Rutherford Public Schools Rutherford, New Jersey

COURSE TITLE

Health 3

LENGTH

Full Year

DEPARTMENT

Health / Physical Education

SCHOOL

Washington / Lincoln

Elementary Schools

DATE

Spring 2017

Health 3

I. Introduction/Overview/Philosophy

Our health curriculum is a comprehensive program designed to provide students with the

knowledge, life skills and thinking skills they need to achieve good health.

II. Objectives

http://www.state.nj.us/education/aps/cccs/chpe/

Student outcomes are based on the National Health Education Standards and the New Jersey

Student Learning Standards for Comprehensive Health and Physical Education (Adopted

2004, Revised 2009, and 2014).

National Health Education Standards

Standard 1: Students will comprehend concepts related to health promotion and disease

prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and

other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information, products, and

services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal communication skills to

enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance

health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and

avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and

community health.

New Jersey Student Learning Standards

Standard 2.1(Wellness): All students will acquire health promotion concepts and skills to

support a healthy, active lifestyle.

Standard 2.2 (Integrated Skills): All students will develop and use personal and interpersonal

skills to support a healthy, active lifestyle.

Standard 2.3 (Drugs and Medicines): All students will acquire knowledge about alcohol,

tobacco, other drugs, and medicines and apply these concepts to a healthy, active lifestyle.

Standard 2.4 (Human Relationships and Sexuality): All students will acquire knowledge about

the physical, emotional, and social aspects of human relationships and sexuality and apply these

concepts to support a healthy, active lifestyle.

Standard 2.5 (Motor Skill Development): All students will utilize safe, efficient, and effective

movement to develop and maintain a healthy, active lifestyle.

Standard 2.6 (Fitness): All students will apply health-related and skill-related fitness concepts

and skills to develop and maintain a healthy, active lifestyle.

A. SKILLS

Students will be engaged in more in-depth study of health related material in order to:

1. Relate how lifestyles influence development.

2. Understand food choices in relation to balanced nutrition.

3. Understand the importance of early disease detection and treatment.

4. Evaluate the potential for injury prior to engaging in behaviors.

5. Demonstrate first-aid procedures

6. Show respect for individuals.

7. Demonstrate stress management skills.

8. Effectively communicate.

9. Make good health-related decisions.

10. Understand the value of working with others toward a common goal.

11. Effectively advocate for a health or social issue.

12. Improve health literacy.

13. Understand substance abuse and health risks

14. Understand the role values play in relationships.

15. Analyze stages of sexual development and impact on sexual behaviors.

16. Understand the physiological process of pregnancy, childbirth, and parenthood.

B. CONTENT

General student outcomes/students will be introduced to:

1. Taking responsibility for their own physical, mental and emotional health

a. Life skills for health

1. Physical health

2. Mental and emotional health

3. Social health

b. Making responsible decisions

1. How to say no

2. Resistance skills

3. How to arrive at major life decisions

c. Good character

1. Good qualities of a friend

2. Self esteem

3. Being truthful

4. Heroes

d. Mood balance

1. Healthy mind

2. Ways to stay in a good mood

3. Kinds of feelings

4. Dealing with anger

e. Handling stress

1. Things that cause stress

2. Body changes

3. Healthful stress

4. Harmful stress

5. Controlling stress

2. Learning how to address violent feelings and violent acts by others

a. What contributes to violence

1. Television

2. Music

3. Alcohol and drugs

4. Family unrest

b. How to reduce violence

1. Skill of self-control

2. Supporting potential victims

3. Reporting violent incidents

c. Use of conflict resolution skills

1. Identifying contributors

2. Role playing

3. “Popper stoppers” (ways to calm down)

4. Stress signals

3. Understanding their role in the family and in society

a. Showing respect

1. For others

2. For self

3. Setting limits

b. Disagreements

1. Compromise

2. Bullies

3. Being fair

4. Gossip

c. Healthy relationships

1. Making lasting friends

2. Making responsible decisions

3. Practicing life skills

d. Families

1. Being a loving family member

2. Family dynamics

4. Students will learn about the human body

a. Body systems

1. Skeletal

2. Muscular

3. Nervous

4. Digestive

5. Circulatory

6. Respiratory

b. Growth and change

1. Life cycle

2. Good health habits (developing)

5. Students will learn about nutrition and how to develop dietary guidelines

a. How your body uses nutrients

1. Carbohydrates

2. Vitamins

3. Food pyramid

a. Bread & cereal

b. Milk and dairy

c. Meat and fish

d. Fruit and vegetables

b. Dietary guidelines

1. Variety of foods

2. Balancing foods with physical activity

3. Importance of water

c. Picking healthy foods

1. Reading food labels

2. Tips for grocery shopping

3. Choosing healthful snacks

4. Ordering in restaurants

5. Being aware of false advertising and gimmicks

6. Students will learn food cleanliness and good table manners

a. Keeping food safe

1. Washing hands

2. Cleaning meats and poultry

3. Washing fruits and vegetables

4. Uncooked foods

b. Proper table manners

1. Use of napkins

2. Proper etiquette

7. Students will learn good personal health

a. Teeth

1. Proper care

2. Healthy gums

3. Parts of a tooth

4. Dental visits

b. Skin

1. Using soap and water

2. Deodorants

3. Sunscreen

4. Foods with vitamin A

5. Use of lotions and skin care products

c. Nails

1. Keeping clean

2. Filing and trimming

d. Hair

1. Cleanliness

2. Conditioning

3. Not using other people’s hair products

a. Combs and brushes

b. Barrettes and clips

e. Medical checkups

1. Annual

2. Symptoms and signs to seek medical attention

f. Good grooming

1. Use of products

2. Clean clothes

3. Rest and sleep

4. Activity

5. Relaxation

8. Students will learn the importance of physical fitness

a. Physical fitness plan

1. Cardiovascular fitness

2. Lower body fat

3. Muscle strength and endurance

4. Flexibility

b. Fitness skills

1. Agility

2. Balance

3. Coordination

4. Speed and power

c. Games and sports

1. Safety

2. Fitness testing

3. Equipment

4. Sportsmanship

9. Students will learn the safe use of medicines

a. How they help

1. Relieving symptoms

2. Curing some illnesses

3. Killing germs

4. Helping the body to function properly

b. Kinds of medicines

1. Over the counter

2. Prescription

3. Illegal

c. Medicine safety

1. Safety seal caps

2. Side effects

3. Proper dosage

4. Not sharing prescriptions

5. Drug addiction

10.Students will learn to “say no” to alcohol, tobacco and illegal drugs

a. Alcohol

1. Effects on the mind

2. Physical harm

3. Poor judgment

4. Diseases of alcohol use

5. Crime and violence

6. Accidents

7. Loss of control

b. Tobacco

1. Addiction

2. Health related problems

a. Heart disease

b. Breathing problems

3. Chewing tobacco

4. Second hand smoke

5. Socially unacceptable

c. Illegal drugs

1. Harm to health -present and future

2. Marijuana

3. Stimulants

4. Depressants

5. Helping others

11.Students will learn about communicable and chronic diseases

a. How germs cause disease

1. Bacteria

2. Viruses

b. Spreading of germs

1. Touching objects, people and animals

2. Food

3. Water

4. Breathing

c. Body defenses

1. Cleanliness

2. Vaccines

3. Anti-bodies

d. Communicable diseases

1. Cold

2. Influenza

3. Strep throat

4. Parasites and mites

e. Chronic diseases

1. Heart

2. Cancer

3. Allergy

4. Asthma

5. Prevention

f. Good habits

12.Students will learn consumer skills

a. Definitions of a consumer

1. Finding health information

2. Buying health products

3. Health services

4. Spending money

5. Healthy entertainment

b. Obtaining information

1. Library

2. Computer

3. Red Cross classes

4. Discussions with doctors

c. Entertainment choices

1. Physical activity

2. Clubs

3. Hobbies

4. Reading

5. Some T.V. shows

d. Staying organized

1. Plan for day

2. Keep belongings in order

13.Students will learn about community health

a. Health helpers

1. At school

2. Pharmacists

3. Nurses

4. Doctors

5. Firemen

6. Policemen

7. EMT workers

14.Students will learn about the environment and pollution

a. Clean communities

1. Garbage service

2. Water treatment plants

3. Civic volunteers

b. Kinds of pollution

1. Air

2. Land

3. Water

c. Being a good citizen

1. Litter

2. Not polluting water

3. Clean up after pets

d. Noise

1. Safe noise levels

2. Use of ear protectors

3. Loud music

e. Recycling

1. Different kinds of trash

2. Conserving gas and electricity

f. Respect for your neighborhood

1. Keeping property clean

2. Graffiti

3. Helping your neighbor

4. Reaching a common goal

5. Friendly environment

15.Students will learn some principles of injury prevention and safety

a. Safety at school

1. Fire drills

2. Bomb drill

3. Terrorist drill

4. Care with movement throughout building

b. Safety at home

1. Kitchen appliances

2. Fire escape plan

c. Fire prevention

1. Matches

2. Candles

3. Fire extinguishers

4. Smoke detectors/alarms

d. Weather safety

1. Cold weather

2. Hot weather

3. Thunder storms

4. Floods

5. Tornado

6. Hurricane

7. Blizzard

e. Outdoor Safety

1. Bicycle

2. Swimming

3. Walking

4. Diving

5. Boating

6. Car, truck and van

7. School bus

8. Playground

f. Strangers

1. Who are they?

2. Finding a safe harbor

3. Reporting to an authority figure

4. Strangers in cars

5. Unsafe touch

6. Telephone strangers

7. Internet

g. Weapons and gangs

1. Reporting

2. Protection

3. Avoiding violent gangs

4. Avoiding places where gangs are

h. First Aid

1. Injured person

2. Calling for help

3. Bleeding

4. Burns

5. Stings and bites

6. Scrapes and cuts

III. Proficiency Levels

This course is offered to students in grade 3.

IV. Methods of Assessment

Student Assessment

The teacher will provide a variety of assessments including homework, class participation,

discussions, tests and quizzes, and projects.

Curriculum/Teacher Assessment

The teacher will provide the supervisor with suggestions for change.

V. Grouping

The students are heterogeneously grouped at the third grade level.

VI. Articulation/Scope & Sequence/Time Frame

This course is taught to students in the third grade health education classes.

VII. Resources

Resources include but are not limited to:

A. Speakers/community helpers

B. Literature: stories, poetry, songs

C. Videos

D. Teacher resource/reference materials

VIII. Technology

Grade 3 and 4 Technology

http://www.nj.gov/education/aps/cccs/tech/

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and

synthesize information in order to solve problems individually and collaboratively and to create

and communicate knowledge.

A. Technology Operations and Concepts 8.1.4.A.1 / 8.1.4.A.4

B. Creativity and Innovation 8.1.4.B.1

C. Communication and Collaboration 8.1.4.C.1

D. Digital Citizenship 8.1.4.D.1

E. Research and Information Literacy 8.1.4.E.2

F. Critical Thinking, Problem Solving, and Decision-Making 8.1.4.F.1

IX. Methodologies

Students will be engaged in varied learning activities. Methods employed will be

developmentally and age-appropriate. The unique learning styles of the individual students

will be accommodated in order to provide opportunities for each to succeed in the

acquisition of desirable attitudes, habits, knowledge and skills.

X. Suggested Activities

A wide variety of activities address the learning styles of all students. These activities include

but are not limited to:

A. Discussion

B. Demonstration

C. Reading

D. Poems

E. Songs

F. Drawings

G. Posters

H. Collages

I. Work sheets

J. Role-playing

XI. Interdisciplinary Connections

This course incorporates life sciences, history, and health and physical education applications.

XII. Differentiated Instruction

Differentiating Instruction for Students with Special Needs: Students with Disabilities,

English Language Learners, and Gifted & Talented Students

Differentiating instruction is a flexible process that includes the planning and design of

instruction, how that instruction is delivered, and how student progress is measured. Teachers

recognize that students can learn in multiple ways as they celebrate students’ prior knowledge.

By providing appropriately challenging learning, teachers can maximize success for all students.

Examples of Strategies and Practices that Support:

Students with Disabilities

• Use of visual and multi-sensory formats

• Use of assisted technology

• Use of prompts

• Modification of content and student products

• Testing accommodations

• Authentic assessments

Gifted & Talented Students

• Adjusting the pace of lessons

• Curriculum compacting

• Inquiry-based instruction

• Independent study

• Higher-order thinking skills

• Interest-based content

• Student-driven instruction

• Real-world problems and scenarios

English Language Learners

• Pre-teaching of vocabulary and concepts

• Visual learning, including graphic organizers

• Use of cognates to increase comprehension

• Teacher modeling

• Pairing students with beginning English language skills with

students who have more advanced English language skills

• Scaffolding

•word walls

•sentence frames

•think-pair-share

•cooperative learning groups

•teacher think- aloud

XIII. 21st CENTURY LIFE AND CAREERS

Career Ready Practices describe the career-ready skills that all educators in all content areas

should seek to develop in their students. They are 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 programs with increasingly higher levels of complexity and

expectation as a student advances through a program of

study.

http://www.nj.gov/education/aps/cccs/career/

9.1 PERSONAL FINANCIAL LITERACY

A. INCOME AND CAREERS 9.1.4..2

B. MONEY MANAGEMENT 9.1.4.B.2, 9.1.4.B.3

C. CREDIT AND DEBT MANAGEMENT 9.1.4.C.1,

D. PLANNING, SAVING, AND INVESTING 9.1.4.D.1

E. BECOMING A CRITICAL CONSUMER 9.1.4.E.2

F. CIVIC FINANCIAL RESPONSIBILITY 9.1.4.F.2

G. INSURING AND PROTECTING 9.1.4.G.1

9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION

A: CAREER AWARENESS 9.2.4.A.1, 9.2.4.A.2, 9.2.4.A.3, 9.2.4.A.4

XIV. Professional Development

As per the PDP/150 Hours statement, the teacher will continue to improve through participation

in a variety of professional development opportunities.

Curriculum Map – Health 3

Month

September October November December

January

Health 3

Physical,

Mental, &

Emotional

Health

Violence

(prevention).

Role of

Family

Human

Systems

Nutrition,

Food

cleanliness

Personal

Health,

Physical

Fitness

Month

February March April May June

Health 3

Medicines

Alcohol/Drugs

Diseases Consumer

Skills /

Community

Health

Environment

& Pollution

Injury Prev.

Safety