Health K-5 Course Description and Philosophy

Transcription

1 Health K-5 Course Description and Philosophy Our district s Comprehensive Health and Physical Education curriculum was developed from and aligned to the 2009 New Jersey Core Curriculum Content Standards (NJCCCS). We have also adopted important health literacy topics since our district and our building has specifically incorporated both sustainability and 21 st -century skills as important long-range educational goals. The grades K-5 Comprehensive Health Education Units are a cohesive set of four units that will scaffold instruction from one grade level to the next. The units are made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The incorporation of different standards through major, supporting and additional concepts provide a greater opportunity for comprehensive health instruction in each unit. The units are Unit I Wellness; Unit II Alcohol, Tobacco, and other Drugs; Unit III Family Life; and, Unit IV Community Health Skills. Each year, students will begin their study of Health with a Wellness unit that blends general health skills involving topics such as hygiene, nutrition and physical activity. Units will then progress to develop decision-making skills that will be applied in various situations in later units involving physical activity, alcohol, tobacco, drugs, relationships, interpersonal communication, and character development. In conclusion, this guide first collects the units by topic, scaffolding each unit from Kindergarten to Grade 5. The second part of the curriculum illustrates the same information, but rather in a grade-by-grade structure. References: NJ 2009 Health Standards Common Sense Media Written

2 UNIT 1 Wellness: Grades K-5 Essential Question: How are food choices influenced by culture and tradition? What role does family, peers, and the media have on food choices now and throughout life? What skills and behaviors contribute to a healthy lifestyle and promote optimal wellness? How are food choices influenced by culture and tradition? Objectives: Students will be able to: Develop self-help skills and personal hygiene skills that promote healthy habits. Describe health-enhancing behaviors that contribute to wellness. Explain that staying healthy is a lifelong process that includes all dimensions of wellness. Develop the knowledge and skills necessary to make nutritious food choices that promote healthy habits. Choose a balanced variety of nutritious foods that contribute to wellness Identify knowledge about diseases and disease prevention that promote health-enhancing behaviors. Identify disease prevention strategies in home, school, and community that promote personal health. Explain how early detection and treatment of diseases and health conditions impact one s health. Describe types and amounts of physical activity that enhance personal health. Know and apply a variety of effective fitness principles that over time enhance personal fitness level, performance, and health status. K-5 Wellness Assessment Materials/ Resources KINDERGARTEN *Develop & demonstrate an awareness of healthy habits (use clean tissues, wash hands, handle food hygienically) that support personal wellness. *Demonstrate independence when applying emerging self-help skills (using utensils, choosing clothes, brushing teeth). *Identify healthy food choices. Instructional Method Tech Infusion NJCCCS 2.1.P.A P.C P.A B.1 2

3 K-5 Wellness Assessment Materials/ Resources 1 st GRADE *Explain how healthy habits and self-help skills support wellness. (i.e. personal hygiene & independence skills) *Explain how participating in regular physical activity promotes overall personal wellness. *Investigate different foods and food groups and demonstrate an awareness of nutritional value. Instructional Method Tech Infusion NJCCCS 2.1.P.A A A P.B B.2 2 nd GRADE *Identify body systems (i.e. muscular, circulatory, respiratory) using correct terminology and explain how they are supported through regular physical activity. *Identify how feelings and actions can affect personal wellness. *Explain which foods from My Plate are healthier and why they contain more nutritional value through identifying information on nutritional labels. *Identify symptoms and demonstrate strategies to prevent the spread of disease and health conditions. 3 rd GRADE *Identify and explain factors (heredity, environment) that may have a positive or negative impact on personal health and fitness. *Compare and contrast diets that contain healthy eating practices versus one that contains unhealthy eating practices A A C B B B C C A B A.1 3

4 *Identify the physical, social, emotional and intellectual benefits of participating in daily physical activity. 4 th GRADE * Identify public health strategies and determine their impact on preventing diseases and health conditions. *Create a healthy meal by identifying and analyzing nutritional data. *Analyze personal fitness levels to create and implement individualized wellness improvement plan C C C B B B B A A A A.4 5 th GRADE * Identify specific diseases and conditions that are prevalent in adolescents and determine preventative strategies. *Determine the benefits or risks that certain food choices and eating patterns have on one s overall wellness. *Analyze personal wellness and health practices (nutrition, physical activity) to develop, implement, and achieve 3 personal health goals C B B A A A.4 4

5 Differentiated Learning Activities Create an electronic journal in response to the following prompt: Three things I will do to stay healthy. Share responses with another class online. Design a graphic comparing their responses to those of students in another class. (Note: and students may use software, such as Kidspiration, to create a graphic representation of the class responses for discussion.) Resources Sustainability The students will help plan, create and work a school vegetable garden. They will also compost and learn about the benefits of composting. Grade K-5 Unit 2: Alcohol, Tobacco, and other Drugs Essential Question: Why do people use and abuse alcohol, tobacco and other drugs despite warnings about the dangers to self and others? Objectives: Students will be able to: Practice effective decision-making skills that foster healthier lifestyle choices. Know how to locate health professionals in the home, at school, and in the community that assist in addressing health emergencies and obtaining reliable information. Use effective decision-making strategies. Describe how medicines come in a variety of forms (prescription medicines, over-the-counter medicines, medicinal supplements) & explain how they are used for numerous reasons Describe how the use of drugs in unsafe ways is dangerous and harmful. Explain the strong relationship between individuals who abuse drugs and increased intentional and unintentional health-risk behaviors. Identify the variety of factors that cause substance abuse Identify the various ways to obtain help for treatment of alcohol, tobacco, and other substance abuse problems. Identify signs that a person might have an alcohol, tobacco, and/or drug use problem. 5

6 Unit 2 Alcohol, Tobacco & other Drugs Content KINDERGARTEN *Explain what it means to make a decision. *Explain what medicines are & who the trusted adults are who administer them. *Identify the harmful effects that alcohol, tobacco, and other drugs could have on personal hygiene, health and safety. 1 st GRADE *Identify how certain decisions we make may affect the way we feel (physically/emotionally, socially, etc.) *Determine why we use medicines when we are not feeling well. *Determine the harmful effects of alcohol, tobacco, and other drugs and how it impacts the personal wellness of the user and nonuser. *Describe products in your environment that contain alcohol. *Recognize that people may have difficulty controlling their use of alcohol, tobacco and other drugs and identify health professionals who may provide help. Assessment Resources Instructional Method Here s Looking at You Kit (each grade has one) Here s Looking at You Kit (each grade has one) Tech Infusion NJCCCS B A A B B B A B B B C C E.1 2 nd GRADE *Describe why using decisionmaking skills is advantageous to prevent the use of alcohol, tobacco, and other drugs. Here s Looking at You Kit (each grade has one) B B A B B.5 6

7 *Describe why a trusted adult should administer medicines. *Demonstrate an understanding of how alcohol, tobacco & drugs can be abused. *Identify substances should never be inhaled & explain why. *Understand that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs and determine where/ how community health professionals can be accessed. 3 rd GRADE *Identify decision -making skills and how they relate to decisions involving the use of alcohol, tobacco, and other drugs. *Interpret a medicine label and identify pertinent information provided for responsible use. *Identify the laws associated with the illegal use of alcohol, Tobacco & other drugs. *Identify the warning signs or symptoms that a person might exhibit if they are abusing alcohol, tobacco, or other drugs. 4 th GRADE *Describe how the decisionmaking process could be used to avoid substance use, misuse and abuse when being influenced by others. *Identify the possible side effects that medicines may cause even when used appropriately. *Discuss the possible short/long term effects and consequences that the use and abuse of alcohol, Here s Looking at You Kit (each grade has one) Here s Looking at You Kit (each grade has one) C E B A A B C B B B A B B B B C C.3 7

8 tobacco & drugs or inhalants could have on one s health. *Describe situations or environments where second hand smoke could impact the health of nonsmokers. *Differentiate between drug use, misuse, and abuse. Determine factors (prescriptions use, not following prescribed direction, addiction) that may lead to each, and identify potential consequences. 5 th GRADE *Determine effective decisionmaking strategies that would assist in choices involving alcohol, tobacco & other drugs. *Compare and contrast short and long term physical and behavioral effects of substance use and abuse caused by over the counter and prescribed medication. *Compare the effects and consequences of laws, policies, and procedures on people who use & abuse substances to those who do not. *Compare the effects and consequences of laws, policies, and procedures on people who use and abuse substances to those who do not. *Summarize the signs and symptoms of a person who is abusing alcohol, tobacco and other drugs, and determine how it affects personal wellness both short term and long term. Here s Looking at You Kit (each grade has one) B A B B C C.2 8

9 Differentiated Learning Activities Develop graphic organizers that address how tobacco use affects hygiene, health, and safety (e.g. KWL, fishbone, main idea and details) and a similar graphic organizer that summarizes the effects of tobacco smoke on others. Create an electronic storybook about tobacco use and share with students in another school using e-pals. Resources Smoking Stinks KidsHealth Graphic Organizers ThinkQuest Sample Graphic Organizer [pdf] Sample KWL Chart [pdf] Ethical Decision Making/Character Education Develop a tri-fold pamphlet that outlines the impact of tobacco use and second-hand smoke and provides a list of local resources for help in becoming/staying smoke free. Distribute the pamphlet at the school s open house, athletic events and at other parent/community events. Resources PBS Kids Smoking: The Smoking Scene PBS Kids It s My Life Journal Page: Smoking Smoke Free Kids is a smoke free website with games from Australia. Grade K-5 Unit 3: Family Life Essential Question: How does your family influence the adult you will become? How do you develop and sustain relationships over time? Why is it so hard to have healthy relationships? Objectives: Students will be able to: Explain how healthy relationships require a mutual commitment. Describe gender-specific similarities and differences exist between males and females. Describe how puberty is the period of sexual development, determined primarily by heredity, in which the body becomes physically able to produce children. Foster responsible actions regarding sexual behavior that impact the health of oneself and others. Explain how the health of the birth mother impacts the development of the fetus. Demonstrate how effective decision-making skills foster healthier lifestyle choices. Know the physiological process of how pregnancy occurs as well as the development of the fetus leading to childbirth contribute to a greater understanding of how and why a healthy environment should be provided for the pregnant mother. Summarize the sequence of fertilization, embryonic growth, and fetal development during pregnancy. Identify the signs and symptoms of pregnancy. 9

10 Unit 3: Family Life Skills Assessment Resources Instructional Method KINDERGARTEN *Identify what decisions we make as families. Handouts *Describe the roles and responsibilities of family members in different types of families both locally and globally. *Identify the similarities between boys and girls. Tech Infusion NJCCCS B A B.1 1 st GRADE *Identify when a decision needs to be made to ensure the health of all family members. *Identify different roles that family members assume and the responsibilities that are included. *Identify the physical characteristics of both genders. *Explain the factors that contribute to a mother having a healthy baby and how the mother s decisions can help or harm the baby. Handouts B A B C B.2 2 nd GRADE *Determine when a decision influences the health of oneself or other family members. *Identify different types of families and distinguish responsibilities family members may assume. *Identify how making decisions can impact healthy relationships. *Describe the physical similarities and differences of the genders. *Determine how other s health related decisions have an impact on a pregnant mother and the health of her unborn baby. Handouts B A A A B B B.3 10

11 3 rd GRADE *Describe the qualities (common values, love, emotional support) that form healthy family relationships. *Identify the characteristics and traits (physical, social, emotional) of adolescent development. *Identify how the health of the mother directly affects the health of the fetus. 4 th GRADE *Explain how qualities of a family (common values, love, emotional support) are fostered and may influence family members. *Explain why puberty begins and ends at different times for each individual person. *Describe the fundamental stages of fetal development during pregnancy. 5 th GRADE *Distinguish types of relationships (family, friend, romantic) experienced by adolescents and determine healthy characteristics (trust, communication, honesty) that may influence each relationship. *Compare and contrast changes that occur during puberty (physical, social and emotional) in both males and females. *Identify strategies (refusal skills) that adolescents may employ to resist pressure to become sexually active and remain abstinent. *Identify the signs of pregnancy. *Discuss the process of fertilization, embryonic growth, and fetal development and explain how the health of the birth mother affects a developing fetus. Handouts Handouts Handouts A B C A A B C C A A B B C C.1 11

12 Differentiated Learning Activities Read three books and view the pictures that comprise the Around the World Series by Ann Morris: Bread, Bread, Bread focuses on how people eat; Houses and Homes focuses on how people live; and Families focuses on various family configurations. Create a graphic organizer that summarizes the similarities and differences between your family and those in the books and share with the class. Locate the countries represented in the books on large maps. Resources (resources for teachers) (more books in the series by Ann Morris) (blogs, photos, and videos from other countries) Ethical Decision Making/Character Education Communicate with a student in another country using epals. After exchanging at least four inquiry-based s, create digital presentations about themselves and their epals reflecting an increased understanding of the differences and commonalities between their cultures, their environments and their lives. Resources (Detailed description of the project including templates ) (sample blog) Grade K-5 Unit 4: Community Health Skills Essential Question: Why is it so difficult for some people to access healthcare? How do you know when you need help? What s more important: prevention or cure? Objectives: Students will be able to: Develop an awareness of potential hazards in the environment that impact personal health and safety. Use personal safety strategies that reduce the number of injuries to self and others. Identify unsafe situations and choose appropriate ways to reduce or eliminate risks that contribute to the safety of self and others. Apply first-aid procedures that can minimize injury and save lives. Identify the factors at home, school, and in the community impact social and emotional health. Express needs, wants, and feelings in health-and safety-related situations. Foster effective communication that is the basis for strengthening interpersonal interactions and relationships and resolving conflicts. Communicate determining factors in the outcome of health-and safety-related situations. 12

13 Develop decision-making skills that foster healthier lifestyle choices. Apply a thoughtful decision-making process that requires health-related situations. Develop an awareness of potential hazards in the environment that impact personal health and safety. Know how to locate health professionals in the home, at school, and in the community that assist in addressing health emergencies and obtaining reliable information. Communicate health needs to trusted adults and professionals that assist in the prevention, early detection, and treatment of health problems. Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS Kindergarten: *Determine where to access home, school, and community health professionals. *Explain the meaning of character. *Identify trusted community workers that help keep us safe. *Determine where and how to access home, school, and community health professionals (including dialing 911 in case of emergency). *Understand that conflict occurs between people & age appropriate ways to resolve them. 1 st Grade: *Understand what needs, wants, and feelings are in health and safety related situations (i.e. assistance, fear, nervousness) *Determine how parents, technology, culture, and the media influence their healthy decision -making. *Understand that character impacts the way one feels and thinks about one's self & others. *Understand that peers have different physical abilities. *Utilizes proper decision making leading to safe practices indoors and out (e.g. wear bike helmets, walk in the classroom, follow school and bus rules.) *Differentiate among the characteristics of strangers, acquaintances, and trusted adults and describe safe and appropriate behaviors B C P.E E P.D P.D E A E B C C P.D D E.2 13

14 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS ps/cccs/chpe.com 2 nd Grade: *Express age appropriate needs, wants, and feelings in health and safety related situations (i.e. communication in different scenarios). *Explain why it is advantageous to think before acting and how those decisions impact the health of you and others. *Explain how certain character traits (respect, responsibility, trustworthiness, honesty, kindness, compassion) impact the way one feels, thinks and acts towards them self and others. *Explain how participating in school service activities may enhance character. *Demonstrate appropriate behavior when interacting with people with disabilities. *Identify ways to keep one safe at home, school and in the community to prevent injury. (e.g. fire safety, poison safety, accident prevention, pedestrian, bicycle and traffic safety, and rip current safety). *Differentiate among the characteristics of strangers, acquaintances, and trusted adults and describe safe and appropriate behaviors/touches. *Explain healthy ways of coping with common stressful situations experienced by children. 3 rd Grade: *Identify criteria on which you should analyze situations to determine when a health -related decision should be made independently or with the help of others *Identify effective interpersonal communication skills (verbal/nonverbal) in health and safety situations. *Determine how an individual s character develops over time and impacts personal health (physical, mental, emotional, social) ps/cccs/chpe/ A E B B B C D C D D D E B B A C E D D D E.3

15 *Identify specific health services in school and community and explain how these services assist people in addressing health emergencies and needs. *Identify different forms of abuse (physical, emotional, verbal, sexual) and the proper means of getting help. *Determine safe and unsafe behaviors in different settings and situations (home, school, automobile, fire safety, poison safety, traffic safety and rip current safety and strategies to reduce the risk of injury. *Identify ways to cope with rejection, loss and separation. 4 th Grade: *Demonstrate effective decision-making strategies to identify and resolve potential situations of bullying, discrimination, violence, gang violence, and harassment. *Demonstrate effective interpersonal communications skills in response to disagreements or conflicts with others. *Explain personal character traits that promote wellness and their importance in the local and world community. *Identify the impact that participating in different types of service projects may have on community wellness (environmental, social). *Describe when and how to seek the proper help when oneself or others are experiencing a health emergency. *Identify potential emergency situations and explain and demonstrate simple first aid procedures for choking, bleeding, burns, and poisoning. *Identify what causes stress and describe strategies to deal with stressful situations B E A C D E E D E.4 15

16 5 th Grade: *Demonstrate how of the use of verbal and nonverbal (conversation, physical gestures) interpersonal communication may impact the health of oneself or others we come into contact with.( i.e. being able to communicate the need for help in different situations) *Determine how preconceived attitudes and assumptions impact personal and family decisions and behaviors. *Analyze one s values and community needs and determine the potential impact of participating in community and service projects on self and others. *Summarize the common causes of intentional and unintentional injuries and develop strategies to reduce or prevent the risk of injury at home, school, and in the community. *Analyze how one s personal assets (confidence, compassion, intelligence) support healthy social and emotional development A C E D D D E.1 21 st Century Skills Common Sense Media Scope and Sequence Unit 2 Lesson: Screen out the Mean What can you do when someone is mean to you online? Ethical Decision Making/Character Education Develop a Guide to Services for New Students with photos, descriptions of the services, and how to access them and create posters that are displayed in strategic places around the school. Label the posters in languages that represent the diversity of the student population. Resources The School Nurse from the Black Lagoon, by Mike Thaler ISBN X Who's Ms. Sand Dollar? A Visit with the School Counselor, by Barbara M. King & Laurie Wilcox ISBN My Weird School Daze #7: Dr. Brad Has Gone Mad! by Dan Gutman ISBN

17 Wildwood K-5 Health Curriculum by GRADE LEVEL GRADE K Topics Assessment Resources Instructional Method Unit I Wellness: *Develop and demonstrate an awareness of healthy habits (use clean tissues, wash hands, handle food hygienically) that support personal wellness. *Demonstrate independence when applying emerging selfhelp skills (using utensils, choosing clothes, brushing teeth). *Identify healthy food choices. Unit 2: Alcohol, Tobacco & other Drugs: *Explain what it means to make a decision. *Explain what medicines are and who the trusted adults are who may administer them. *Identify the harmful effects that alcohol, tobacco, and other drugs could have on personal hygiene, health and safety Tech Infusion NJCCCS P.A P.C P.A B B A A B B.2 Unit 3: Family Life *Identify what decisions we make as families. *Describe the roles and responsibilities of family members in different types of families locally & globally. *Identify the similarities between boys and girls B A B.1 17

18 Kindergarten Continued GRADE K Topics Assessment Resources Instructional Method Unit 4 Community Health: *Determine where to access home, school, and community health professionals. *Explain the meaning of character. *Identify trusted community workers that help keep us safe. *Determine where and how to access home, school, and community health professionals (including dialing 911 in case of emergency). *Understand that conflict occurs between people and age appropriate ways to resolve them. Tech Infusion NJCCCS B C P.E E P.D P.D E.2 18

19 1 st GRADE Topics Assessment Resources Instructional Method Unit I Wellness: * Explain how healthy habits and self-help skills support wellness. (i.e. personal hygiene, independence skills) *Explain how participating in regular physical activity promotes overall personal wellness. *Investigate different foods and food groups and demonstrate an awareness of nutritional value. Tech Infusion NJCCCS P.A A A P.B B.2 Unit 2: Alcohol, Tobacco & other Drugs: * Identify how certain decisions we make may affect the way we feel (physically/ emotionally, socially, etc.) *Determine why we use medicines when we are not feeling well. *Determine the harmful effects of alcohol, tobacco, and other drugs and how it impacts the personal wellness of the user and nonuser. *Describe products in your environment that contain alcohol. *Recognize that people may have difficulty controlling their use of alcohol, tobacco and other drugs and identify health professionals who may provide help B A B B B C C E.1 19

20 Unit 3 Family Life: * Identify when a decision needs to be made to ensure the health of all family members. *Identify different roles that family members assume and the responsibilities that are included. *Identify the physical characteristics of both genders. *Explain the factors that contribute to a mother having a healthy baby and how the mother s decisions can help or harm the baby B A B C B.2 Unit 4 Community Health: * Understand what needs, wants, and feelings are in health and safety related situations (i.e. assistance, fear, nervousness) *Determine how parents, technology, culture, and the media influence their healthy decision-making. *Understand that character impacts the way one feels about one's self and others. *Understand that peers have different physical abilities. *Utilize proper decision making for safe practices indoors & out (e.g. bike helmets, classroom decorum) *Differentiate among the characteristics of strangers, acquaintances, and trusted adults and describe safe and appropriate behaviors A E B C C P.D D E.2 20

21 2 nd GRADE Topics Assessment Resources Instructional Method Unit I Wellness: * Identify body systems (i.e. muscular, circulatory) using correct terminology & explain how they are supported through physical activity. *Identify how feelings and actions can affect personal wellness. * Using information on nutritional labels, explain which foods from My Plate are healthier and why they contain more nutritional value *Identify symptoms and demonstrate strategies to prevent the spread of disease and health conditions. Unit 2: Alcohol, Tobacco & other Drugs: * Describe why using decision-making skills is advantageous to prevent the use of alcohol, tobacco, and other drugs. *Describe why a trusted adult should administer medicines. *Demonstrate understanding of how alcohol, tobacco, and other drugs can be abused. *Determine what substances should never be inhaled and explain why. *Understand that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs. 21 Tech Infusion NJCCCS A A C B B B C C B B A B B C E.1

22 Unit 3 Family Life: * Determine when a decision influences the health of oneself or other family members. *Identify different types of families and distinguish responsibilities family members may assume. *Identify how making decisions can impact healthy relationships. *Describe the physical similarities and differences of the genders. *Determine how other s health related decisions have an impact on a pregnant mother and the health of her unborn baby B A A A B B B.3 Unit 4 Community Health: *Express age appropriate needs, wants, and feelings in health & safety related situations (i.e. communication in different scenarios). *Explain why one needs to think before acting and how those decisions impact the health of you and others. *Explain how certain character traits (respect, responsibility, trustworthiness, honesty, kindness, compassion) impact the way one feels, thinks and acts towards one & others. *Explain how participating in school service activities may enhance character A E B B B C D C D D D E.3 22

23 *Demonstrate appropriate behavior when interacting with people with disabilities. *Identify ways to keep one safe at home, school and in the community to prevent injury. (e.g. pedestrian, bicycle and traffic safety, fire & poison safety, accident prevention). *Differentiate among the characteristics of strangers, acquaintances, and trusted adults and describe safe and appropriate behaviors/touches. Explain healthy ways of coping with common stressful situations experienced by children. 23

24 3 rd GRADE Topics Assessment Resources Instructional Method Unit I Wellness: * Identify and explain factors (heredity, environment) that may have a positive or negative impact on personal health and fitness. *Compare and contrast diets that contain healthy eating practices versus one that contains unhealthy eating practices. *Identify the physical, social, emotional and intellectual benefits of participating in daily physical activity. Unit 2: Alcohol, Tobacco & other Drugs: * Identify decision-making skills and how they relate to decisions involving the use of alcohol, tobacco, and other drugs. *Interpret a medicine label and identify pertinent information provided for responsible use. Identify the laws associated with the illegal use of alcohol, tobacco, and other drugs. *Identify the warning signs or symptoms that a person might exhibit if they are abusing alcohol, tobacco, or other drugs. Tech Infusion NJCCCS A B A B A A B C.1 24

25 Unit 3 Family Life: * Describe the qualities (common values, love, emotional support) that form healthy family relationships. *Identify the characteristics and traits (physical, social, emotional) of adolescent development. *Identify how the health of the mother directly affects the health of the fetus. Unit 4 Community Health: * Identify criteria on which you should analyze situations to determine when a health - related decision should be made independently or with the help of others *Identify effective interpersonal communication skills (verbal/nonverbal) in health and safety situations. *Determine how one s character develops over time and impacts personal health (physical, emotional, social). *Identify specific health services in school and community and explain how these services assist people in addressing health emergencies and needs. *Identify different forms of abuse (physical, emotional, verbal, sexual) and the proper means of getting help. *Determine safe and unsafe A B C A E B C C P.D D E.2 25

26 behaviors in different settings and situations (home, school, automobile, fire safety, poison safety, traffic safety and rip current safety ) and strategies to reduce the risk of injury. *Identify ways to cope with rejection, loss and separation. 4 th GRADE Topics Assessment Resources Instructional Method Unit I Wellness: * Identify public health strategies and determine their impact on preventing diseases and health conditions. *Create a healthy meal by identifying and analyzing nutritional data. *Analyze personal fitness levels to create and implement individualized wellness improvement plan Tech Infusion NJCCCS C C C B B B B A A A A.4 26

27 4 th GRADE Topics Assessment Resources Instructional Method Unit 2: Alcohol, Tobacco & other Drugs: * Describe how the decisionmaking process could be used to avoid substance use, misuse & abuse when being influenced by others. *Identify the possible side effects that medicines may cause even when used appropriately. *Discuss the possible short/long term effects and consequences that the use and abuse of alcohol, tobacco and other drugs or inhalants could have on one s health. *Describe situations or environments where second hand smoke could impact the health of nonsmokers. *Differentiate between drug use, misuse, and abuse. *Determine factors (prescriptions use, not following prescribed direction, addiction) that may lead to each, and identify potential consequences. Unit 3 Family Life: * Explain how qualities of a family (common values, love, emotional support) are fostered and may influence family members. *Explain why puberty begins and ends at different times for 27 Tech Infusion NJCCCS B B B A B B B B C C A A B C C.2

28 each individual person. *Describe the fundamental stages of fetal development during pregnancy. Unit 4 Community Health: * Demonstrate effective decision-making strategies to identify and resolve potential situations of bullying, discrimination, violence, gang violence, and harassment. *Demonstrate effective interpersonal communications skills in response to disagreements/conflicts *Explain personal character traits that promote wellness and their importance in the local and world community. *Identify the impact that participating in different types of service projects may have on community wellness (environmental, social). *Describe when and how to seek the proper help when oneself or others are experiencing a health emergency. *Identify potential emergency situations and explain and demonstrate simple first aid procedures for choking, bleeding, burns, and poisoning. Identify what causes stress and describe strategies to deal with stressful situations B E A C D E E D E.4 28

29 5 th GRADE Topics Assessment Resources Instructional Method Unit I Wellness: * Identify specific diseases and conditions that are prevalent in adolescents and determine preventative strategies. *Determine the benefits or risks that certain food choices and eating patterns have on one s overall wellness. *Analyze personal wellness and health practices (nutrition, physical activity) to develop, implement, and achieve 3 personal health goals. Unit 2: Alcohol, Tobacco & other Drugs: * Determine effective decision-making strategies that would assist in choices re alcohol, tobacco & drugs. *Compare and contrast short & long term physical and behavioral effects of substance use/abuse caused by over the counter & prescribed meds. *Compare the effects and consequences of laws, policies, and procedures on people who use and abuse substances to those who do not. * Summarize the signs and symptoms of a person who is abusing alcohol, tobacco and other drugs, and determine how it affects personal wellness both short term and long term. 29 Tech Infusion NJCCCS C B B A A A B A B B C C.2

30 Unit 3 Family Life: * Distinguish types of relationships (family, friend, romantic) experienced by adolescents and determine healthy characteristics (trust, communication, honesty) that may influence each relationship. *Compare & contrast changes that occur during puberty (physical, social & emotional) in both males and females. *Identify strategies (refusal skills) that adolescents may employ to resist pressure to become sexually active and remain abstinent. *Identify the signs of pregnancy. *Discuss the process of fertilization, embryonic growth, and fetal development and explain how the health of the birth mother affects a developing fetus. Unit 4 Community Health: * Demonstrate how of the use of verbal and nonverbal (conversation, physical gestures) interpersonal communication may impact the health of one or others we come into contact with. (i.e. being able to communicate the need for help in different situations) *Determine how preconceived attitudes and assumptions A A B B C C A C E D D D E.1 30

31 impact personal and family decisions and behaviors. *Analyze one s values and community needs & determine the potential impact of participating in community and service projects on self and others. *Summarize the common causes of intentional and unintentional injuries and develop strategies to reduce or prevent the risk of injury at home, school, and in the community. *Analyze how one s personal assets (confidence, compassion, intelligence) support healthy social and emotional development. 31