Health Curriculum K-12

Transcription

1 Nutley Public Schools Updated Health Curriculum K-12 Draft Adopted by the Nutley Board of Education on August 25, 2014 Recently Adopted by the Nutley Board of Education on August 31, 2015

2 Nutley Public Schools Introduction Health Education is an integral part of the total education of every child from kindergarten through grade 12. Health Education instruction provides a positive impact that can help students achieve in all curricular areas. Through this curriculum, students will focus on wellness, decision-making and refusal skills, as well as, participate in alcohol, tobacco and drug education. The health education curriculum, written to the New Jersey Core Curriculum Content Standards, addresses various components of health education instruction that build from year to year. Each curricular unit includes interdisciplinary and technology connections to bridge learning in various content areas. While some of the skills are repeated at various grade levels, the content grows and addresses the students needs at each level. 2

3 Table Contents Introduction 2 Grade K..4 Grade 1.14 Grade 2.29 Grade 3.46 Grade Grade Grade Grade Grade Grade Grade Grade Grade

4 Nutley Public Schools Grade K 4

5 Nutley Public Schools Health Grade: Kindergarten Unit 1: Personal Health Summary and Rationale In this unit students will become aware of their bodies and positive ways to keeping healthy. Students will explore self-care practices that support wellness such as washing hands and brushing teeth. By demonstrating proper hand washing techniques and brushing their teeth, they will learn how they can help their body prevent illnesses. Students will discuss habits that they commonly use to prepare for a good night s rest and the benefits of getting enough sleep. Recommended Pacing 5 weeks Standards Personal Growth and Development A.1 Explain what being well means and identify self-care practices that support wellness. Diseases and Health Conditions C.1 Summarize symptoms of common diseases and health conditions C.1 Summarize strategies to prevent the spread of common diseases and health conditions. Interpersonal Communication A.1 Express needs, wants, and feelings in health and safety related situations. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) 5

6 Instructional Focus Enduring Understandings Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors. Current and emerging diagnostic, prevention and treatment strategies can help people live healthier and longer than ever before. Essential Question What are the consequences of our choices in terms of wellness? What are germs, where are they found and what can they do to your body? How do germs spread? How can I protect myself from germs? Why should we wash our hands and brush our teeth? Why is getting enough sleep important? Evidence of Learning (Assessments) Demonstrations Observation Objectives Students will know or learn: Proper hand washing technique Proper dental health care How germs spread Benefits of a good night s sleep Students will be able to: Demonstrate proper hand washing technique Demonstrate how to properly brush teeth Identity how germs are spread Discuss ways to prevent spreading germs when coughing and sneezing Discuss good sleep habits Technology Integration ipads Writing Integration Integration 6

7 Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Social responsibility Suggested Resources HLC Program ipad apps Monster Mouth and Teeth Timer (Disney) Germs Make Me Sick by Melvin Berger Tooth brush and Teeth model 7

8 Nutley Public Schools Health Grade: Kindergarten Unit 2: Personal Safety Summary and Rationale In this unit students will be introduced to safety at home, school, and play. Scenarios and safety practices will be explored. In Kindergarten, in order to ensure personal safety, students must learn their personal information and how to access 911 and how to identify the difference between trusted adults and strangers. Recommended Pacing 4 weeks Standards Personal Growth and Development D.1 Identify ways to prevent injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention) D.2 Differentiate among the characteristics of strangers, acquaintances, and trusted adults and describe safe and appropriate behaviors/touches D.3 Identify procedures associated with pedestrian, bicycle, and traffic safety A B E.1 Express needs, wants, and feelings in health- and safety-related situations. Explain what a decision is and why it is advantageous to think before acting. Determine where to access home, school, and community health professionals. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) 8

9 Instructional Focus Enduring Understandings Being consistently aware of the environment and taking safety precautions can reduce the risk of injury to oneself and others. Essential Question What is the difference between healthy and unhealthy risks? Why do we sometimes take risks that can cause harm to ourselves or others? Who can I trust? What are important steps to take to avoid getting injured? When is it okay to talk to strangers? What is an emergency? Evidence of Learning (Assessments) Demonstrations Observation Objectives Students will know or learn: How to dial 911 Personal information (name, address and phone number) Steps on what to do when encountering a stranger Fire safety procedures Students will be able to: State their full name, address and phone number Discuss how to prevent injury while at play Explain who a stranger is Explain what to do in a fire Technology Integration ipads Writing Integration Integration 9

10 Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Social responsibility Suggested Resources HLC Program It's Time to Call 911: What to Do in an Emergency by Penton Overseas 10

11 Nutley Public Schools Health Grade: Kindergarten Unit 3: Feelings and Responsibility Summary and Rationale The focus of this unit is to introduce Kindergarten students to the identification of feelings, the importance of responsibilities, sharing and forms of bullying behavior. Students will explore feelings and discuss how emotions and feelings are natural parts of life and it is normal to have lots of different feelings. The positive and acceptable ways that we express feelings at home and in school will be introduced. Students will discuss the word responsibilities and give examples of what kindergarten students responsibilities may be. Recommended Pacing 4 weeks Standards Personal Growth and Development E.1 Identify basic social and emotional needs of all people A.1 Express needs, wants, and feelings in health- and safety-related situations B.1 Explain what a decision is and why it is advantageous to think before acting E.1 Determine where to access home, school, and community health professionals. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) 11

12 Instructional Focus Enduring Understandings Everyone has special and unique qualities Mental and emotional health impacts peoples overall well being Essential Question What are different types of feelings? What is bullying? How do personal responsibilities affect others? Evidence of Learning (Assessments) Demonstrations Observation Objectives Students will know or learn: Specific feelings by name Ways each person is unique and special The definition of teasing and bullying Students will be able to: Identify activities that make them happy, sad, or angry. Demonstrate the ability to accept and act on personal responsibilities. Demonstrate the ability to share objects and time. Recognize and respond appropriately to bullying, teasing, and aggressive behaviors. Technology Integration Writing Integration Integration Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Social responsibility 12

13 Suggested Resources HLC Program Chrysanthemum by Kevin Henkes The Way I Feel by Janan Cain How Do Dinosaurs Clean Their Room by Jane Yolen Clifford gets a job by Norman Bridwell 13

14 Nutley Public Schools Grade 1 14

15 Nutley Public Schools Health Grade: 1 Unit 1: Personal Health Summary and Rationale In this unit first grade students will take an in-depth look at germs. Students will explore self-care practices that support wellness such as washing hands and brushing teeth. The students will learn how our amazing body is constantly combating these germs and preventing illnesses. By demonstrating proper hand washing techniques and brushing their teeth, they will learn how they can help their body prevent illnesses. During this unit students will explain actions an individual can take when not feeling well and identify causes of disease other than germs such as allergies. Recommended Pacing 4 weeks Standards Personal Growth and Development A.1 Explain what being well means and identify self-care practices that support wellness. Disease and Health Conditions C.1 Summarize symptoms of common diseases and health conditions C.1 Summarize strategies to prevent the spread of common diseases and health conditions. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) 15

16 Instructional Focus Enduring Understandings Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors. Healthy habits benefit me and the people I meet in school and in my community. Essential Question What are the consequences of our choices in terms of wellness? How are germs spread? Why do I need to wash my hands? What are major practices and habits that will keep the body healthy? Evidence of Learning (Assessments) Tests Quizzes Rubrics COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Social responsibility Projects Homework Peer/Self-Assessment Objectives Students will know or learn: How germs are spread Learn about different types of food allergies Explore the types of foods kids with peanut, seafood, milk, egg, soy, or wheat allergies must avoid Method to floss their teeth Students will be able to: Identify symptoms of sickness and summarize measures to get well. Explain how germs are spread Demonstrate how to use floss Identify causes of allergies Integration 16

17 Technology Integration ipads Writing Integration Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Social responsibility Suggested Resources HLC Program School Nurse How Lou Got the Flu How Do Dinosaurs Get Well Soon?, by Jane Yolen and Mark Teague 17

18 Nutley Public Schools Health Grade: 1 Unit 2: The Senses Summary and Rationale This unit emphasizes the identification of the five senses and the organ associated with each sense, as well as the protection of the sense organs from damage. The use of the senses to describe, identify and classify objects is the second major focus. Recommended Pacing 2 weeks Standards Personal Growth and Development A.2 Use correct terminology to identify body parts, and explain how body parts work together to support wellness. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) Instructional Focus Enduring Understandings The five senses are touch, smell, taste, hearing and sight. We use our senses to help us learn about the world. Essential Question What are our five senses? What can they be used for? Why are they needed? 18

19 Evidence of Learning (Assessments) Tests Quizzes Rubrics Projects Homework Peer/Self-Assessment Objectives Students will know or learn: Basic body parts (eyes, ears, nose, mouth, hands) and their sensory functions Investigate how the different senses (sight, hearing, smell, taste, and touch) provide information Sight: The eyes and brain are both involved in sight. Hearing: The ears and the brain are both involved in hearing. Smell: The nose and the brain are both involved in smell. Taste: The tongue, mouth, nose, and brain are involved in taste. Touch: The layers of the skin and the brain are involved in touch. That the five senses work together to help us survive in our environment. (Hearing- directions that the teacher gives, Sight- reading, Taste- our snack) The five senses are important because they help protect us from things in our environment. (ex.: Smellsmoke, Hearing- a train coming, Sight- a car coming). Vocabulary related to the five senses. Students will be able to: Identify basic body parts (eyes, ears, nose, mouth, hands) and their sensory functions Discuss how we use our senses Name the five senses Technology Integration I pads Smartboard Writing Integration Competencies Integration Science Curriculum My Five Senses by Aliki Suggested Resources 19

20 Nutley Public Schools Health Grade: 1 Unit 3: Personal Safety Summary and Rationale In this unit students will continue to explore safety at home, school, and play. Scenarios and safety practices will be explored. Students will identify practices such as 911; safety at play, and general safety inside and outside the home. Students will learn about the distinctions between medicine and candy. Recommended Pacing 6 weeks Standards Interpersonal Communication A.1 Express needs, wants, and feelings in health- and safety-related situations. Decision Making and Goal Setting B.1 Explain what a decision is and why it is advantageous to think before acting B.2 Relate decision-making by self and others to one s health. Health Services and Information E.1 Determine where to access home, school, and community health professionals Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) 20

21 Instructional Focus Enduring Understandings Being consistently aware of the environment and taking safety precautions can reduce the risk of injury to oneself and others. Medicines must be used correctly in order to be safe and have the maximum benefit. Essential Question What is the difference between healthy and unhealthy risks? Why do we sometimes take risks that can cause harm to ourselves or others? Who can I trust? Evidence of Learning (Assessments) Tests Quizzes Rubrics COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Projects Homework Peer/Self-Assessment Objectives Students will know or learn: How to dial 911 Steps on what to do when encountering a stranger Explain and demonstrate how to get out of a smoky room safely Identify how smoke can hurt the body Explain and demonstrate what to do if their clothing catches on fire Learn the importance of wearing a bike helmet Students will be able to: Discuss how to prevent injury while at play Explain who a stranger is Explain what to do in a fire Integration 21

22 Technology Integration I pads Smartboards Writing Integration Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Suggested Resources HLC Program Police/Fire Department Guidance Counselor It's Time to Call 911: What to Do in an Emergency by Penton Overseas 22

23 Nutley Public Schools Health Grade: 1 Unit 4: Mental, Emotional and Social Health Summary and Rationale During this unit First Grade students will identify feelings, good character traits, and forms of bullying behavior. Students will explore feelings and discuss how emotions and feelings are natural parts of life and it is normal to have lots of different feelings. Recommended Pacing 4 weeks Standards Social and Emotional Health E.1 Identify basic social and emotional needs of all people E.3 Explain healthy ways of coping with common stressful situations experienced by children. Interpersonal Communication A.1 Express needs, wants, and feelings in health- and safety-related situations. Decision Making and Goal Setting B.1 Explain what a decision is and why it is advantageous to think before acting. Character C.1 Explain the meaning of character and how it is reflected in the thoughts, feelings, and actions of oneself and others. Advocacy and Service D.1 Determine the benefits for oneself and others of participating in a class or school service activity. Health Services and Information E.1 Determine where to access home, school, and community health professionals. Interdisciplinary Connections Standard x.x 23

24 Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) Enduring Understandings Instructional Focus Developing self-esteem, resiliency, tolerance and coping skills support social and emotional health. Everyone has special and unique qualities Mental and emotional health impacts peoples overall well being Essential Question What are different types of feelings? What is bullying? What are good character traits? How can family and friends help with your feelings? Evidence of Learning (Assessments) Tests Quizzes Rubrics COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Projects Homework Peer/Self-Assessment Objectives Students will know or learn: How to dial 911 Positive character traits Students will be able to: Define these feelings: angry, embarrassed, worried, excited, surprised, sad Recognize the feelings and perspectives of others Differentiate between tattling and reporting aggression, bullying and violence. 24

25 Identify good character traits. Integration Technology Integration I pads Smartboard Writing Integration Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility HLC Program Guidance Counselor Don't Call Me Pruneface! Janet Ahearn Suggested Resources 25

26 Nutley Public Schools Health Grade: 1 Unit 5: Nutrition Summary and Rationale By teaching students good nutrition we are helping them to learn to take responsibility for their own health. In this unit the students will learn that proper nutrition is essential for maintaining good health and how food affects our bodies, good and bad. Students will explore health-enhancing behaviors that reduce health risks through proper diet. First grade students will be introduced to ChooseMyPlate. Recommended Pacing 4 weeks Standards Nutrition B B B.3 Explain why some foods are healthier to eat than others. Explain how foods in the food pyramid differ in nutritional content and value. Summarize information about food found on product labels. Decision Making and Goal Setting B.2 Relate decision-making by self and others to one s health B.3 Determine ways parents, peers, technology, culture, and the media influence health decisions. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) 26

27 Instructional Focus Enduring Understandings There are many short and long term health benefits and risks associated with nutritional choices. Food choices and eating patterns are developed at a young age, persist throughout one s lifetime, and may impact one s long-term health. Essential Question What makes a food healthy? Why is it important to make good food choices and eat the correct amount of foods? Evidence of Learning (Assessments) Tests Quizzes Rubrics COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Projects Homework Peer/Self-Assessment Objectives Students will know or learn: How to use MyPlate Food groups Healthy food substitutions for foods with high added sugar Students will be able to: Identify nutritionally desirable foods. Distinguish between healthy and unhealthy foods Identify healthy snack choices Identify the different food groups. Summarize the benefits of eating a variety of whole grains, fruits, and vegetables, and low-fat dairy products. Identify foods and beverages high in added sugar and generate examples of appealing healthy alternatives. 27

28 Integration Technology Integration ipads Smartboard Writing Integration Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility HLC Program School Nurse Green Eggs and Ham Dr. Seus Gregory the Terrible Eater by Mitchell Stewart Staying Healthy: Eating Right by Alice B. McGinty This Is the Way We Eat Our Lunch by Edith Baer Suggested Resources 28

29 Nutley Public Schools Grade 2 29

30 Nutley Public Schools Health Grade: 2 Unit 1: Personal Health Summary and Rationale Healthy living means making positive choices that enhance your personal physical, mental and social health. In this unit second grade students will explore care of eyes and ears, the importance of sleep, and how to be safe in the sun. Recommended Pacing 6 weeks Standards Personal Growth and Development A.2 Use correct terminology to identify body parts, and explain how body parts work together to support wellness. Decision Making and Goal Setting B.2 Relate decision-making by self and others to one s health B.3 Determine ways parents, peers, technology, culture, and the media influence health decisions. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) 30

31 Instructional Focus Enduring Understandings Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors. Healthy habits benefit me and the people I meet in school and in my community. Essential Question What are the consequences of our choices in terms of wellness? What are major practices and habits that will keep the body healthy? Evidence of Learning (Assessments) Tests Quizzes Rubrics COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Projects Homework Peer/Self-Assessment Objectives Students will know or learn: Proper eye care Importance of physician check-ups Protection techniques from the sun Students will be able to: Describe behaviors to care for the health of eyes and ears. Describe behaviors to promote overall body health, such as visiting the doctor, exercising, adequate nutrition, practicing hygiene, and avoiding hazards Technology Integration I pads Integration 31

32 Smartboard Writing Integration Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Suggested Resources HLC Program School Nurse

33 Nutley Public Schools Health Grade: 2 Unit 2: Alcohol, Tobacco and other Drugs Summary and Rationale The use of alcohol, tobacco, and other drugs has major implications in the lifelong health of individuals. Implications include the effects, influences, and prevention of the use of alcohol, tobacco products, and other types of drugs on the body. In this unit second grade students will investigate the harmful effects of tobacco and explore refusal techniques. Recommended Pacing 4 weeks Standards Alcohol, Tobacco, and Other Drugs B.1 Identify ways that drugs can be abused B.2 Explain effects of tobacco use on personal hygiene, health, and safety B.3 Explain why tobacco smoke is harmful to nonsmokers B.4 Identify products that contain alcohol B.5 List substances that should never be inhaled and explain why. C. Dependency/Addiction and Treatment C.1 Recognize that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs C.2 Explain that people who abuse alcohol, tobacco, and other drugs can get help. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) 33

34 Instructional Focus Enduring Understandings The use of tobacco, alcohol and other drugs negatively impacts the health of individuals and our society. Early prevention begins with education. Essential Question How is an individual s health impacted by the use of tobacco, alcohol and other drugs? How can learning about the negative effects of alcohol, tobacco and other drugs prevent misuse and abuse? Evidence of Learning (Assessments) Tests Quizzes Rubrics- COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Projects Homework Peer/Self-Assessment Objectives Students will know or learn: Types of tobacco products and their effects on the body Forms of tobacco, such as smoke or smokeless. Effects of tobacco use and non-use, including second-hand smoke, on the body. The definition of a drug The harmful effects of medicine when used incorrectly Students will be able to: Analyze the dangers of using tobacco products. Explain why one should not use tobacco or look-alike products. Identify forms of tobacco, such as smoke or smokeless. Describe the effects of tobacco use and non-use, including second-hand smoke, on the body. Demonstrate a personal commitment not to use tobacco. 34

35 Integration Technology Integration ipads Smartboard Writing Integration Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Suggested Resources HLC Program Guidance Counselor

36 Nutley Public Schools Health Grade: 2 Unit 3: Personal Safety Summary and Rationale Unintentional and intentional injuries rank among the greatest threats to health of children and young adults. Knowledge of prevention through safe living habits, healthy decisions, violence prevention, emergency response and an awareness of the consequences of one s decisions will help to prevent many injuries. In this unit students will continue to explore safety and injury prevention at home, school, and play. Students will be introduced to cyber safety practices. Recommended Pacing 4 weeks Standards Safety D D D.3 Identify ways to prevent injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). Differentiate among the characteristics of strangers, acquaintances, and trusted adults and describe safe and appropriate behaviors/touches. Identify procedures associated with pedestrian, bicycle, and traffic safety. Interpersonal Communication A.1 Express needs, wants, and feelings in health- and safety-related situations Health Services and Information E.1 Determine where to access home, school, and community health professionals. Interdisciplinary Connections Standard x.x Integration of Technology 36

37 Standard x.x CPI # Cumulative Progress Indicator (CPI) Instructional Focus Enduring Understandings Being consistently aware of the environment and taking safety precautions can reduce the risk of injury to oneself and others. Essential Question What is the difference between healthy and unhealthy risks? Why do we sometimes take risks that can cause harm to ourselves or others? Who can I trust? Evidence of Learning (Assessments) Tests Quizzes Rubrics- COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Projects Homework Peer/Self-Assessment Objectives Students will know or learn: Examples of trusted adults Cyber safety Good and Bad secrets First Aid procedures Students will be able to: Discuss how to prevent injury while at play Give an example of a trusted adult Discuss how to be safe in the virtual world Demonstrate how to care for a bump, scrap or cut 37

38 Integration Technology Integration I Pads Smart Board Writing Integration Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Cyber Safety Club Elementary School Lessons CommonSenseMedia.org (free registration) Suggested Resources Educators o Digital Citizenship Scope and Sequence (Lessons for different age groups) Each Lesson contains Objectives/Essential Questions, Lesson Materials and Related Resources, Main Lesson Video, Key Vocabulary, Common Core Standards and NETS-S (National Educational Technology Standards for Students) Lesson Materials typically include an Essential Question and Objectives, Brief Overview, Standards, Warm-up Activity, Teach 1 and Teach 2, Wrap-Up Activity, Extension Activity, At-Home Activity, Short Assessments, and Family Resources o Sample Videos Page 1 Pause and Think Online (a song) 3:14 Minutes Page 4 Digital Footprint (1:07 Minutes) Mindful Messaging (K-2) 1:32 Minutes (displays how messages can be interpreted differently from others online or through text messaging) 38

39 NetSmartzKids.org Contains an Icon Tool bar at the top of the page (Videos, Games, E-Books, Free Stuff, , Bios, etc.), and buttons at the bottom of the page (Activity of the Month, Hall of Fame, Video of the Month, Vote for your Favorite Game, etc.) You Tube Videos: Digital Citizen (59 Seconds) 39

40 Nutley Public Schools Health Grade: 2 Unit 4: Mental, Emotional and Social Health Summary and Rationale During this unit Second Grade students will continue to identify feelings, good character traits, and forms of bullying behavior. Students will explore feelings and discuss how emotions and feelings are natural parts of life and it is normal to have lots of different feelings. Disability awareness will be a focus of this unit. People with disabilities have the same hopes and dreams, talents and needs, feelings and goals as anyone else. Recommended Pacing 6 weeks Standards Social and Emotional Health E.1 Identify basic social and emotional needs of all people E.2 Determine possible causes of conflict between people and appropriate ways to prevent and resolve them E.3 Explain healthy ways of coping with common stressful situations experienced by children. Character Development C.1 Explain the meaning of character and how it is reflected in the thoughts, feelings, and actions of oneself and others C.2 Identify types of disabilities and demonstrate appropriate behavior when interacting with people with disabilities. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) 40

41 Instructional Focus Enduring Understandings Developing self-esteem, resiliency, tolerance and coping skills support social and emotional health. Everyone has special and unique qualities Mental and emotional health impacts peoples overall well being Essential Question What are different types of feelings? How should I interact with someone with a disability? In what ways am I alike and different from others? Evidence of Learning (Assessments) Tests Quizzes Rubrics COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Projects Homework Peer/Self-Assessment Objectives Students will know or learn: Types of disabilities Definition of difference and similarity What to do about bullying Students will be able to: Explain the term disability Define difference and similarity Recognize bullying behaviors and Demonstrate steps to take if someone is being bullied. 41

42 Integration Technology Integration ipads Smart Board Writing Integration Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility HLC Program Guidance Counselor Suggested Resources Nobody Knew What to Do: A Story About Bullying by Becky Ray McCain Stop Bullying Bobby by Dana Smith-Mansell, Stop Picking on Me: A first look at bullying by Pat Thomas 42

43 Nutley Public Schools Health Grade: 2 Unit 5: Nutrition Summary and Rationale By teaching students good nutrition we are helping them to learn to take responsibility for their own health. In this unit the students will learn that proper nutrition is essential for maintaining good health and how food affects our bodies, good and bad. Students will explore health-enhancing behaviors that reduce health risks through proper diet. Second grade students will continue to explore ChooseMyPlate. Recommended Pacing 6 weeks Standards Nutrition B B B.3 Explain why some foods are healthier to eat than others. Explain how foods in the food pyramid differ in nutritional content and value. Summarize information about food found on product labels. Decision-Making and Goal Setting B.2 Relate decision-making by self and others to one s health B.3 Determine ways parents, peers, technology, culture, and the media influence health decisions B.4 Select a personal health goal and explain why setting a goal is important. Health Services and Information E.1 Determine where to access home, school, and community health professionals. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x 43

44 CPI # Cumulative Progress Indicator (CPI) Instructional Focus Enduring Understandings There are many short and long term health benefits and risks associated with nutritional choices. Making healthy eating choices is an important part of achieving and sustaining wellness. Essential Question What makes a food healthy? How do you determine appropriate portion sizes? Why is it important to make good food choices and eat the correct amount of foods? Why do I choose what I eat? Evidence of Learning (Assessments) Tests Quizzes Rubrics- COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Projects Homework Peer/Self-Assessment Objectives Students will know or learn: MyPlate Healthy eating habits Satiety Students will be able to: Identify the amount of food from each food group of Myplate needed each day to achieve and maintain good health. Summarize the benefits of healthy eating. Demonstrate the ability to plan an appealing, healthy meal and design an opportunity for an enjoyable physical activity. Identify the body signals that tell people when they are hungry and when they are full. Define satiety 44

45 Integration Technology Integration ipads Smart Board Writing Integration Competencies COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships HLC Program Suggested Resources 45

46 Nutley Public Schools Grade 3 46

47 Nutley Public Schools Health Grade: 3 Unit 1: Personal Health and Safety Summary and Rationale Healthy living means making positive choices that enhance your personal physical, mental and social health. During this unit third grade students will continue to learn about health conditions and diseases including asthma, Lyme disease, and the flu. The importance of well-care visits, prevention strategies, and decision making will be discussed and practiced. Even when precautions are taken injuries do happen. Learning how to use First Aid kits and cleaning an injury properly will be discussed. Knowing about personal information and what should be shared is critical for personal safety in both the real world and virtual world. Cyber safety practices will continue during this unit. Recommended Pacing 4 weeks Standards Personal Growth and Development A.1 Explain the physical, social, emotional, and mental dimensions of personal wellness and how they interact A.2 Determine the relationship of personal health practices and behaviors on an individual s body systems. Diseases and Health Conditions C.1 Explain how most diseases and health conditions are preventable C.2 Justify how the use of universal precautions, sanitation and waste disposal, proper food handling and storage, and environmental controls prevent diseases and health conditions C.3 Explain how mental health impacts one s wellness. Interpersonal Communication A.1 Demonstrate effective interpersonal communication in health- and safety-related situations. Decision-Making and Goal Setting 47

48 2.2.4.B B.2 Safety D D D D.4 Use the decision-making process when addressing health-related issues. Differentiate between situations when a health-related decision should be made independently or with the help of others. Determine the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). Summarize the various forms of abuse and ways to get help. Examine the impact of unsafe behaviors when traveling in vehicles, as a pedestrian, and when using other modes of transportation. Demonstrate simple first-aid procedures for choking, bleeding, burns, and poisoning. Health Services and Information E.1 Identify health services and resources provided in the school and community and determine how each assists in addressing health needs and emergencies E.2 Explain when and how to seek help when experiencing a health problem E.1 Identify health services and resources provided in the school and community and determine how each assists in addressing health needs and emergencies E.2 Explain when and how to seek help when experiencing a health problem. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) Enduring Understandings Instructional Focus The choices you make can affect lifelong wellness. Tracking my progress and using healthy resources will help me achieve my personal health goals My knowledge and attitudes about health help me act in healthy ways Essential Question What does it mean to be healthy? What choices do you make on a daily basis affect your health? Evidence of Learning (Assessments) 48

49 Tests Quizzes Rubrics COMPETENCY II: COMMUNICATION Expression of oneself COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Projects COMPETENCY I: COLLABORATION Working Cooperatively Competency III: RESEARCH Ethics Homework Peer/Self-Assessment Objectives Students will know or learn: How personal health decisions and habits influence health. Review hygiene practices, sun protection, dental health and sleep How illness can be prevented How Lyme disease is transmitted. Symptoms of Lyme disease Description of asthma Students will be able to: Explain that personal health decisions and health habits influence health and wellness throughout life. Describe strategies to improve or maintain personal health and well-being (e.g., daily hygiene practices, sun protection, dental health, sleep). Explain how childhood illness can be prevented and treated, including common health problems that should be detected and treated early. Identify characteristics of valid health information and health-promoting products and services. Describe the transmission of Lyme disease; List steps to take to prevent Lyme disease (with a focus on doing a tick check every day); and Recognize symptoms of Lyme disease. Describe asthma as something that makes breathing hard for children with asthma. Explain that asthma can be controlled so that children can live active lives. Describe asthma as something that cannot be passed from one person to another like a cold. Identify two things that can make asthma worse, such as furry or feathered pets, colds, playing hard, and cigarette smoke. 49

50 Integration Technology Integration I pad Smart Board Writing Integration Competencies COMPETENCY I: COLLABORATION Working Cooperatively COMPETENCY II: COMMUNICATION Expression of oneself Competency III: RESEARCH Ethics COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility Suggested Resources HLC Program Guidance Counselor Cyber Safety Club Elementary School Lessons CommonSenseMedia.org (free registration) Educators o Digital Citizenship Scope and Sequence (Lessons for different age groups) Each Lesson contains Objectives/Essential Questions, Lesson Materials and Related Resources, Main Lesson Video, Key Vocabulary, Common Core Standards and NETS-S (National Educational Technology Standards for Students) 50

51 Lesson Materials typically include an Essential Question and Objectives, Brief Overview, Standards, Warm-up Activity, Teach 1 and Teach 2, Wrap-Up Activity, Extension Activity, At-Home Activity, Short Assessments, and Family Resources o Sample Videos Page 1 Pause and Think Online (a song) 3:14 Minutes Page 4 Digital Footprint (1:07 Minutes) Mindful Messaging (K-2) 1:32 Minutes (displays how messages can be interpreted differently from others online or through text messaging) NetSmartzKids.org Contains an Icon Tool bar at the top of the page (Videos, Games, E-Books, Free Stuff, , Bios, etc.), and buttons at the bottom of the page (Activity of the Month, Hall of Fame, Video of the Month, Vote for your Favorite Game, etc.) You Tube Videos: Digital Citizen (59 Seconds) Kindness Changes Everything Song Pay it Forward (3:03 Minutes) Bully-Free Zone (Anti-Bullying Song for Kids) 2:37 Minutes 51

52 Nutley Public Schools Health Grade: 3 Unit 2: Alcohol, Tobacco and other Drugs Summary and Rationale The use of alcohol, tobacco, and other drugs has major implications in the lifelong health of individuals. Implications include the effects, influences, and prevention of the use of alcohol, tobacco products, and other types of drugs on the body. In this unit third grade students will continue to investigate the harmful effects of tobacco and explore refusal techniques. The harmful physical effects of inhaling substances will be explored. Recommended Pacing 4 weeks Standards Safety D.2 Summarize the various forms of abuse and ways to get help. Health Services and Information E.1 Identify health services and resources provided in the school and community and determine how each assists in addressing health needs and emergencies E.2 Explain when and how to seek help when experiencing a health problem. Medicines A A.2 Distinguish between over-the-counter and prescription medicines. Determine possible side effects of common types of medicines. Alcohol, Tobacco, and Other Drugs B.1 Explain why it is illegal to use or possess certain drugs/substances and the possible consequences B.2 Compare the short- and long-term physical effects of all types of tobacco use B.3 Identify specific environments where second-hand/passive smoke may impact the wellness of nonsmokers B.4 Summarize the short- and long-term physical and behavioral effects of alcohol use and abuse. 52

53 Dependency/Addiction and Treatment C.1 Identify signs that a person might have an alcohol, tobacco, and/or drug use problem C.2 Differentiate between drug use, abuse, and misuse C.3 Determine how advertising, peer pressure, and home environment influence children and teenagers to experiment with alcohol, tobacco, and other drugs. Interdisciplinary Connections Standard x.x Integration of Technology Standard x.x CPI # Cumulative Progress Indicator (CPI) Enduring Understandings Instructional Focus Health-related choices can impact lifelong wellness. Recognizing risk factors and applying risk reducing strategies can prevent health consequences. Understanding why a behavior or activity is unsafe or risky is only the first step towards preventing injuries and staying safe. Consistently employing safe and healthy behaviors helps us to reduce the incidence and severity of injuries. Essential Question How do personal health choices impact our own health as well as the health of others? Evidence of Learning (Assessments) Tests Quizzes Rubrics- COMPETENCY I: COLLABORATION Working Cooperatively COMPETENCY II: COMMUNICATION Expression of oneself Competency III: RESEARCH Ethics COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships Social responsibility 53

54 Projects COMPETENCY I: COLLABORATION Working Cooperatively Competency III: RESEARCH Ethics Homework Peer/Self-Assessment Objectives Students will know or learn: Health effects of smoking Harmful effects of inhaling harmful substances How alcohol affects the body. Students will be able to: Analyze the dangers of using tobacco products. Predict and summarize the dangers of experimenting with tobacco. Summarize why household products are harmful if ingested or inhaled. Research how alcohol moves through the body and how various organs are affected. Identify both the short- and long-term effects of alcohol and tobacco use. Science harmful chemicals Technology Integration Integration I Pads Smart Board Language Arts Integration Health Journal Competencies COMPETENCY I: COLLABORATION Working Cooperatively COMPETENCY II: COMMUNICATION Expression of oneself Competency III: RESEARCH Ethics COMPETENCY V: SELF AWARENESS and DIRECTION Personal management Personal wellness and relationships 54

55 Social responsibility Suggested Resources HLC Program Kids Health. Alcohol: Getting the Right Message Kids Health. Smoking and Asthma. Kids Health. Smoking Stinks! Kids Health. What Kids Say About Drinking Alcohol. Kids Health. What Kids Say About Tobacco. Kids Health. WORD! A Glossary of Medical Words: Alcoholism. Kids Health. WORD! A Glossary of Medical Words: Tobacco

56 Nutley Public Schools Health Grade: 3 Unit 3: Mental, Emotional and Social Health Summary and Rationale During this unit Third Grade students will continue to identify feelings, good character traits, and forms of bullying behavior. Students will explore feelings and discuss how emotions and feelings are natural parts of life and it is normal to have lots of different feelings. Family, friends, and teachers are a big part of students lives. Learning how to get along, handle disagreements, and be friendly and fair are important skills students will use throughout their lives Recommended Pacing 4 weeks Standards Personal Growth and Development A.1 Explain the physical, social, emotional, and mental dimensions of personal wellness and how they interact A.2 Determine the relationship of personal health practices and behaviors on an individual s body systems. Social and Emotional Health E.1 Compare and contrast how individuals and families attempt to address basic human needs E.2 Distinguish among violence, harassment, gang violence, discrimination, and bullying and demonstrate strategies to prevent and resolve these types of conflicts. Interpersonal Communication A.1 Demonstrate effective interpersonal communication in health- and safety-related situations A.2 Demonstrate effective interpersonal communication when responding to disagreements or conflicts with others. Character Development C.1 Determine how an individual s character develops over time and impacts personal health. 56