health...communicable and non-communicable diseases. science and social studies how sources of...

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Health

Grade 1:

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Course Description

The unit on Nutrition will provide the students with the knowledge and skills and necessary to select a healthy diet, control

weight; and keep their digestive and excretory systems healthy. Each group of nutrients will be examined, and the four food

groups explained. Students will discuss how to maintain a healthy body by following modified caloric intake and a

recommended level of physical activity. Students will also gain an understanding of nutrition and be able to make healthier

decisions regarding nutrition by properly interpreting food labels.

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Pacing Chart

Activities Timelines (In conjunction with 150 minute

mandate, timelines are flexible

based on scheduling, facilities,

testing and weather)

New Jersey Learning

Standards &

Cumulative Progress

Indicators

Cross Discipline

Family, Mental and Social Health September 2.1 ABCDE 2.2 ABCDE Language Arts

Violence and Injury Prevention October 2.1 ABCDE 2.2 ABCDE Language Arts & Social studies

Individual Growth & Human

Development

November 2.1 ABCDE 2.2 ABCDE Language Arts/Science/ Art

Nutrition December 2.1 ABCDE 2.2 ABCDE Science/Math

Personal Health January 2.1 ABCDEF 2.2 ABCDEF Language Arts and Social Studies

Physical Fitness February 2.1 ABCDE 2.2 ABCDE 2.6 ABC Science/P.E./Math

Alcohol, Drugs &

Tobacco/Substance Abuse

March 2.2 ABCDE 2.3 ABCDE Math/Language Arts/Science/Art

Communicable and chronic Diseases April 2.1 D 2.2ABCDE Science and Language Arts

Consumer and Community Health May 2.1 ABCDE 2.2 ABCDE 2.4 ABC Language Arts

Environmental Health June 2.1 ABCDE 2.2 ABCDE Science and Language Arts

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Review and Final Exam

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Educational Technology

Standards Note: Insert additional educational technology standards that align with the specific CTE standards for this course

8.1.2.A.7, 8.1.2.B.1, 8.1.2.D.1, 8.1.2.E.1

Technology Operations and Concepts

Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word

processing program

Example: Students will create a flyer to demonstrate the comparison of healthy vs. unhealthy foods.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Example: Students will compare the nutritional value of foods grown in nature vs. foods that are created in a factory and create a spread

sheet to display their findings.

Digital Citizenship

Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Example: Students will create a spread sheet that analyzes heredity genes such as eye color with in their city.

Research and Information Literacy

Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world

problem.

Example: students will collect data on grooming methods using a survey and then explain how it affects their peers.

http://www.state.nj.us/education/cccs/def/8/TECH_DataCollect.html

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21st Century Life & Career Skills

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are the practices that

have been linked to increase college, career and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation with

increasingly higher levels of complexity and expectation as a student advances through a program of study.

Standards: CRP2.,CRP4,CRP8,CRP12.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive.

They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to

apply the use of academic skill in a workplace situation.

Example: Career-ready individuals will be able to use their health education to be more productive in the workplace and with using real-world

applications.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal, and/or visual methods.

They communicate in the workplace with clarity and purpose to make maximum use of their own and other’s time. They are excellent

writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate idea. They are

skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the

audience for their communication and prepare accordingly to ensure the desired outcome.

Example: Career-ready individuals will be able to effectively communicate in written and non-written forms by applying techniques acquired

throughout the health curriculum.

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CRP8. Utilize critical thinking to make sense of problems and preserve in solving them.

Career-ready individuals readily recognize problems in the workplace; understand the nature of the problem. And devise effective plans to

solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate

the root cause of the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own

actions or the actions of others.

Example: Career-ready individuals will be able to take action quickly to solve workplace problems based on the strategies they learned through their

health education.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural differences to

avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They

plan facilitate effective team meetings.

Example: Career-ready individuals will utilize the diversity of their surroundings to productively achieve goals set forth by society. Therefore

increasing our health student’s involvement in society on a global level.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Anchor charts to model concepts/skills/life progressions

Chart academic vocabulary with visual representations

Conceptual word wall that contains definitions, translations, pictures and/or examples.

Translation dictionary

Teacher modeling

Students can utilize health journals to write notes, translate terms and key vocabulary.

Utilize technological programs which provide verbal and visual instruction in native and/or second language ( site specific)

Use interactive technology to improve health fact fluency and accuracy.

Utilize different colors when interpreting data from graphs or to indicate differences/similarities.

Display chart to differentiate between the following: sign/symptoms, cause/effect, and nutritional facts.

Create graphic organizers for different health topics( examples include: decision making, body systems, nutrition)

Display The Health Curriculum for students to reference and assess risk.

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Interdisciplinary Connections Model interdisciplinary thinking to expose students to other disciplines.

ELA Connection:

Various Tasks ( RL. 6.1 & R I. 6.1)

Student will be able to read, analyze, and cite informational text to potentially diagnose diseases, drug dependencies or determine potential

health related issues, and explain their reasoning of how the task was solved.

Science Connection:

Heredity (1-LS3)

Students will be able to explain the variation of different genetic genes and their inheritance.

Social Studies Connection:

Various Tasks (6.1.4.A.15)

Students will look at data about obesity globally and within the 50 states.

Math Connection:

Various Tasks (1.OA.C.5)

Students will use counting to figure out their pulse after doing minimal physical activity in a classroom setting.

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Enrichment

Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self-Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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Grade: 1

Unit: A-E Topic: Health & Wellness

New Jersey Learning Standards (NJLS): 2.1ABCDE

NJDOE Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Describe and demonstrate self-care practices that support wellness, such as brushing and flossing teeth, washing hands, and wearing appropriate attire for weather or sports.

What techniques of good

personal hygiene and care in

order to prevent the catching

and spreading of disease?

With a partner, construct a list of communicable and non-communicable diseases and how to care for and prevent them. Have students discuss diseases that they have had. Observation, questioning and self-assessment.

Texts Art, Language Arts, Music,

Physical Education,

Science and Social Studies

B. Describe similarities and differences among children are alike and how they are different.

What personal traits do all humans possess? How do these characteristics vary from one person to the next?

Role-play the differences that are apparent from person to person. An example would be height. (Small groups) Using a computer program, draw the various characteristics that make a person unique. (Eye color, hair shade, body type,) etc. Demonstrations, observations, art displays.

Books Art, Language Arts, Music,

Physical Education,


C. Sort foods according to food groups and Food sources.

Do you recognize the food

pyramid? If so, what are the

different categories of foods?

List and categorize the foods consumed over a two-day period. Place them into the appropriate food pyramid category. (small group) Chart, observation, self-assessment, group assessment

Charts, Paper and

Writing Instrument

Art, Language Arts, Music,

Physical Education,


D. Explain the difference between communicable and non-communicable diseases.

How sources of diseases occur

in different ways? Construct a web demonstrating how a communicable disease could travel from person to person. Group interaction, small group work, guided questioning.

Materials Art, Language Arts, Music,

Physical Education,


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NJDOE Student Learning

Objectives


Connections

E. Explain and demonstrate simple first aid procedures. Including getting help and calling 911, knowing personal information such as address and phone numbers, avoiding contact with blood and other body fluids, and caring for small cuts.

What are elementary first aid

procedures and common sense

responses to everyday

emergencies in the home,

school, and community?

Model how to take care of a nosebleed, scratch, insect bite and other common injuries. Small group work, role-play, discussion.

Computer-Internet Art, Language Arts, Music,

Physical Education,


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Grade: 1

Unit: A-E Topic: Integrated Skills

New Jersey Learning Standards(NJLS): 2.2ABCDE

NJDOE Student

Learning Objectives


Connections

A. Express ideas and opinions

about wellness issues.

What are some healthy activities which may provide enjoyment, challenge, self-expression, and/or stress reduction?

Participate in a variety of activities, and describe how they help advance the body, mind, and spirit. Oral questioning, observation, active representation.

Tests Art, Language Arts, Math,

Music & Science

B. Discuss how parents, peers,

and the media influence health

decisions.

How are choices made via information, both conscious and subconscious, from sources that are influential in one’s life?

Role-play different situations where persuasive personalities or attractive marketing can sway the way a person makes personal decisions. Media display oral explanation, observation.

Books Art, Language Arts, Math,

Music & Science

C. Consider a wellness goal,

and determine if it is truly

reachable or unreasonable.

Why do people choose unrealistic

goals and what happens when they

fail to reach them?

Discuss the characteristic of personal wellness looks and feels and obtaining ways to reach and maintain such a state. Individual or group participation.

Charts, Paper and a

Writing Instrument

Art, Language Arts, Math,

Music & Science

D. Define character, values, and

integrity; express the respect

young people can attain when

displaying this characteristics.

What are 5 difficulties individuals

encounter when, “doing the right

thing is not cool”.

Role play various scenes depicting doing the honest, noble thing and how not acting in this way will only cause more harm. Student’s performance, teacher observation.

Materials Art, Language Arts, Math,

Music & Science

E. Identify the factors that lead

to group success and help solve

group problems.

How does communication,

cooperation, and compromise

compare and contrast when

seeking resolution for a group

difficulty?

Create situations where group dynamics leads to either an equitable agreeable solution, or resolution and chaos. / Self-assessment, peer assessment teacher evaluation.

Computer- Internet Art, Language Arts, Math,

Music & Science

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Grade: 1

Unit: A-E Topic: Drugs and Medicine

New Jersey Learning Standards(NJLS): 2.3ABC

NJDOE Student

Learning Objectives


Connections

A. Explain medicines can be helpful or harmful and that when used correctly, medicines can help keep one healthy.

What are some effects of medicine on the body and the mind, how they are obtained and properly used?

Formulate a list of commonly-used drugs and discuss how each is obtained – either over the counter or by doctor’s prescription. Small group work, peer review teacher observation.

Textbooks, Handouts and

Charts

Art, Language Arts, Math, Music

& Science

B. Explain how tobacco use

contributes to lung diseases

and fires.

How does avoiding the use of tobacco products contribute to good life practices?

Prepare a chart of good and bad reasons why people smoke. Decide if this is really a worthwhile habit. Pros and cons of smoking. Small group work, charts to share with all members of class, teacher observation.

Guest Speakers and

Tape Recorder


& Science

C. Explain that people who

abuse alcohol, tobacco, and

other drugs can get help.

Can you identify the

individuals and agencies that

are health advocates –

especially in the area of drugs,

alcohol, and tobacco?

Observe and listen to guest speakers who are experts in the field or persons who have had adverse experiences with these destructive products. Oral questioning, participation, observation.

Computer- Internet Art, Language Arts, Math, Music

& Science

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Grade: 1

Unit: A-E Topic: Human Relationships + Sexuality


NJDOE Student

Learning Objectives


Connections

A. Explain that all family members have certain rights and responsibilities that contribute to the successful functioning of the family.

Can you identify various family members, and describe the roles and responsibilities of each?

Role-play the stereotypical actions of various family members around the dinner table. / Presentations, observations, self-assessment.

Handouts & Charts Art, Language Arts, Math, Music

& Science

B. Explain the physical differences of genders as puberty begins to occur.

What is puberty and identify the age at which it occurs and the physical and emotional changes one experience?

Using an outline model of the human body, draw the physical changes that begin to take place during puberty. Discuss the emotional response that could possibly happen when this change of life occurs. /Oral presentation, visual representations, oral questioning.

Guest Speaker &

Materials


& Science

C. Explain that the formative years, birth through seven, are a time of enormous physical, mental, and psychological growth.

How do human beings go through significant reconstruction phases?

Think about the human body and mind and how it displays. Relate personal experience to illustrate these changes. / Oral presentation, illustrations, guided questioning.

Computer-Internet Art, Language Arts, Math, Music

& Science

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Grade: 1

Unit: A-E Topic: Motor Skill Development


NJDOE Student

Learning Objectives


Connections

A. Demonstrate smooth

transitions between sequential

movements skills used in

combination.

How can you distinguish

between different movement

patterns? (demonstrate)

Perform correct foot patterns when combining two or three of the following skills – hopping, jumping, and skipping, leaping, galloping and sliding. Teacher observation, checklist.

Gymnasium or large space

conducive to movement


& Science

B. Explain how changes in

directions, pathways and levels

can alter movement.

How can you apply elements of shapes, pathways, and levels to perform movement sequences?

Perform physical activities and demonstrate awareness of personal and general space while moving in a variety of levels and directions. Teacher observation, student’s participation.

Equipment – balls, jump

ropes, cones, etc.


& Science

C. Recognize that player

placement and prearranged

movement patterns can lead to

efficient and effective team play.

Why would you use various

formations to utilize players’

abilities and field space to

maximize unit performance?

Diagram sets of player locations and then place on playing field for visual reference and reinforcement. Group discussion, questions and answers.

Video recorder and television Art, Language Arts, Math, Music

& Science

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Grade: K

Unit: A-E Topic: Fitness

New Jersey Learning Standards(NJLS): 2.6A

NJDOE Student

Learning Objectives


Connections

A. Identify the components of health-related and skill-related fitness, and identify activities that develop each component.

What activities promote

physical fitness components?

Discuss in a group their favorite health-enhancing activity. Verbal response.

I. Gymnasium or space for activity

II. PE equipment – ropes, balls, scooters, cones, etc.

III. Video recorder and television

Art, Language Arts, Math, Music & Science

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Vocabulary

911 energy marijuana ad environment medicine age exercise mistake alcohol family muscles allergy fat MyPyramid angry feelings noise pollution asthma fire hazards poisons bad touch first-aid pollution bones floss posture brain food ads recycle breakfast energy food groups respect bully food labels rule cancer friend safety rule cavity gang seat belt checkup germ secondhand smoke community good character senses conflict good health snacks cool-down good touch special cooperate health fact stomach cross walk health helpers stranger dentist health products stress diabetes heart sunscreen diet illness tobacco drug law vaccine drug-free

litter

wise decision

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DBQ (Required)

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Unit Project (Choose 1)

Unit Project (Suggested) Unit Project (Suggested)

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Rubric(s)

Insert rubric(s) referenced in course guide.

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Field Trip Ideas:

health...communicable and non-communicable diseases. science and social studies how sources of...

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