simple life cycles of plants and animals, including humans;

• recognize that rest, food, and exercise affect growth;

• identify the major parts of the body by their proper names.