social studies – grade 8 - saisd.net file · web viewcreate two webs, one write the word...

Health Education – Grade 2Third Grading Period – Week 1 CURRICULUM OVERVIEW

Big Idea Unit Rationale

In Health Education, students understand that personal health decisions and behaviors affect health throughout the life span.

Students will be informed and recognize health information that is good for their bodies.

TEKS TEKS Specificity - Intended Outcome

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2.1B Describe and demonstrate personal health habits such as brushing and flossing teeth and exercise.

I Can Including, but not limited to:

recognize personal health habits. (2.1B)

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2.1B Describe and demonstrate personal health habits such as brushing and flossing teeth and exercise.

Evidence of Learning

1. Students will successfully recognize personal health habits 80% of the time.

SAISD © 2008-09 – Third Grading Period Health Education Grade 2 of 20

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What are the reasons for personal health habits? What is the importance of having a healthy heart? Why should you practice healthful habits from the time you are young? How can you tell the difference between “healthful” and “unhealthful”

habits?

Need to know appropriate health information in order to stay healthy.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will…Assessment for Learning

So students can…. Resources

Have students review and list ways one can demonstrate personal health habits review brushing teeth as a personal health habit. complete Model Lesson, pages, 21-25. create two webs, one write the word “food” in the center and in the center

of the second one write “exercise.” read pages 4 and 5 of the student’s issue to learn more about the heart. participate in role playing the situations listed on page 22. view Health Big Ideas Book, pages 10-11. Name some ways these

people are taking care of their health.(2.1B)

demonstrate understanding of concepts and skills through classroom discussion, and completion of activities (2.1B)

describe and demonstrate personal heal habits. (2.1B)

explain how a healthful diet and exercise help you have a healthy heart. (2.1B)

identify habits that can contribute to a healthy lifestyle. (2.1B)

complete Health Masters, page 22, “Name That Habit” as a homework assignment. (2.1B)

Bienestar Coordinated School Health

Coordinated School Health ProgramThe Great Body ShopYour Heart, Small But StrongLesson 2: How To Care For Your Heart

Macmillan/McGraw-Hill Health & WellnessTeacher EditionChapter 3Your BodyLesson 3Healthful HabitsHealth Masters, page 23“What Would You Do?”

Health and Physical Education Website

Vocabulary: (Pertinent to the learning – specific) personal habits healthful unhealthful

Vocabulary: (Spanish) personal habitos saludable unhealthful

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students who are having difficulty?

Have students pair up with a partner Provide frequent feedback

What do you do for students who master the learning quickly?

What are the reasons for personal health habits?Will all students who learn and practice healthy lifestyle habits be prepared for college life physical challenges, good study habits, nutritional and healthy choices?



http://lms.saisd.net/dept/pe883/



Big Idea Unit RationaleIn Health Education, students know the basic structures and functions of the human body and how they relate to personal health.

Students need to know and understand stress management.


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2.1 E Define stress and describe healthy behaviors that reduce stress such as exercise. I Can Including, but not limited to:

reduce my stress.(2.1E))

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2.1 E Define stress and describe healthy behaviors that reduce stress such as exercise.

Evidence of Learning1. Students will successfully know how to manage stress 80% of the time.




How would you decide which behaviors reduce stress? Determine what could have caused stress. Need to know ways to reduce stress.




Have students listen to teacher reading “Alexander & The Terrible, Horrible, No Good,

Very Bad Day” book by Judith Viorst. predict what stress is and tell if they think Alexander is stressed. understand that stress is what they feel when they are worried or

uncomfortable about something. This worry in your mind can make your body feel bad. Is fear stress?

brain storm a list of things that cause stress and a list of ways to manage stress.

create a list of health behaviors that will reduce stress. complete Lesson 1: Understanding and Coping With common Fears,

Model Lesson. participate in Math Activity 5: Fears and Worries Graph as a class

activity. (2.1E)

demonstrate understanding of concepts through classroom discussion, and completion of activities. (2.1E)

know that stress may be reduced by following healthy behaviors. (2.1E)

manage stress. (2.1E)

Coordinated School Health Program The Great Body Shop

When I Feel AfraidLesson 1

Macmillan/McGraw-Hill Health & Wellness Teacher EditionChapter 1Your FeelingsLesson 8How Can I Manage Stress?


Vocabulary: (Pertinent to the learning – specific) stress worried fear afraid cope graph bully

Vocabulary: (Spanish) estrés preocupado miedo tener medio arreglárselas gráfica abusonona



Have students pair up with a partner Provide frequent feedback Use Leveled Activities


How would you decide which behaviors reduce stress? Will all students who learn and practice healthy lifestyle habits be prepared for college life physical challenges, good study habits, nutritional and healthy choices?

Health Education – Grade 2Third Grading Period – Week 3 CURRICULUM OVERVIEWSAISD © 2008-09 – Third Grading Period Health Education Grade 2 of 20



Big Idea Unit RationaleIn Health Education, students understand the basic structures and functions of the human body and how they relate to personal health throughout the life span. Students need to identify the major organs of the body.


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s 2.3 B Identify the major organs of the body such as the heart, lung, and brain and describe their primary function.


Identify the major organs of the body. ( 2.3B)

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2.3 B Identify the major organs of the body such as the heart, lung, and brain and describe their primary function.


1 .Students will successfully identify the major organs of the body 80% of the time.




Why is it important to identify the major organs of the body? What can you point out about the functions of the Central Nervous

System? How do the brain and nerves work together. Why is the brain so important to us?

Need to know the major organs of the body.




Have students preview the issue cover to predict which organ they

will be discussing. create a word web to list thing that the brain helps

them to do. participate in the Model Lesson, lesson 1. on an overhead projector, students will read and

discuss facts and vocabulary related to the brain. keep a collection of “Parts” in a baggie for each

group. (Body part stencils can be made out of file folders for students to trace)

trace a student’s body, one from each cooperative group, on a large piece of butcher paper.

recall facts about the brain and write them on the back of their brain.

glue down their brain in the correct location on their paper body.

complete Health Master page 28, Caring for Your Brain.(2.3B)

demonstrate understanding of concepts through classroom discussion, and completion of activities ( 2.3B)

understand that there are several major organs of the body and the brain is one of them. ( 2.3B)

explain the importance of the Central Nervous System. ( 2.3B)

analyze the appropriate functions of the brain. ( 2.3B)

complete Parent/Child Activity Home work 1: Parts of The Brain And What They Do (GBS)

Coordinated School Health ProgramThe Great Body Shop

Lesson 1How You Think

Macmillan/McGraw-Hill Health & Wellness Teacher EditionChapter 3Your BodyLesson 9Your Brain


Vocabulary: (Pertinent to the learning – specific) organs function brain cerebrum cerebellum nerves wires skull

Vocabulary: (Spanish) órgano función cerebro cerebro cerebelo nervios alambres craneo




Why is it important to identify the major organs of the body? Will all students who learn and practice healthy lifestyle

habits be prepared for college life physical challenges,






good study habits, nutritional and healthy choices?



Health Education – Grade 2

Third Grading Period – Week 4 CURRICULUM OVERVIEWBig Idea Unit Rationale

In Health Education, students understand how to recognize health information. Students need to identify the major systems of the body.


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s 2.3 C Identify the major systems of the body. I Can Including, but not limited to:

identify the major systems of the body. (K.5A)

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2.3 C Identify the major systems of the body.


Students will successfully identify the major systems of the body 80% of the time.




What are the major body systems? What predictions can you make about the Circulatory systems? Why does exercise help keep your heart healthy? What is one thing the blood carries?

Need to identify the major systems of the body when seeking health information.




Have students review by stating what they remembered from last year about their body

organs/systems specifically the circulatory system. complete Health Master, Body Systems, page 24. discuss the following: Circulatory System, create a word web of all the things they know about the heart. complete Lesson 1, Model Lesson page 9. On an overhead projector,

follow the path of the blood from the picture in their issue. compare and contrast the blood going to the heart that has little or no

oxygen in the blood, to the blood that has a lot of oxygen by using the compare and Contrast poster.

complete “Artery Demonstration” activity as a group presentation.

demonstrate understanding of concepts through classroom discussion, and completion of activities .(2.3C)

describe different types of body systems. (2.3C)

explain the importance of the Circulatory System. (2.3C)

understand that their heart rate and blood flow change with ever move they make. (2.3C)

Coordinated School Health ProgramThe Great Body Shop

Your Heart, Small But StrongLesson 1

Macmillan/McGraw-Hill Health & Wellness Teacher EditionChapter 3 Your BodyLesson 8Your Heart and Lungs

Health-Related Fitness for Grades 1 and 2 http://www.factmonster.com/ipka/A0774536.html

Vocabulary: (Pertinent to the learning – specific) system protection organ circulatory blood vessels pulse heart blood oxygen

Vocabulary: (Spanish) sistema protección órgano circulatory pulso corazón sangre oxigeno





What predictions can you make about the Circulatory systems?

Will all students who learn and practice healthy lifestyle habits be prepared for college life physical challenges, good study habits, nutritional and healthy choices?

Health Education – Grade 2SAISD © 2008-09 – Third Grading Period Health Education Grade 2 of 20


http://www.factmonster.com/ipka/A0774536.html

http://www.factmonster.com/ipka/A0774536.html

http://www.pecentral.org/lessonideas/viewlesson.asp?ID=901

http://www.Factmonster.com/pka/A0774536.html


In Health Education, understands the difference between sickness and health in persons of all ages.

Students need to know that health information is essential in maintaining their health.


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s 2.4 C Explain how the body provides protection from disease. I Can Including, but not limited to:

explain how the body provides protection from disease. (K.6A)

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2.4 C Explain how the body provides protection from disease.


1. Students will successfully tell how the body provides protection from disease 80% of the time.




How does the body provide protection from disease? Why is it important to be well groomed?

Need to know how the body provides protection from disease.




Have students review ways the body provides protection from disease by reading a

section from the book, “Germs Make Me Sick!” by Melvin Berger.

review what they already know about germs. complete the Model Lesson in lesson 2. read “The Army In Your Body” in the student issue and explain how the

body works to fight off germs review “The Guess-What Game” complete the Science Activity 10: Betsy and the Germs.(2.4C)

demonstrate understanding of concepts through classroom discussion, and completion of activities.(2.4C)

describe how the body provides protection from disease.(2.4C)

describe and demonstrate personal heal habits.(2.4C)

Bienestar Coordinated School HealthChildren Moving

The Great Body Shop Germs! They Make You SickLesson 2:Keeping Germs OutLesson 3:Body Battles: Fighting Germs

Coordinated School Health Program Macmillan/McGraw-Hill Health & WellnessChapter 5Keeping Clean and FitLesson 4Look Your Best


Vocabulary: (Pertinent to the learning – specific) antibodies antibiotics white blood cells army battle fever

Vocabulary: (Spanish) anticuerpos antibióticos células blancas del la sangre ejército batalla fiebre





Why is it important to be well groomed?Will all students who learn and practice healthy lifestyle habits be prepared for college life physical challenges, good study habits, nutritional and healthy choices?

Health Education – Grade 2SAISD © 2008-09 – Third Grading Period Health Education Grade 2 of 20




In Health Education, understands the difference between sickness and health in persons of all ages

Students need to identify causes of disease other than germs


Con

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s 2.4 B Identify causes of disease other than germs such as allergies and heart disease. I Can Including, but not limited to:

identify causes of disease other than germs.(2.4B)

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2.4 B Identify causes of disease other than germs such as allergies and heart disease.


1. Students will successfully identify causes of disease other than germs 80% of the time.




What is the significance of identifying the causes of diseases other than germs?

Can you get allergies from another person? What makes somebody sneeze? What could cause someone with asthma to have trouble breathing? How does heart disease happen? What is wrong with too much fat on your body? Can you get Cancer from someone else?

Need to know basic causes of diseases. (previous lessons)




Have students discuss different diseases. participate in the Model Lesson. brain storm things that may happen if the heart isn’t working properly. discuss the causes of diseases other than germs such as asthma, obesity,

diabetes and heart disease. recognize that not all illnesses are communicable and understand the

differences between communicable and non-communicable.(2.4B)

demonstrate understanding of concepts through classroom discussion, and completion of activities (2.4B)

understand the difference between sickness and health in persons of all ages. (2.4B)

develop awareness of the important of immunization. (2.4B)

identify the causes of diseased other than germs. (2.4B)

Bienestar Coordinated School HealthThe Great Body Shop

Your Heart, Small But StrongLesson 3Heart Problems And Heart HelpersMacmillan/McGraw-Hill Health & Wellness Teacher EditionChapter 8 Fighting GermsLesson 4Allergies: Nothing to Sneeze AtLesson 5AsthmaLesson 6Keep Your Heart HealthyLesson 7Obesity and DiabetesLesson 8How Can I Prevent Cancer?


Vocabulary: (Pertinent to the learning – specific) medicines allergies asthma obesity diabetes cancer communicable

Vocabulary: (Spanish) medicina alergia asthma obesidad diabetes cancer pasar de uno a otro





How does heart disease happen? Will all students who learn and practice healthy lifestyle habits be prepared for college life physical challenges, good study habits, nutritional and healthy choices?






In Health Education, understands the difference between sickness and health in persons of all ages.

Students need to know how germs are transmitted.


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2. 4 A Explain ways in which germs are transmitted, methods of preventing the spread of germs, and the importance of immunization.

2.4 D Apply practices to control spread of germs in daily life such as hand washing and skin care.I Can Including, but not limited to:

explain ways that germs are transmitted.(2.4A)

control the spread of germs.(2.4D)

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2. 4 A Explain ways in which germs are transmitted, methods of preventing the spread of germs, and the importance of immunization.

2.4 D Apply practices to control spread of germs in daily life such as hand washing and skin care.


1. Students will successfully explain ways that germs are transmitted 80% of the time.2. Students will successfully describe how to control the spread of germs 80% of the time.




What is the significance of identifying the causes of diseases other than germs? What does a microscope help you see? How would you interpret the practices to control the spread of germs in daily life? What are the reasons for personal health habits? How might germs get in your body? What are some ways to stop the spread of germs?

Need to know basic germ control.




Have students read aloud the title of the issue and create two lists on the board one with

what they already know about germs and another with the following headings, Germs, What can germs do? Where are germs? and how do we prevent germs from getting into our bodies.

continue with “What Do We Need To Learn?” complete lessons 1 and 2 including Activity 2, “Can You Count the Colds?” read “Medicines That Fight Germs” and “The Guess- What Game” in the

student issue. understand “Vaccinations” and complete any of the Reinforcement Activities

in this unit, such as Activity 14: “Catching Germs”. recognize that not all illnesses are communicable and understand the

differences between communicable and non-communicable.(2.4A) list and discuss things they can practice to control the spread of germs. review “The Army in Your Body” in the student issue and explain how the

body works to fight off germs. review “The Guess-What Game” review hand washing steps. create a list of personal health habits.(2.4D)

demonstrate understanding of concepts through classroom discussion, and completion of activities.(2.4A D))

describe ways in which germs are transmitted.

describe methods of preventing the spread of germs.

develop awareness of the important of immunization. (2.4A)

apply practices to control the spread of germs in daily life.

describe and demonstrate personal heal habits.

identify ways to prevent the spread of germs.(2.4D)


The Great Body Shop Germs! They Make You Sick

Macmillan/McGraw-Hill Health & Wellness Teacher EditionChapter 8 Fighting GermsLesson 1& 2GermsStaying Safe From GermsTAKS, Test Preparation and Practice Book

Vocabulary: (Pertinent to the learning – specific) germs immunization vaccinations transmitted prevent colds medicines viruses bacteria communicable white blood cells army

Vocabulary: (Spanish) germen immunization vacunación pasado impedir resfriado medicina virases bateria pasar de uno a otro Viruelas locas células blancas del la sangre



battle fever amoxicillin

ejército batalla fiebre amoxicillin





What is the significance of identifying the causes of diseases other than germs?





Big Idea Unit RationaleThe student understands that personal health decisions and behaviors affect health throughout the life span.

Students need to use and understand the importance of individual health maintenance activities.


Con

cept

s 2.1 F Describe the importance of individual health maintenance activities such as regular medical and dental checkups.


describe the importance of individual health maintenance. (2.1F)

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2.1 F Describe the importance of individual health maintenance activities such as regular medical and dental checkups.

.


1. Students will successfully explain the importance of individual health maintenance activities 80% of the time.




What is the importance of individual health maintenance activities? What would happen if individual health maintenance activities were not in

place? Need to know basic health maintenance activities.




Have students create a list of Health-Care Team Members, people who help them keep

healthy. examples are doctors, dentists, parents and themselves, because they can develop habits that can help them stay healthy.

review each Health-Care Member by stating what role each member plays in their health.

complete Health Master page 41, Getting a Checkup.(2.1F)

demonstrate understanding of concepts through classroom discussion, and completion of activities .(2.1F)

understand that personal health decisions and behaviors affect health throughout the entire life span .(2.1F)

understand and use individual health maintenance activities.(2.1F)

understand that a doctor records everything about a child’s health in a health record.(2.1F)


The Great Body ShopGerms! They Make You Sick

Macmillan/McGraw-HillHealth & Wellness Teacher Edition

Chapter 5Keeping Clean and FitLesson 1CheckupsHealth Master Page 41Getting a CheckupVocabulary: (Pertinent to the learning – specific)

maintenance medical dental check-up sick

Vocabulary: (Spanish) mantenimiento médico dental reconocimiento medico enfermo





What is the importance of individual health maintenance activities?






The student understands that personal health decisions and behaviors affect health throughout the life span.

Students need to have the ability to analyze friendship.


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2.1A Explain actions an individual can take when not feeling well.


take actions when not feeling well.(2.1A)

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2.1A Explain actions an individual can take when not feeling well.


1. Students will successfully analyze the actions they can take when not feeling well 80% of the time.




Why is it important to take actions when not feeling well? Why is it important to tell a parent or guardian right away if you don’t

feel well?

Need to know the actions they can take when not feeling well.




Have students complete a Predicting Consequences Graphic organizer to predict what

might happen if Jessica doesn’t talk to her mom about how she is feeling and if Jessica tells her mom how she is feeling, page 37, Lesson 3. (GBS)

as a class project create their own Do’s and Don’ts list to follow if they are sick. see page 36, lesson three. (GBS)(2.1A)

demonstrate understanding of concepts through classroom discussion, and completion of activities (2.1A)

understand that personal health decisions and behaviors affect health throughout the entire life span.(2.1A)


The Great Body ShopGerms! They Make You SickLesson 3Body Battles: Fighting Germs

Coordinated School Health ProgramMacmillan/McGraw-HillHealth & WellnessTeacher EditionChapter 5Keeping Clean and FitLesson 1


Vocabulary: (Pertinent to the learning – specific) sick fever

Vocabulary: (Spanish) enfermo febre





Why is it important to take actions when not feeling well?





social studies – grade 8 - saisd.net file · web viewcreate two webs, one write the word...

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