Body & Wellness

D03 P2: Physical & Somatic Awareness

Knowing and caring for one's body: the senses, movement, health, safety, and the somatic ground of feeling and thought.

The body is not a vehicle for the mind; it is where feeling, thought, and health begin. Physical and somatic awareness gives children the foundation to move, sense, and care for themselves. We teach the body with dignity and joy, never with shame, and we honor the wide range of bodies and abilities humans have.

K–12 objective ladder

D03.S1 Body Awareness & the Senses

Knowing one's body and how it senses the world, and noticing the signals the body sends (hunger, tiredness, excitement, calm).

76 lessons

K D03.S1.K.01 Name the five senses and identify a body part used for each.
1 D03.S1.01.01 Identify and name basic body parts such as head, arms, legs, hands, and feet and tell a simple use for each.
1 D03.S1.01.02 Notice and name body signals such as hunger, thirst, and tiredness when they feel them.
2 D03.S1.02.01 Match each of the five senses to the body part that does the sensing and describe one thing each sense tells us.
2 D03.S1.02.02 Notice where a feeling shows up in the body, such as a fast heartbeat when excited, and name the feeling.
3 D03.S1.03.01 Describe how two senses can work together, such as taste and smell, to give a fuller picture of something.
3 D03.S1.03.02 Recognize early body signals of hunger, fullness, thirst, and tiredness and say one helpful response to each.
4 D03.S1.04.01 Describe how the body changes with activity and rest, such as heartbeat, breathing, and warmth, and why.
4 D03.S1.04.02 Notice and respect differences in how bodies sense and move, including people who use aids or assistive tools.
5 D03.S1.05.01 Explain the mind-body connection with a simple example, such as how worry can make a stomach feel tight.
5 D03.S1.05.02 Describe how bodies grow and change at different rates and that every pace is normal.
6 D03.S1.06.01 Describe the basic changes of puberty and that they happen at different times for different people.
6 D03.S1.06.02 Explain how emotions and body sensations connect, such as stress and tension, and name one way to release tension.
7 D03.S1.07.01 Notice and name internal body signals such as hunger, fatigue, and stress accurately in themselves.
7 D03.S1.07.02 Analyze how media images can shape how a person feels about their body and describe a healthy response.
8 D03.S1.08.01 Explain the basic role of the nervous system in sensing and responding, such as the fight, flight, or rest response.
8 D03.S1.08.02 Describe how stress affects the body over time and name healthy ways to help the body return to calm.
9 D03.S1.09.01 Explain the somatic basis of emotion and thought, using an example of how body state shapes mood and thinking.
9 D03.S1.09.02 Evaluate body-image messages from media and peers and articulate a body-positive or body-neutral view of their own body.
10 D03.S1.10.01 Analyze how chronic stress, sleep, and movement shape mood, thinking, and long-term health.
10 D03.S1.10.02 Explain how different cultures and times have understood the body-mind connection and assess what evidence supports each.
11 D03.S1.11.01 Use mind-body practices such as breathing, movement, and mindfulness deliberately to regulate their own state and explain why they work.
11 D03.S1.11.02 Analyze how disability, illness, and diverse bodies shape experience, and design practices that honor a wide range of bodies.
12 D03.S1.12.01 Integrate the body-mind connection into a personal framework for lifelong awareness and wellbeing, and explain it to others.
12 D03.S1.12.02 Articulate how to sustain their own and others' embodied health and dignity across a lifetime, including aging and change.

D03.S2 Movement & Motor Skills

Developing big and small movement, coordination, balance, and the joy of a body in motion.

63 lessons

K D03.S2.K.01 Demonstrate big movements (run, hop, balance) and small movements (draw, stack) with growing control.
1 D03.S2.01.01 Perform basic movements such as skipping, galloping, hopping, and jumping with balance and control.
1 D03.S2.01.02 Use small hand movements such as cutting, threading, and buttoning with growing accuracy.
2 D03.S2.02.01 Combine movements in a sequence, such as running and catching or hopping and turning.
2 D03.S2.02.02 Throw, catch, and kick a ball with developing control using both hands and both feet.
3 D03.S2.03.01 Perform a short movement sequence, such as a dance or obstacle course, with rhythm and balance.
3 D03.S2.03.02 Improve hand-eye coordination through games and tasks such as tossing, catching, and aiming at a target.
4 D03.S2.04.01 Learn and follow the rules of simple cooperative games and sports while playing fairly.
4 D03.S2.04.02 Apply movement skills such as balance, agility, and coordination to a variety of activities, including adapted or seated versions.
5 D03.S2.05.01 Refine a specific motor skill, such as throwing accurately or balancing, through repeated practice and give a peer helpful feedback.
5 D03.S2.05.02 Explain how regular movement benefits the heart, muscles, and mood.
6 D03.S2.06.01 Learn a new movement skill, such as a dance step or sport skill, through practice, feedback, and correction.
6 D03.S2.06.02 Work cooperatively with teammates, sharing roles and encouraging others regardless of skill level.
7 D03.S2.07.01 Apply strategies such as spacing, timing, and teamwork in a game or sport.
7 D03.S2.07.02 Describe how movement changes during puberty and adapt activities to their own changing body.
8 D03.S2.08.01 Design a short movement routine and explain how each part builds strength, endurance, or flexibility.
8 D03.S2.08.02 Demonstrate fair play and inclusive practices that welcome peers of all abilities into movement and games.
9 D03.S2.09.01 Set a personal movement or fitness goal and track progress toward it over time.
9 D03.S2.09.02 Analyze how movement affects mental health and learning, describing the basic mechanism such as endorphins and focus.
10 D03.S2.10.01 Apply principles of training, such as progressive effort and recovery, to build a safe and sustainable movement plan.
10 D03.S2.10.02 Evaluate how technology, such as fitness trackers and apps, supports or distorts a healthy relationship with movement and the body.
11 D03.S2.11.01 Compare movement traditions across cultures, such as yoga, martial arts, dance, and sport, and what each offers for health and community.
11 D03.S2.11.02 Design inclusive movement activities that adapt to a wide range of bodies, abilities, and environments.
12 D03.S2.12.01 Integrate movement into a lifelong, adaptable plan that supports physical, mental, and social health.
12 D03.S2.12.02 Explain how environments, such as cities, workplaces, and natural spaces, shape people's ability to move and propose changes that widen access.

D03.S3 Health & Nutrition

Understanding food, rest, and everyday habits that keep a body well, across many ways of eating and living.

53 lessons

K D03.S3.K.01 Sort common foods into "everyday" and "sometimes" groups with guidance.
1 D03.S3.01.01 Name a variety of foods from different groups, such as fruits, vegetables, grains, and proteins.
1 D03.S3.01.02 Explain that food gives the body energy to grow, play, and learn.
2 D03.S3.02.01 Build a simple balanced meal by choosing foods from several different groups.
2 D03.S3.02.02 Explain the importance of drinking water and drink water when thirsty.
3 D03.S3.03.01 Describe what a body needs to stay healthy, such as food, water, sleep, and movement, and why each matters.
3 D03.S3.03.02 Identify where common foods come from, such as plants, animals, farms, and gardens, and how they reach a table.
4 D03.S3.04.01 Read simple nutrition information on food packages and use it to make a healthier choice.
4 D03.S3.04.02 Describe how different families and cultures eat different healthy foods, and treat every way of eating with respect.
5 D03.S3.05.01 Explain how nutrients such as carbohydrates, proteins, fats, vitamins, minerals, and water support different parts of the body.
5 D03.S3.05.02 Describe how having too little or too much of certain foods affects the body over time, without judging any body.
6 D03.S3.06.01 Analyze a typical day of food and drink and identify one change that would better fuel the body.
6 D03.S3.06.02 Explain how food is produced and transported and how this affects people and the environment.
7 D03.S3.07.01 Describe how energy needs differ among bodies and activities, and why restricting food can harm a growing body.
7 D03.S3.07.02 Critically evaluate food marketing and advertising, telling claims apart from evidence.
8 D03.S3.08.01 Plan and prepare a simple balanced meal using safe food-handling practices.
8 D03.S3.08.02 Explain how eating patterns, not only what one eats, affect health, digestion, and wellbeing.
9 D03.S3.09.01 Analyze a local food system from farm to table to waste and its effects on health, workers, and the environment.
9 D03.S3.09.02 Explain how hunger, food security, and unequal access to healthy food affect health outcomes around the world.
10 D03.S3.10.01 Evaluate popular diets and nutrition claims using scientific evidence, without shaming any body.
10 D03.S3.10.02 Explain the environmental footprint of different foods and diets and how food choices affect climate and ecosystems.
11 D03.S3.11.01 Analyze how public policy and food systems shape population nutrition and health, and propose a change that widens access.
11 D03.S3.11.02 Build a sustainable personal nutrition plan that honors their own needs, culture, budget, and values.
12 D03.S3.12.01 Synthesize the science of nutrition with ethical, cultural, and environmental considerations to make lifelong food decisions.
12 D03.S3.12.02 Advocate for food systems and policies that support health and dignity for all people, linking individual and collective wellbeing.

D03.S4 Safety & Self-Care

Learning to keep oneself safe, care for one's own body, and know when and how to ask for help.

69 lessons

K D03.S4.K.01 Show a self-care routine (washing hands, brushing teeth) and tell when to ask a grown-up for help.
1 D03.S4.01.01 Perform daily self-care routines such as washing hands, brushing teeth, and dressing with growing independence.
1 D03.S4.01.02 Know that their body belongs to them and tell a trusted adult if someone makes them feel unsafe or uncomfortable.
2 D03.S4.02.01 Explain why handwashing, tooth-brushing, and rest help prevent sickness and keep the body well.
2 D03.S4.02.02 Identify trusted adults at home and at school to ask for help in different situations.
3 D03.S4.03.01 Demonstrate a basic first-aid response for common minor injuries, such as telling an adult about a cut, scrape, or bruise.
3 D03.S4.03.02 Describe safe and unsafe touch and the correct names for private body parts, and practice saying no and telling an adult.
4 D03.S4.04.01 Name and practice basic safety rules for home, road, water, and weather, such as fire, crossing, swimming, and storms.
4 D03.S4.04.02 Explain safe and respectful behavior online, including not sharing private information, and where to get help.
5 D03.S4.05.01 Describe how to respond in an emergency, including how to call for help and what information to give.
5 D03.S4.05.02 Explain the idea of consent for one's own body and respect for the boundaries of others.
6 D03.S4.06.01 Assess everyday risks in play, travel, and online life and choose safer actions.
6 D03.S4.06.02 Identify signs of stress or distress in themselves and name one self-care action and one person to talk to.
7 D03.S4.07.01 Explain basic first aid for common emergencies, such as bleeding, burns, and choking, and when to seek adult or medical help.
7 D03.S4.07.02 Analyze how social media can affect mental health and set personal boundaries for healthy use.
8 D03.S4.08.01 Explain how substances such as tobacco, alcohol, and drugs affect the body and brain and how to make safe, informed choices.
8 D03.S4.08.02 Build a personal self-care routine covering sleep, hygiene, movement, and connection, and track how it affects wellbeing.
9 D03.S4.09.01 Explain the basics of sexual and reproductive health, including anatomy, consent, and how to access accurate information and care.
9 D03.S4.09.02 Recognize signs of mental health struggles in themselves or others and describe how and where to seek help.
10 D03.S4.10.01 Analyze the risks and responsibilities of sexual activity, including contraception and preventing infections, using accurate information.
10 D03.S4.10.02 Evaluate sources of health information, including online, peer, and marketing sources, for accuracy and bias.
11 D03.S4.11.01 Plan for their own health-care needs, including how to access care, advocate for themselves, and navigate health systems.
11 D03.S4.11.02 Explain how chronic conditions and disabilities affect daily life and design respectful support for themselves and others.
12 D03.S4.12.01 Manage their own health independently, integrating sleep, movement, nutrition, mental health, and medical care.
12 D03.S4.12.02 Explain how to care for the health and safety of others, including basic emergency response and caregiving, and when to step in.

Body & Wellness

This domain file is part of the standards tree. It declares the strands and grade-level objectives for Body & Wellness. The full vertical ladder for grades K–12 is declared here, so every lesson can trace to a standard (see docs/roadmap.md).

Strands

D03.S1 — Body Awareness & the Senses

Knowing one’s body, how it senses, and the signals it sends.

D03.S2 — Movement & Motor Skills

Big and small movement, coordination, balance, and the joy of motion.

D03.S3 — Health & Nutrition

Food, rest, and everyday habits that keep a body well.

D03.S4 — Safety & Self-Care

Keeping oneself safe, caring for one’s body, and knowing when to ask for help.

Progression (spiral)

Each strand spirals from Kindergarten to Grade 12 with no leaps. Body Awareness & the Senses moves from naming the five senses (K) through noticing body signals, where feelings live in the body, growth and puberty, and the nervous system (1–8), to integrating the body–mind connection and media’s effect on body image into a lifelong framework for embodied awareness (9–12). Movement & Motor Skills grows from big and small movements (K) through sequences, coordination, cooperative games, and skill-building (1–7) to personal fitness, the movement–mind link, cross-cultural movement traditions, and inclusive, environmentally aware movement design (8–12). Health & Nutrition rises from sorting everyday and sometimes foods (K) through food groups, nutrients, and culturally varied ways of eating (1–5) to food systems, marketing, nutrition science, environmental footprint, and advocacy for food justice (6–12). Safety & Self-Care begins with routines and asking for help (K) and moves through hygiene, first aid, consent, online safety, substance awareness, and sexual and reproductive health (1–10) to independent self-management and caring for the health of others across a lifetime (11–12). Throughout, objectives honor the wide range of bodies and abilities and are written through the lenses of ethics, egalitarianism, a global and anthropological perspective, and the effect of technology on humanity and the environment.